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ТЕНДЕНЦІЇ ФОРМУВАННЯ ГЕНДЕРНОТОЛЕРАНТНОЇ УКРАЇНСЬКОЇ МОВИ ...
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ТЕНДЕНЦІЇ ФОРМУВАННЯ ГЕНДЕРНОТОЛЕРАНТНОЇ УКРАЇНСЬКОЇ МОВИ ...
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Exploring the links between student ethnicity, perceived SES and teachers' academic judgements ...
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К ВОПРОСУ О ЛИНГВИСТИЧЕСКОМ НЕРАВЕНСТВЕ В ПОЛИЛИНГВАЛЬНОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ ... : ON THE ISSUE OF LINGUISTIC INEQUALITY IN A MULTILINGUAL EDUCATIONAL ENVIRONMENT ...
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Hukou System Influencing the Structural, Institutional Inequalities in China: The Multifaceted Disadvantages Rural Hukou Holders Face
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In: Social Sciences; Volume 11; Issue 5; Pages: 194 (2022)
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Les Africains, sont-ils heureux? "Retour au rire" en temps de guerre, de famine et de misère
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In: 20 (2022)
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Are Africans happy? 'Return to laughter' in times of war, famine and misery
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In: 20 (2022)
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The Logic of "Social Enterprise": The Big Issue Organization and New Labour Policy at the Millennial Juncture
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In: CLCWeb: Comparative Literature and Culture (2022)
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Early Exposure to Bilingualism and Subsequent School Trajectories
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In: ISSN: 0035-2969 ; EISSN: 1958-5691 ; Revue française de sociologie ; https://hal.archives-ouvertes.fr/hal-03600749 ; Revue française de sociologie, Presse de Sciences Po / Centre National de la Recherche Scientifique, 2021, 62 (2), pp.283-318. ⟨10.3917/rfs.622.0283⟩ ; https://www.cairn.info/revue-francaise-de-sociologie-2021-2-page-283.htm (2021)
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Quality of Life Differences: First-Generation and Generational College Students at Baylor University
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Crisis to Impact: Reflecting on a Decade of Housing Counseling Services in Asian American and Pacific Islander Communities
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"But what's so bad about inequality?" Ideological positioning and argumentation in the representation of economic inequality in the British press ...
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The Territorial Agenda 2030: Towards a common language? A review of a conceptual framework
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Palestinian Evangelical Christian Music in Bethlehem, Israel/Palestine
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In: Senior Honors Theses (2021)
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The organization of school physical education pedagogical work in a context of poverty ; A organização do trabalho pedagógico da educação física escolar em um contexto de pobreza
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In: Educación Física y Ciencia; Vol. 23 No. 3 (2021); e186 ; Educación Física y Ciencia; Vol. 23 Núm. 3 (2021); e186 ; Educación Física y Ciencia; Vol. 23 N.º 3 (2021); e186 ; 2314-2561 ; 1514-0105 (2021)
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Class, Dismissed: Working-Class Youth and the Evasion of Socioeconomic Inequality in an Affluent Suburb
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Abstract:
Despite rising income inequality and persistent racial disparities, in many communities, people struggle to talk about inequality. Scholars have found evidence of an aversion to open discourse about race in both the general population (Bell and Hartmann 2007; Bonilla-Silva 2003) and educational contexts (Lewis-McCoy 2014; Pollock 2004), although some recent work has questioned the dominance of the “colorblindness” paradigm (Berrey 2011). Similarly, previous work has found that people are generally uncomfortable discussing class, although the taboo against talking about class varies across the income spectrum (Sherman 2017; Silva 2019; Zaloom 2019). Despite that general discomfort with discussing class, however, previous work has found that in some contexts, people may be more inclined to address class inequality than racial inequality (Johnson 2006; Khan 2011; Mueller 2017; Warikoo 2016), arguing that class is the real driver of inequalities. But how youth from marginalized groups in diverse contexts make sense of inequality in racial or classed terms remains unclear. This dissertation uses the case of an affluent, predominantly white suburb (“Kirkwood”) to illuminate how a privileged but racially and socioeconomically diverse community talks about class inequality. Using ethnographic methods, I focus on a group of working-class ninth-grade Kirkwood students. Drawing on extensive participant observation, in-depth interviews with both students and teachers, and review of school documents, I find that despite working-class students experiencing academic and extracurricular disparities, reporting feelings of not belonging, and struggling with issues of food insecurity, Kirkwood students and community members frequently evade talking about class, even going so far as to assert that class inequality is a non-issue in Kirkwood. Surprisingly, they also frequently pivot from class to race, deviating from the color-evasiveness more often described in previous research (Bonilla-Silva 2003; Pollock 2004). I argue that the color-conscious, class-evasive discourse among students and adults in Kirkwood is evidence that, under some circumstances, members of predominantly white communities engage issues of racial inequality, but that that does not automatically extend to issues of class inequality. Taken together, these findings offer implications for the study of discourse around inequality as well as the work of advancing equity in increasingly diverse schools.
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Keyword:
class; education; Educational sociology; inequality; place; race; Social sciences education; Sociology; suburbs
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URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37368201
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Segregation in Early Childhood Education and Care in Germany: Insights on Regional Distribution Patterns Using National Educational Studies
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 1 ; 36-56 ; Soziale Ungleichheit in der Kindertagesbetreuung (2021)
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An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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