Tuesday 02 July 2013

Nunn Hall, IOE, 20 Bedford Way

10-10.30am

Michael Apple, University of Wisconsin-Madison/IOE: Introduction to the day  

 

10.30am-11.45am

Carol Vincent & Claire Maxwell, IOE: Extending the ways we understand family practices – an intersectional approach to class, race and gender.

Carol Vincent and Claire Maxwell will review and explore family practices as they relate to sociability and processes of education from recent research projects they have been involved in.  The paper will start by reviewing the way government policies constitute notions of parenting and how values and morality in connection with the bringing up of children is associated with neoliberal ideas of choice and cultivation.  Then, drawing on data from a study of young women educated in private schools, Black middle class parenting strategies, and adult and child friendship across social class and ethnic difference, we consider how family practices, especially those relating to education, are variously shaped by class, race and gender.  Central to our work is to illuminate the rich variety of family practices, and consider further what connects but also what differentiates between families that are often ‘grouped’ together within policy.

 

11.45am-12.30pm

Humera Iqbal, IOE: Multicultural Parenting: Preparation for Bias Ethnic-Racial Socialisation in British South Asian & White Families in the UK

This paper discusses qualitative findings from an in-depth cross-cultural study focusing on 90 British non-immigrant White, Indian and Pakistani families with children between 5-7 years old. The study aimed to understand mothers’ use of preparation for bias strategies in anticipation of their children experiencing discrimination or following racial incidents in highly multicultural environments. Preparation for bias represents one type of ethnic-racial socialisation; a broad construct which describes how parents transmit information, perspectives and values relating to race and ethnicity to their children in highly multicultural societies such as the United Kingdom.  Mothers were interviewed at home using a semi-structured interview. The study increases understanding on the mechanisms which influence child development in relation to intercultural relations between both ethnic minority and majority groups.

12.30 – 1.30pm: LUNCH

 

1.30-2.15pm

Alice Bradbury, IOE: ‘Model minorities’, moveable minorities and discourses of (in)authentic learning

This presentation will explore teachers’ use of discourses of authenticity in relation to minoritised students, and how this relates to ‘model minority’ status. The paper aims to examine the diversity of identity positions and minoritised groups that can be constituted as ‘model’ in different contexts. It is argued that in England there is ‘intelligible space’ for some students from the Afghan and Kosovan communities to be constituted as ‘model minorities’, alongside the Chinese and Indian communities usually identified with this term. The presentation will also examine how some communities can become ‘moveable minorities’, with high status positions being precarious and temporary and at constant risk of being dismissed as ‘inauthentic’, using data from two qualitative research projects in primary and secondary schools in England and a theoretical framework influenced by Critical Race Theory.

 

2.15-3.30pm

Stephen J. Ball and Antonio Olmedo, IOE: “Subjectivity as a site of struggle: resisting neoliberal education”

This paper builds on previous work in which we have drawn on Foucault’s ‘care of the self’ as a way of thinking about the ways in which teachers might ‘resist’ neoliberal education reforms. We take it that neoliberalism ‘works’, as a liberal mode of governing, on and through subjectivity and it makes sense then that subjectivity should be the terrain of struggle. Resisting the flows of neoliberalism is different from past struggles, it is about confronting oneself at the centre of our discomforts. We draw in part on a set of email exchanges with teachers who are seeking to ‘tell truths’ and make themselves open to transformation.

 

3.30 – 4.30pm

Plenary Discussion: Sociologies of Education – Where next …?

Discussants:     Michael Apple, University of Wisconsin, Visiting Professor IOE

Louise Archer, King’s College London

 

4.30pm onwards

Book launch and drinks

By way of closing the day, we will be celebrating the publication of a number of new books by colleagues in the sociology section:

  • Alice Bradbury (2013) Understanding Early Years Inequality: Policy, Assessment and Young Children’s Identities, Routledge.
  • Rebecca Coleman & Jessica Ringrose (2013) Deleuze and Research Methodologies, Edinburgh University Press.
  • Stephen J. Ball (2013) The Education Debate (Second Edition), The Policy Press.
  • Michael Apple (2013) Can Education Change Society?, Routledge.
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