Educational equity in poor urban contexts - exploring issues of place/space and young people's identity and agency


Abstract
An enduring concern for educational policy in many affluent countries is the endemic nature of educational inequalities that are predominately located in poor urban contexts. Given the inabilities of school reform per se to deal with these inequalities, the paper focuses on issues of scarcity and spatial processes that are implicated in the formation of young people's educational identities - identities that then mediate the conversion of educational resources into educational attainments or achievements
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DOI 10.1080/00071005.2010.520669
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Practical Reason.Pierre Bourdieu - 1998 - Mind 74 (294):174-191.
Knowledge and Control: New Directions for the Sociology of Education.Michael F. D. Young - 1972 - British Journal of Educational Studies 20 (2):247.

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