Belonging in England today

Schools, race, class and policy

Datos Bibliográficos

ID2399698
AutoresC Vincent (0000-0003-1284-1950, UCL Institute of Education, London, autor de correspondencia)
Año2022
Volumen58
Número3
Páginas324-341
Fecha de publicación2022-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Sociology (JOURNAL)
Identificadores de la revistaISSN: 1440-7833 • E-ISSN: 1741-2978
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/14407833211050695
OpenAlexW3216176013
IdiomaEN
Citas recibidas5
Referencias citadas52

Drawing on theorized notions of belonging and understandings of citizenship which stress the everyday and affective, I consider aspects of the relationship between educational institutions and belonging through a discussion of two recent research projects. One explores the educational strategies of Black middle-class parents, and the second teachers' responses to the recent requirement that they promote government-identified national values (the 'fundamental British values') in the classroom. I argue that both projects shed light on the differentiated experience of belonging and non-belonging in England today. I conclude by arguing for an understanding of the school as a shared public institution. This understanding highlights the potential of developing in all members of a school community, including parents, a sense of both belonging to the institution and being perceived by others as belonging, as well as a recognition of the legitimacy of claims to belong from 'other' students and families. Fostering such mutual recognition can be seen as a 'quiet', but potentially powerful, politics

Citizenship · Class (philosophy) · Epistemology · Government (linguistics) · Institution · Legitimacy · Political science · Politics · Public relations · Race (biology) · Social science · Sociology · Diverse Education Studies and Reforms · Gender Studies · Global Education and Multiculturalism · Law · Parental Involvement in Education