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- aggregation classification "B2".
- aggregation creator B991895.
- aggregation creator person.
- aggregation date "2014".
- aggregation format "application/pdf".
- aggregation hasFormat 4230940.bibtex.
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- aggregation isPartOf urn:isbn:9780230304284.
- aggregation language "eng".
- aggregation publisher "Palgrave".
- aggregation rights "I have transferred the copyright for this publication to the publisher".
- aggregation subject "Social Sciences".
- aggregation title "England".
- aggregation abstract "This chapter offers a systematic review of sociological research in England on the relationship between race/ethnicity and educational inequality between 1980 and 2010. Five major research traditions are identified: (1) political arithmetic; (2) racism and racial discrimination; (3) school effectiveness and inclusion; (4) culture and educational outcomes; and (5) educational markets and educational outcomes, with research on ‘racism and racial discrimination’ as the most dominant research traditions. Most of the research conducted in England is characterized by the use of qualitative research methods and a more interpretative approach to social sciences and focuses on identifying inequality in educational experiences and outcomes of racial and ethnic minorities, particularly in relationship to young people of ‘Black Caribbean/African’, ‘Pakistani’, ‘Indian’, and ‘Bangladeshi’ background and more recently, ‘Chinese’ and ‘Gypsy/Traveller/Roma’ children. This rich body of research is written in English and developed by educational sociologists who take a more critical stance towards government policies that are underpinned by assimilationist principles even though they are often manifested as apparently multicultural; and a market-lead education system which stresses the importance of between-school competition, accountability, and standardized testing.".
- aggregation authorList BK1395824.
- aggregation endPage "307".
- aggregation startPage "259".
- aggregation aggregates 5706330.
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