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This book looks inside the school to examine how every-day, school-level processes act to place particular students 'outside' the educational endeavour and argues for new strategies for thinking critically about and interrupting educational exclusions and inequalities. Looking across national contexts and drawing on ethnographic studies of schools in the UK and Australia, the book explores the implications of the contemporary education policy context and processes and practices inside schools for students as learners and for educational inequalities. The book uses tools offered by post-structural theory to read ethnographic data and show how the discourses that circulate inside schools at once mobilize and elide gender, sexuality, social class, ability, disability, race, ethnicity, religious and cultural belongings at the same time as they open up and close down 'who' students can be as learners. In demonstrating these processes the book offers new insights into how these 'truths' about students and learners are created and how they come to be bound so tightly to the educational inclusions, privileges and successes that some students enjoy and the exclusions, disadvantages and 'failures' that other students face.

Discrimination in education. --- Multiculturalism. --- Cultural diversity policy --- Cultural pluralism --- Cultural pluralism policy --- Ethnic diversity policy --- Multiculturalism --- Social policy --- Anti-racism --- Ethnicity --- Cultural fusion --- Educational discrimination --- Race discrimination in education --- Education --- Affirmative action programs in education --- Segregation in education --- Government policy --- Education, Higher. --- Higher Education. --- Educational Policy and Politics. --- Sociology of Education. --- Sociology, general. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Discrimination in education --- Higher education. --- Educational policy. --- Education and state. --- Educational sociology. --- Sociology. --- Social theory --- Social sciences --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Endowment of research --- Aims and objectives

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A big project like this Handbook means that you incur debts, and not only to your authors and your publisher. As editors we, along with our colleague Elaine Unterhalter who edited the section on postcolonialism, would like to thank most warmly those authors who delivered on time, and who did not fuss but just got on and did a ? r- rate job. We would also like to thank all authors who did deliver – which was almost everyone we asked. We know that some of our authors worked in very dif? cult private circumstances as they were ? nishing their chapters and we hope the publication of the Volumes will, later, be for them a happy reminder of dif? culties and disasters overcome. The only sad theme is that some very close colleagues, with whom we were wo- ing and for whom we had the greatest respect and liking, became very ill (and died) while the volumes were being prepared. We decided to ask for copyright permissions to publish something of theirs. These permissions were graciously given by two major journals and with the agreement also of our publishers Springer, Rolland Paulston and Terry McLaughlin have examples of their writing in this Handbook.

Comparative education. --- Education. --- Theory & Practice of Education --- Education --- Social Sciences --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Education, Comparative --- International education. --- Educational policy. --- ducation and state. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- International and Comparative Education. --- Educational Policy and Politics. --- Learning & Instruction. --- Sociology of Education. --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- History --- International education . --- Education and state. --- Learning. --- Instruction. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Learning process --- Comprehension --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives --- Government policy

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In recent year, efforts to understand learning for and throughout working life have moved away from a focus on workplace training to concerns about learning as a component and outcome of engaging in work and work-related activities and interactions. This shift acknowledges a broader set of workplace factors that shape workers’ learning and development. Yet equally, it acknowledges that this learning through engagement is also necessarily shaped by the diverse ways that individuals elect to engage or participate in workplace activities. Central here is the issue of individuals’ subjectivity and how this is shaped by but shapes engagement in work and, therefore, what learning flows from their participation. It is in considering the relations among subjectivity, learning and work that it is possible to advance both the conceptual and procedural bases for understanding learning through and for working life. Moreover, the focus on relations among subjectivity, work and learning represents a point of convergence for diverse disciplinary traditions and practices that are provided by the book’s contributors. In this way, the contributions represent something of the emerging perspectives that are elaborating the complex relations among subjectivity, work and learning, and circumstances in which they are played out.

Adult education. Lifelong learning --- Employees --- Organizational change --- Work --- Change, Organizational --- Organization development --- Organizational development --- Organizational innovation --- Management --- Organization --- Manpower planning --- Employee development --- Employee training --- Employees, Training of --- In-service training --- Inservice training --- On-the-job training --- Training of employees --- Training within industry --- Vestibule schools --- Occupational training --- Employer-supported education --- Training of --- Social aspects --- Organizational change. --- Social aspects. --- Training of. --- Professional & Vocational Education. --- Educational Policy and Politics. --- Learning & Instruction. --- Sociology of Education. --- Professional education. --- Vocational education. --- Educational policy. --- Education and state. --- Learning. --- Instruction. --- Educational sociology. --- Learning process --- Comprehension --- Education --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Aims and objectives --- Government policy

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The International Handbook of Student Experience in Elementary and Secondary School is the first handbook of its kind to be published. It brings together in a single volume the groundbreaking work of scholars who have conducted studies of student experiences of school in Afghanistan, Australia, Canada, England, Ghana, Ireland, Pakistan, and the United States. Drawing extensively on students’ interpretations of their experiences in school as expressed in their own words, chapter authors offer insights into how students conceptualize and approach school, how students understand and address the ongoing social opportunities for and challenges in working with other students and teachers, and the multiple ways in which students shape and contribute to school improvement. The individual chapters are framed by an opening chapter, which provides background on, bases of, and trends in research on students’ experiences of school, and a final chapter, which uses the interpretive framework translation provided to explore how researching students’ experiences of school challenges those involved to translate the qualitative research methods they use, the terms they evoke to describe and define students’ experiences of schools, and, in fact, themselves as researchers.

Classroom environment. --- School environment. --- Environment, School --- Educational sociology --- Classroom climate --- Climate, Classroom --- Environment, Classroom --- Classroom management --- School environment --- Teacher-student relationships --- Curriculum planning. --- Early childhood education. --- Learning & Instruction. --- Teaching and Teacher Education. --- Curriculum Studies. --- Educational Policy and Politics. --- Early Childhood Education. --- Education --- Curriculum development --- Instructional systems --- Planning --- Curricula --- Design --- Learning. --- Instruction. --- Teaching. --- Curriculums (Courses of study). --- Education—Curricula. --- Educational policy. --- Education and state. --- Child development. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Pedagogical content knowledge --- Training --- Learning process --- Comprehension --- Child study --- Children --- Development, Child --- Developmental biology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Development --- Government policy --- Investigación cualitativa --- Aprendizaje --- Política educativa --- Enseñanza primaria --- Enseñanza secundaria --- Estudiantes --- Educación secundaria --- Enseñanza media --- Escuelas secundarias --- Estudiantes de enseñanza secundaria --- Educación primaria --- Enseñanza elemental --- Educación y Estado --- Estado y educación --- Política de educación escolar --- Derecho a la educación --- Proceso de aprendizaje --- Comprensión --- Educación --- Autoaprendizaje --- Análisis cualitativo (Investigación) --- Métodos cualitativos (Investigación) --- Investigación científica