Equality and Power in Schools

Redistribution, Recognition and Representation

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Equality and Power in Schools by Anne Lodge, Kathleen Lynch, Taylor and Francis
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Author: Anne Lodge, Kathleen Lynch ISBN: 9781134497034
Publisher: Taylor and Francis Publication: November 23, 2004
Imprint: Routledge Language: English
Author: Anne Lodge, Kathleen Lynch
ISBN: 9781134497034
Publisher: Taylor and Francis
Publication: November 23, 2004
Imprint: Routledge
Language: English

Based on a study of 12 schools over a two-year period, this book explores issues of equality and power both in the classroom and in the staffroom. Through classroom observation, interviews with pupils and staff, focus groups and questionnaires, the authors examine classroom practice, grouping and streaming, peer group relations and attitudes to power relationships both between pupils and teachers, and amongst teachers themselves. They also look particularly at the different experiences of pupils in single sex and co-educational schools.
The authors' findings offer an insight into the way schools operate in terms of social class, gender, religion and ethnicity, and raise fundamental questions about the use and abuse of power in schools and how this affects the lives of pupils and staff.
This book will be of interest to those studying education, sociology, gender studies and women's studies, and to policy makers and teachers in senior management roles.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Based on a study of 12 schools over a two-year period, this book explores issues of equality and power both in the classroom and in the staffroom. Through classroom observation, interviews with pupils and staff, focus groups and questionnaires, the authors examine classroom practice, grouping and streaming, peer group relations and attitudes to power relationships both between pupils and teachers, and amongst teachers themselves. They also look particularly at the different experiences of pupils in single sex and co-educational schools.
The authors' findings offer an insight into the way schools operate in terms of social class, gender, religion and ethnicity, and raise fundamental questions about the use and abuse of power in schools and how this affects the lives of pupils and staff.
This book will be of interest to those studying education, sociology, gender studies and women's studies, and to policy makers and teachers in senior management roles.

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