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on1390875814 |
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OCoLC |
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20240623213015.0 |
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|z (OCoLC)1390920890
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|a 9783031329395
|b Springer Nature
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|a LB3024
|b .S35 2023
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|a HCDD
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|a School uniforms :
|b new materialist perspectives /
|c Rachel Shanks, Julie Ovington, Beth Cross, Ainsley Carnarvon, editors.
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|a Cham, Switzerland :
|b Palgrave Macmillan,
|c [2023]
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|a 1 online resource.
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
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|a The cultural and social foundations of education
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|a Intro -- Contents -- Notes on Contributors -- List of Figures -- Chapter 1: Introduction: The Threads of School Uniforms Woven in/with/through Countries -- References -- Chapter 2: 'Matter Matters': The Importance of the Material World and Tinythings -- Introduction -- (Uni)forming School Readiness -- Reclaiming Identities -- (Silent) Disruptors at Sites of Resistance -- Turning to Notice Thingly Power -- Thinking Differently -- References -- Chapter 3: 'It doesn't end at the cuffs': The Discordant Discourse of Uniformed Performance in the Caribbean -- Uniform as Colonial Export
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|a Servitude Folded Within Fiction -- Lived Experience of Unquestionable Ritualised Humiliation -- Embodied Pride as Enduring African Heritage -- Uniform Policy and Public Debate: Walking a Fine Line -- Discussion as Grounding -- References -- Chapter 4: Intervening in School Uniform Debates: Making Equity Matter in England -- Introduction -- Background: Uniforms and the Mattering of Gender Equity -- Starting Points: Policing Gender and Uniform -- Moving Towards Intersectionality: Race, Sexuality, Class, Neurodiversity -- From Discipline to Wellbeing and Educating
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|a The Guidance: Substance and Reception -- Policy into Practice, the Final Frontier? -- Towards Conversations -- References -- Chapter 5: Pupil Participation in Secondary School Uniform Policies in Scotland -- Introduction -- Pupil Participation in the Assemblage of School Uniform Policy -- What Influence Do Pupils Have on School Uniform Policies? -- Involvement of Pupils in Deciding the School Uniform -- Dialogue Between Parents and Schools About Uniform -- Conclusion -- References -- Chapter 6: School Uniforms in Ireland: The Intersection of Religion, Class and Gender -- The Irish School Uniform
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|a National Government and School Governance -- The Case of the Carlow Assemblies -- Skirts and Trousers -- To Finish... -- References -- Chapter 7: Students' Appearance According to School Regulations: A Polish Case Study -- Introduction -- A Short History of Polish School Uniforms -- Methodological Background -- Results -- Conclusion -- References -- Chapter 8: Why Do Girls Have to Wear Ties at School in the UK? -- Introduction -- What Clothes Do -- History of Girls' Uniform and School Ties -- Study of Secondary School Uniform Policies in Scotland -- The Taken-for-Grantedness of the School Tie
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|a School Ties and Gender -- What Do School Ties Do to Girls? -- Conclusion -- References -- Chapter 9: Social Class and School Uniforms: A Zimbabwean Case -- Introduction -- Theoretical Framework -- Linking Social Class and School Uniforms -- The Zimbabwean Case: Pre-independence and Postcolonial Education Policies -- Colonial Education Policies in Rhodesia (Now Zimbabwe): Race, Ethnicity and Social Class as Determinants of Political Power -- Postcolonial Education Policies in Zimbabwe: School Types, Curriculum Content and School Uniforms -- Conclusion -- References
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|a This edited volume brings together a new materialist approach to understanding the various legacies and controls being exercised through school uniforms. Through examining school uniform policies, the editors and their authors highlight the embodied choices that contribute to a socio-materialist understanding of democracy and social justice. Uniform policy plays a distinct role in setting the culture of compulsory school education and as such it constitutes a set of under-theorised school practices. This work thus brings together critical perspectives from education, sociology, cultural and postcolonial studies within an overarching analysis of how uniform imposes performances that have a formative effect on young peoples identities and economic positionality. Rachel Shanks is Senior Lecturer in the School of Education at the University of Aberdeen, UK. She has been researching school uniform since 2019 and is particularly interested in how it can be made affordable, comfortable, rights-respecting and sustainable. She leads interdisciplinary courses on sustainability and teaches research methods, in particular qualitative data analysis using software. Julie Ovington is a Lecturer and Programme Leader in the School of Education and Social Sciences at the University of the West of Scotland, UK. This work follows on from a career in family support within communities and in Nursery and Infant schools. Beth Cross is a Lecturer in the School of Education and Social Sciences at the University of the West of Scotland, UK. She researches the interface between formal and informal learning contexts and is particularly interested in dialogic methods of exploring learner identities, strategies and trajectories. Ainsley Carnarvon is a Researcher and Digital Education Strategic Programme Manager at the HMFC Innovation Centre in Edinburgh, Scotland. His work involves creating digital education opportunities for the youth of Edinburgh, with particular focus on BAME , neurodivergent, and other underrepresented groups in STEM.
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|a Description based on online resource; title from digital title page (viewed on August 17, 2023).
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|a School uniforms.
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|a School uniforms
|x Social aspects.
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|a Educational sociology.
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|a Educational sociology
|2 fast
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|a School uniforms
|2 fast
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|a Roba de vestir.
|2 thub
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|a Escoles.
|2 thub
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|a Condicions socials.
|2 thub
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|a Sociologia de l'educació.
|2 thub
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| 655 |
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|a Llibres electrònics.
|2 thub
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|a Shanks, Rachel.
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|a Ovington, Julie.
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|a Cross, Beth.
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|a Carnarvon, Ainsley.
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|i Print version:
|z 9783031329395
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| 776 |
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|i Print version:
|z 3031329384
|z 9783031329388
|w (OCoLC)1375545442
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| 776 |
0 |
8 |
|i Print version:
|t SCHOOL UNIFORMS.
|d [S.l.] : PALGRAVE MACMILLAN, 2023
|z 3031329384
|w (OCoLC)1375545442
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| 830 |
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|a Cultural and social foundations of education.
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|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-3-031-32939-5
|y Click for online access
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|a SPRING-ALL2023
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|a 92
|b HCD
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