Fighters, thinkers and bees: how racialized minority students experience learning about ethnic inequality in education

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2024-04-04 DOI:10.1080/01425692.2024.2337752

Aurélie Van de Peer, Orhan Agirdag, Freddy Mortier

引用次数: 0

Abstract

Educational research acknowledges the significant challenges faced by racialized minority students at school. This interview-based study examines the experiences of racialized minority students in ...

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斗士、思想家和蜜蜂：少数种族学生如何体验学习教育中的种族不平等问题

教育研究承认，少数种族学生在学校面临着重大挑战。这项基于访谈的研究探讨了少数种族学生在...

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来源期刊

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.