Exploring student support, class solidarity and transformative pedagogy: insights from Working Class Academics

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2024-08-19 DOI:10.1080/01425692.2024.2392146

Teresa Crew

引用次数: 0

Abstract

This article aims to deepen understanding of the assets within working-class academics (WCA). It is organised into three themes: 1) Class Solidarity, 2) Supporting Students, and 3) A WCA Pedagogy. ...

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探索学生支持、阶级团结和变革教学法：来自工人阶级学者的见解

本文旨在加深对工人阶级学者（WCA）内部资产的理解。文章分为三个主题：1）阶级团结；2）支持学生；3）WCA 教学法。...

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.