Stigma and the doomed-to-fail school careers of young people from disadvantaged neighbourhoods

ABSTRACT

The paper contributes to ‘geographies of education’ (Holloway, S., and H. Jöns. 2012. “Geographies of Education and Learning.” Transactions of the Institute of British Geographers 37 (4): 482–488), as it presents the typical school careers of students stigmatized in educational institutions because of their disadvantaged neighbourhoods. Drawing on qualitative research with male residents of one disadvantaged neighbourhood in ?ód? (Poland), I identify their typical careers as ‘doomed-to-fail school careers’. The paper has three aims. First, it highlights the significance of stigma-based spatially embedded school practices on the educational failure and low-paid employment of students from disadvantaged neighbourhoods. Second, it uncovers forms of school control over stigmatized students and the students’ resistance to these. Finally, I argue that Erving Goffman’s theory of stigma in human geography (Goffman, E. 1963. Stigma. Notes on Management of Spoiled Identity. Englewood Cliff, NJ: Prentice Hall) offers a unique language to describe and explain the spatially embedded educational experiences of marginalized students.     

租购同权”政策对学区房溢价的影响研究——基于空间特征价格模型的广州实证

在公共服务对住房市场的影响研究领域，学校质量的资本化效应一直是重要话题。本文借鉴边界固定效应思路，使用广州市2016和2019年136所重点小学周边学区房与相邻非学区房的配对面板数据，利用空间特征价格模型定量测度了不同质量等级教育资源的资本化效应，使用双重差分模型检验了“租购同权”政策对重点小学学区房房价和租金溢价的影响。研究结果表明：①广州市教育质量已部分资本化于住房价格和租金之中，且教育资源越优质，资本化程度越高。②“租购同权”政策的实施，并未带来学区房房价和租金溢价的显著变化。③“租购同权”政策对不同质量等级的重点小学学区房房价影响存在异质性，政策实施后省级重点小学的学区房溢价上升，区级重点小学的学区房溢价下降。④“租购同权”政策对于不同区域重点小学学区房房价和租金溢价的影响无显著差异。本文的研究结论可以为制定教育资源供给与配置的均衡化和公平性政策提供参考。     

《全宋文》有关宋代福建学校出版史料述略

宋代福建学校刻书,有史可考者,主要集中在福州学宫、莆田郡庠、泉州郡庠和临汀郡庠。福州学宫刊刻真德秀著作《读书记》,由汤汉主持雕印;莆田郡庠刊刻书籍《论语通释》,由军学教授苏思龚主持雕印;泉州郡庠刊刻书籍《禹贡山川地理图》《潜虚》《发微》,由州学教授陈应行主持雕印;临汀郡庠刊刻韦骧的《钱塘韦先生集》,该书为其孙子韦能定所刻。这些刻书,为后世留下了一批珍贵的史料。     

Children’s independent mobility: the role of school-based social capital

ABSTRACT

Research has documented the decline in children’s independent mobility (CIM) globally. CIM is a measure of the level of a child’s freedom to move about his or her local neighbourhood without direct adult supervision. This paper explores the effectiveness of three intervention programmes to change travel behaviours of children to and from school in 26 Catholic primary schools in a range of urban and regional settings in Victoria, Australia. Using pre and post intervention surveys with 1600 students and parents, and interviews with school principals, we measured the influence of a range of individual, social, and built environment factors on the effectiveness of these intervention programmes. The degree of social connectedness of the school and the individual was found to have the most impact on the effectiveness of the intervention programmes to change behaviours, while the interventions themselves were not greatly effective without being embedded in a supportive school culture.     

Rewilding education? Exploring an imagined and experienced outdoor learning space

ABSTRACT

This paper follows the progress of a small rural primary school in the UK as it goes about cultivating a new vision of the future by transforming its outdoor spaces. Exploring the significance of these outdoor spaces as they are imagined, made and experienced, from the first design stages to the first days of use, the paper considers how feelings about children’s access to and engagement with nature are entangled with cultures of protection and surveillance. Using observations from a multimodal ethnography, including video tours and photography workshops alongside observant participation and interviews, the paper illustrates how, in practical terms, changing an educational landscape can also shift a school culture, giving children greater freedom outdoors to live, learn and grow together.     

Children, ‘healthy’ food,school and family: the ‘[n]ot really’ outcome of school food messages

ABSTRACT

This paper draws on a multi-method study with 50 families in Victoria, Australia. Primary school children were asked about food knowledge from school and whether they felt motivated to bring knowledge home. Generally, children and parents felt school food messages are unclear, contradictory and not relevant to them and this reduced the likelihood of messages coming home from school. We identify a critical difference in how families thought about healthy eating and food practices at home and the framework of school messages. Families focused on children’s eating in a pragmatic way, infused with nurturance as well as concern. We argue their practices can be viewed as a form of relational consumption (Lindsay and Maher 2013. Consuming Families: Buying, Making, Producing Family Life in the Twenty-First Century. New York: Routledge.) where food is part of the everyday exchange of love and care. A disjunction exists between familial relational approaches and the regulatory framework of school food messages that impacts how messages move between these spaces. Attention to relational aspects of food consumption at school might allow for a more valuable exchange between family and schools that supports family endeavours to feed children well.