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Informationen zum Autor Phillip Brown is Distinguished Research Professor in the Cardiff School of Social Sciences! Cardiff University! UK. He is a Fellow of the Academy of Social Sciences (FAcSS) and the Learned Society of Wales (FLSW). He is a leading sociologist in the field of education! work and the global labour market. Since the late 1990s he has been studying economic globalisation and the new division of labour including path-breaking comparative studies that fundamentally challenged Western policy debates around skill formation! social justice and the knowledge economy. He also has a longstanding interest in graduate employability! social mobility and the sociology of talent.Diane Reay grew up in a working class! coal mining community before becoming an inner city primary school teacher for 20 years. She is now Professor of Education at the University of Cambridge! UK! with particular interests in social justice issues in education! Pierre Bourdieu's social theory! and cultural analyses of social class. She has researched extensively in the areas of social class! gender and ethnicity across primary! secondary and post-compulsory stages of education. Her most recent book (with Gill Crozier and David James) is White Middle Class Identities and Urban Schooling (2011). She is currently writing a book on Education and the Working Classes in the 21st Century. As well as being an executive editor of British Journal of Sociology of Education! she is on the editorial boards of? the Journal of Education Policy and Cultural Sociology.Carol Vincent is Professor of Education at the Institute of Education! University College London! UK. She has written and researched extensively on families' relationships with educational institutions! and! in particular! how these are shaped by race and class. She co-authored The Colour of Class (2015) which explores the educational strategies of the Black Caribbean-origin middle classes. Other research interests include parenting! especially mothering! education policy! and 'super-diversity'. Her current ESRC project focuses on 'Children and Adults' Friendships across Social Class and Ethnic Difference'. Zusammenfassung This book brings together articles on education and social mobility. It makes an important contribution to our theoretical and empirical understanding of the changing relationship between origins, education and destinations. This book was originally published as a special issue of the British Journal of Sociology of Education. Inhaltsverzeichnis 1. Education and social mobility 2. Reflections on education and social mobility 3. Social mobility, a panacea for austere times: tales of emperors, frogs, and tadpoles 4. Education, opportunity and the prospects for social mobility 5. ‘Class work’: producing privilege and social mobility in elite US secondary schools 6. Higher education, social class and the mobilisation of capitals: recognising and playing the game 7. Social mobility and post-compulsory education: revisiting Boudon’s model of social opportunity 8. The changing relationship between origins, education and destinations in the 1990s and 2000s 9. Framing higher education: questions and responses in the British Social Attitudes survey, 1983–2010 10. Interrupted trajectories: the impact of academic failure on the social mobility of working-class students 11. Rural students’ experiences in a Chinese elite university: capital, habitus and practices 12. Cultural capital and distinction: aspirations of the ‘other’ foreign student 13. Meritocracy and the Gaokao: a survey study of higher education selection and socio-economic participation in East China 14. Educational expansion and field of study: trends in the intergenerational transmission of educational inequality in the Netherlands 15. The role of the school curriculum in social mobilit...
