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  1. Chinese Students’ Perspectives on Learner Identity.Ziyu Wang - forthcoming - Educational Studies:1-16.
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  • Imagining Gendered Adulthood: Anxiety, Ambivalence, Avoidance and Anticipation.Rachel Thomson, Elina Lahelma, Janet Holland & Tuula Gordon - 2005 - European Journal of Women's Studies 12 (1):83-103.
    In this article, the authors draw on two qualitative, longitudinal studies of young people’s transitions to adulthood and how they construct these transitions over time in social, cultural and material terms. The authors focus on the hopes, anxieties and imagined futures of young women. They discuss the individualization thesis, and the contradiction for female individualization between expectations of equality and the reality of inequality between the genders. The debate is moved beyond ‘pitiful girls’ and ‘can-do girls’ by exploring how young (...)
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  • Networks of Violence in the Production of Young Women's Trajectories and Subjectivities.Amanda Kidd - 2016 - Feminist Review 112 (1):41-59.
    This paper focuses on the deployment and interdependence of different expressions of gendered and classed violence in shaping the choices, trajectories and subjectivities of young women on vocational beauty therapy courses. It takes as its premise the understanding that, far from simply being an aberrant expression of interpersonal or intergroup aggression, violence is embedded in social life in multiple and complex ways, reverberating through women's lives to reproduce disadvantage and subordination. The paper draws on theoretical and empirical investigations of the (...)
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  • Creativity, Knowledge and Curriculum in Further Education: A Bernsteinian Perspective.Ron Thompson - 2009 - British Journal of Educational Studies 57 (1):37-54.
  • Critical Realism with a ‘Small-C’: Using Domain Theory to Conceptualize Therapeutic Education.Clare Rawdin - 2019 - Journal of Critical Realism 18 (2):123-141.
    ABSTRACTThe recent rise in popularity of nurture groups in British schools appears to be aligned with a broader shift towards therapeutic education. With initial origins in attachment theory, nurtu...
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  • A Sociologist Teaches History: Some Epistemological and Pedagogical Reflections.Andrew Morrison - 2017 - Educational Studies 53 (3):233-246.
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  • Youth Identities, Education and Employment – Exploring Post-16 and Post-18 Opportunities, Access and Policy.Gerry Czerniawski - 2019 - British Journal of Educational Studies 67 (1):131-132.
  • Aspirations and Young People’s Constructions of Their Futures: Investigating Social Mobility and Social Reproduction.Kate Hoskins & Bernard Barker - 2017 - British Journal of Educational Studies 65 (1):45-67.
  • Learners' Emotional and Psychic Responses to Encounters with Learning Support in Further Education and Training.Jocelyn Robson, Bill Bailey & Heather Mendick - 2008 - British Journal of Educational Studies 56 (3):304 - 322.
    This article investigates the experience of individual learners who have been allocated learning support in the further education system in England. The particular focus is on interviewees' constructions of their emotional and psychic experiences. Through the adoption of a psycho-social perspective, learners' tendency to 'idealise' their learning support workers is understood as a strategy for coping with the anxiety generated by a range of previous experiences. The implications for policy-makers are discussed.
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  • Education and the Middle Classes: Against Reductionism in Educational Theory and Research.John Beck - 2007 - British Journal of Educational Studies 55 (1):37-55.
    This paper critiques what it sees as a tendency on the part of certain social researchers to engage in moralistic critiques of middle-class parents, especially in relation to the choices and actions of such parents within educational quasi-markets. It proceeds to a linked critique of the influence within education of certain aspects of the work of Pierre Bourdieu, with particular reference to the concepts of symbolic violence and the depiction of cultural meanings as arbitrary. It is argued that both these (...)
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  • Promoting Resilience Through Adversity: Increasing Positive Outcomes for Expelled Students.Nadia Coleman - 2015 - Educational Studies 41 (1-2):171-187.
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  • Spaces of Difference: The Contradictions of Alternative Educational Programs.Jennifer A. Vadeboncoeur - 2009 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 45 (3):280-299.
    Drawing upon the concept of thirdspace (Soja 1996), this article extends sociocultural theorizations of space in relation to alternative educational programs: programs designed to re-engage youth who have been pushed out of mainstream schools. Snapshots of educational programs, provided by ethnographic research gathered in the United States, Australia, and Canada, foreground the contradictions inherent in these alternative spaces: on one hand, the possibilities obtained for youth through participation, and on the other, the production of these programs through displacement. Alternative educational (...)
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  • Learners’ Emotional and Psychic Responses to Encounters with Learning Support in Further Education and Training.Jocelyn Robson, Bill Bailey & Heather Mendick - 2008 - British Journal of Educational Studies 56 (3):304-322.