Learning to Labour: How Working Class Kids Get Working Class Jobs

Microsociology: Discourse, Emotion, and Social Structure

Ethical Guidelines for Educational Research in the ELP

The teaching of qualitative research skills in universities is now widespread and the number of institutions offering courses in research methods in education and the social sciences is growing, while professionals in the fields of education, health and the social services are increasingly required to carry out research, evaluation and reviews. Qualitative Research in International Settings will be an invaluable resource for all postgraduates and professionals engaged in this type of research. Drawing upon the author's extensive experience of educational research in the Developing World, the book focuses upon working in a variety of cultural and national contexts. It combines the practice and theory of qualitative research by clarifying and communicating the core ideas and principles of this form of research, and highlighting specific case studies as models of good practice. Item Type: Authored book Subjects: X000 Education > X200 Education Research X000 Education Faculties: Faculty of Education and Sport > School of Education > Education Research Centre Depositing User: Miss Elizabeth Briggs Date Deposited: 08 Jun 2010 Last Modified: 22 Apr 2015 08:25 URI: http://eprints.brighton.ac.uk/id/eprint/7203 Actions (login required) Qualitative research in international settings: A practical guide Research and enterprise

Qualitative research in international settings: a practical guide

Britain is an unequal country, more so than many other industrial countries and more so than a generation ago. This is manifest in many ways - most obviously in the gap between those who are well off and those who are less well off. But inequalities in people's economic positions are also related to their characteristics - whether they are men or women, their ages, ethnic backgrounds, and so on. The independent National Equality Panel, was established at the invitation of the Rt. Hon. Harriet Harman, Minister for Equality to report on the relationships between inequalities in economic outcomes and differences related to people's characteristics.

An Anatomy of Economic Inequality in the UK - Report of the National Equality Panel

This thesis examines the relationship between trainee teachers’ social class backgrounds
and their early professional identity development in placement schools. Reasons why they
seek to train in specific schools and how trainees’ social class backgrounds affect their
choice of placement schools is explored.
The concepts of dispositional understanding and habitus are used to develop an
understanding of the social class values trainee teachers bring to an initial teacher training
course and consequently, how these concepts are made manifest during training
placements.
My epistemological position as a qualitative researcher defines the framework for how I
gather and interpret my data. Using interviews that explore social backgrounds and details
of placement experiences provides data that is rich in personal detail, as well as giving
insight into how trainees perceive their training placements and early career professional
identity development.
The findings indicate that trainees research their school-based placements in order to
ensure that they have an increased chance of successfully completing their training. This
leads to trainees preferring placements in what they perceive to be successful schools.
Making such choices reduces the potential for failure through coming into contact with
school students who may, through the trainees’ perceptions of such students, disrupt
trainees’ progress. In doing so, they seek to detach themselves from students whom they
perceive may damage their chances of successfully completing placements and ultimately,
their entry into teaching. Analysis of trainees’ recall of taught elements of their training
reveals that they privilege information relating to ethnicity, race, gender or religion over
students’ socio-economic status. Finally, analysis of policy shows that with future changes
to initial teacher training there are implications for courses due to elimination and
recruitment to schools in areas of social deprivation.

Social class, habitus and reflexivity : an analysis of trainee teachers' understandings

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Social class, habitus and reflexivity : an analysis of trainee teachers' understandings