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Author:   Kalwant Bhopal (University of Southampton, UK) ,  Farzana Shain (Keele University, UK)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.140kg
ISBN:  

9781138306288

ISBN 10:   1138306282
Pages:   212
Publication Date:   12 January 2018
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Introduction – Educational inclusion: towards a social justice agenda? 1. Interrupting the interruption: neoliberalism and the challenges of an antiracist school 2. Fighting for the ‘right to the city’: examining spatial injustice in Chicago public school closings 3. Just imaginary: delimiting social inclusion in higher education 4. Re-articulating social justice as equity in schooling policy: the effects of testing and data infrastructures 5. Beyond the education silo? Tackling adolescent secondary education in rural India 6. Pakistani and Bangladeshi young men: re-racialization, class and masculinity within the neo-liberal school 7. Disability and inclusive education in times of austerity 8. Transforming marginalised adult learners’ views of themselves: Access to Higher Education courses in England 9. Home education, school, Travellers and educational inclusion

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Author Information

Kalwant Bhopal is Professor of Education and Social Justice at the University of Southampton, UK. She has published widely on educational inequalities, focusing on marginalised and excluded groups. She is the author of The Experiences of Black and Minority Ethnic Academics: A comparative study of the unequal academy (Routledge, 2015). She is currently conducting research exploring successful support strategies for BME senior leaders in higher education. Farzana Shain is Professor of Sociology of Education at Keele University, UK. Her research and writing focuses on educational inequalities and social justice, and on young people’s understandings of the politics of oil. She is the author of The New Folk Devils: Muslim Boys and Education (Trentham, 2011), and The Schooling and Identity of Asian Girls (Trentham, 2003), which both explore the social and political identifications of young people in a schooling context in England, against the backcloth of the global ‘war of terror’. She has also written widely about the politics of educational change in the further education sector in England.

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