| 000 | 03827nam a22005895i 4500 | ||
|---|---|---|---|
| 001 | 978-1-137-38831-5 | ||
| 003 | DE-He213 | ||
| 005 | 20210303082924.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 200130s2020 xxk| s |||| 0|eng d | ||
| 020 | _a9781137388315 | ||
| 024 | 7 |
_a10.1057/978-1-137-38831-5 _2doi |
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| 040 | _cМУБИС | ||
| 050 | 4 | _aLC189-214.53 | |
| 072 | 7 |
_aJN _2bicssc |
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| 072 | 7 |
_aEDU040000 _2bisacsh |
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| 072 | 7 |
_aJN _2thema |
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| 072 | 7 |
_aJHBC _2thema |
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| 082 | 0 | 4 |
_a306.43 _223 |
| 100 | 1 |
_aAlexander, Patrick. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
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| 245 | 1 | 0 |
_aSchooling and Social Identity _h[electronic resource] : _bLearning to Act your Age in Contemporary Britain / _cby Patrick Alexander. |
| 250 | _a1st ed. 2020. | ||
| 264 | 1 |
_aLondon : _bPalgrave Macmillan UK : _bImprint: Palgrave Macmillan, _c2020. |
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| 300 |
_aXXV, 289 p. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 505 | 0 | _aChapter 1. Introduction -- Chapter 2. Age in society: Framing social structure -- Chapter 3. The concept of age imaginaries -- Chapter 4. An archaeology of the recent past: Age and schooling in historical and contemporary social context -- Chapter 5. Learning to act your age in the classroom -- Chapter 6. Learning to act your age in the playground: Age and the social lives of secondary school students -- Chapter 7. Learning to act your age in the staffroom: Age imaginaries in the lives of 'younger teachers' -- Chapter 8. Conclusions. | |
| 520 | _aThis book examines the nature of age as an aspect of social identity and its relationship to experiences of formal education. Providing a new and critical approach to debates about age and social identity, the author explores why age remains such an important aspect of self-making in contemporary society. Through an ethnographic account of a secondary school in the south-east of England, the author poses three principal questions. Why are schools in English organised according to age? How do pupils and teachers learn to ‘act their age’ while at school? Ultimately, why does age remain such an important and complex organising concept for modern society? Cutting across lines of class and gender, this timely book will be of interest to students and scholars of self-making and identity in educational contexts, and others interested in how schooling socialises young people into categories of age as the foundational building blocks of modern society. . | ||
| 650 | 0 | _aEducational sociology. | |
| 650 | 0 | _aSchools. | |
| 650 | 0 | _aMaturation (Psychology). | |
| 650 | 0 | _aEducational sociology . | |
| 650 | 0 | _aEducation and sociology. | |
| 650 | 0 | _aSelf. | |
| 650 | 0 | _aIdentity (Psychology). | |
| 650 | 1 | 4 |
_aSociology of Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O29000 |
| 650 | 2 | 4 |
_aSchools and Schooling. _0https://scigraph.springernature.com/ontologies/product-market-codes/O52000 |
| 650 | 2 | 4 |
_aPersonal Development. _0https://scigraph.springernature.com/ontologies/product-market-codes/O42010 |
| 650 | 2 | 4 |
_aSociology of Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/X22070 |
| 650 | 2 | 4 |
_aSelf and Identity. _0https://scigraph.springernature.com/ontologies/product-market-codes/Y20150 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9781137388308 |
| 776 | 0 | 8 |
_iPrinted edition: _z9781349678389 |
| 776 | 0 | 8 |
_iPrinted edition: _z9781349678372 |
| 856 | 4 | 0 | _uhttps://doi.org/10.1057/978-1-137-38831-5 |
| 942 |
_2ddc _cEBOOK |
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| 999 |
_c102131 _d102131 |
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