Rosalyn George
Biographic Data
| ID | 4272005 |
|---|---|
| NAME | Rosalyn George |
| GIVEN NAMES | Rosalyn |
| FAMILY NAME | George |
| SIGNATURE | GEORGE R |
| AFFILIATIONS | Goldsmiths University of London |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Academics ‘Staying On’ Post Retirement Age in English University Departments of Education
In the UK, a default retirement age no longer exists and more people choose to ‘stay on’ in their academic posts. ‘Staying on’ poses opportunities and threats in the academic labour market. Older academics can make a positive contribution to their institution through their expertise and experience. By continuing to work, paying tax and keeping healthy, they may directly and indirectly reduce social health and welfare costs. Alternatively, in a co…
Including older academics in the English university
In the UK a ‘crisis’ has been manufactured around the so-called baby boomer generation. It has been claimed that this demographic (those born between 1946 and 1964) have benefitted from supportive public policies throughout their lives and are still continuing to access advantages but at some cost to younger generations. For example, policies that offer protection against age discrimination coupled with the end of mandatory retirement have offere…
Second modernity, (in)equality, and social (in)justice
In the late 1990s the United Kingdom embarked on a process to make the most sweeping changes in anti-discrimination legislation in a generation (Clay and George 2013). Many of those engaged in the
Challenging Pedagogy
This paper follows on from a research project which explored the inclusionary and exclusionary dynamics of young girls' friendship groups. This initial study received considerable media attention in the UK, Europe and Australia and consequently came to the attention of a wider audience beyond the academy who were thus given an opportunity to engage with the research findings. Having previously explored and analysed the emotionally disabling every…
Urban girls' ‘race’ friendship and school choice
This paper arises out of a longitudinal study, which provides an in‐depth exploration into the emotional and social dynamics of pre‐adolescent girls' friendship groups as they relocate from their inner‐city state primary school to their secondary schools (R. George & N. Browne [2000 George, R. and Browne, N. 2000. Are you in or are you out. A study of girls' friendships in the primary phase of schooling. International Journal of Inclusive Educati…
Transferring friendship
This paper seeks to explore the issues and concerns that impact upon girls' and boys' friendship groups as they transfer from primary to secondary school. Using the girls' and boys' own voices, we document the extent to which their existing social relationships are disrupted as they adapt to and engage with a new school setting. Through semi-structured interviews and questionnaires conducted in the final year of primary school and the first year …
Compliance, Resistance and Pragmatism
Drawing on empirical research, this article explores the ways in which schoolteachers ‘reposition’ themselves in the face of rapid and extensive educational change, some of which they may view with ambivalence or hostility. Arguing that local responses to public policy are prompting teachers to become increasingly pragmatic in their philosophies and practice, the article identifies and illustrates two distinct forms of pragmatism: ‘principled pra…
Are you in or are you out?' An exploration of girl friendship groups in the primary phase of schooling
This paper explores the emotional and social dynamic of girl's friendship groups in the primary phase of schooling. Previous research by one of the authors suggests that some primary head teachers viewed the particular groupings of girls as providing mutually supportive contexts for group members. Through discussion, interviews and observations of girls and their teachers in years 2, 4 and 6 of three inner city primary schools we aim to provide a…
Older Women Training to Teach
The relationship of age to gender in training, education and the wider society has been largely neglected. This article starts by exploring the discourses of ageism and sexism which impact on older women. The article then considers the situation for one group of older women who are all preparing to become teachers. Drawing on the perspectives of 11 older women, this article illuminates some of the dilemmas which mature trainee teachers experience…
Compliance, Resistance and Pragmatism
Drawing on empirical research, this article explores the ways in which schoolteachers ‘reposition’ themselves in the face of rapid and extensive educational change, some of which they may view with ambivalence or hostility. Arguing that local responses to public policy are prompting teachers to become increasingly pragmatic in their philosophies and practice, the article identifies and illustrates two distinct forms of pragmatism: ‘principled pra…
Are you in or are you out?' An exploration of girl friendship groups in the primary phase of schooling
This paper explores the emotional and social dynamic of girl's friendship groups in the primary phase of schooling. Previous research by one of the authors suggests that some primary head teachers viewed the particular groupings of girls as providing mutually supportive contexts for group members. Through discussion, interviews and observations of girls and their teachers in years 2, 4 and 6 of three inner city primary schools we aim to provide a…
Urban girls' ‘race’ friendship and school choice
This paper arises out of a longitudinal study, which provides an in‐depth exploration into the emotional and social dynamics of pre‐adolescent girls' friendship groups as they relocate from their inner‐city state primary school to their secondary schools (R. George & N. Browne [2000 George, R. and Browne, N. 2000. Are you in or are you out. A study of girls' friendships in the primary phase of schooling. International Journal of Inclusive Educati…
Challenging Pedagogy
This paper follows on from a research project which explored the inclusionary and exclusionary dynamics of young girls' friendship groups. This initial study received considerable media attention in the UK, Europe and Australia and consequently came to the attention of a wider audience beyond the academy who were thus given an opportunity to engage with the research findings. Having previously explored and analysed the emotionally disabling every…
Older Women Training to Teach
The relationship of age to gender in training, education and the wider society has been largely neglected. This article starts by exploring the discourses of ageism and sexism which impact on older women. The article then considers the situation for one group of older women who are all preparing to become teachers. Drawing on the perspectives of 11 older women, this article illuminates some of the dilemmas which mature trainee teachers experience…
Academics ‘Staying On’ Post Retirement Age in English University Departments of Education
In the UK, a default retirement age no longer exists and more people choose to ‘stay on’ in their academic posts. ‘Staying on’ poses opportunities and threats in the academic labour market. Older academics can make a positive contribution to their institution through their expertise and experience. By continuing to work, paying tax and keeping healthy, they may directly and indirectly reduce social health and welfare costs. Alternatively, in a co…
Older Women Training to Teach
The relationship of age to gender in training, education and the wider society has been largely neglected. This article starts by exploring the discourses of ageism and sexism which impact on older women. The article then considers the situation for one group of older women who are all preparing to become teachers. Drawing on the perspectives of 11 older women, this article illuminates some of the dilemmas which mature trainee teachers experience…
Are you in or are you out?' An exploration of girl friendship groups in the primary phase of schooling
This paper explores the emotional and social dynamic of girl's friendship groups in the primary phase of schooling. Previous research by one of the authors suggests that some primary head teachers viewed the particular groupings of girls as providing mutually supportive contexts for group members. Through discussion, interviews and observations of girls and their teachers in years 2, 4 and 6 of three inner city primary schools we aim to provide a…
Compliance, Resistance and Pragmatism
Drawing on empirical research, this article explores the ways in which schoolteachers ‘reposition’ themselves in the face of rapid and extensive educational change, some of which they may view with ambivalence or hostility. Arguing that local responses to public policy are prompting teachers to become increasingly pragmatic in their philosophies and practice, the article identifies and illustrates two distinct forms of pragmatism: ‘principled pra…
Transferring friendship
This paper seeks to explore the issues and concerns that impact upon girls' and boys' friendship groups as they transfer from primary to secondary school. Using the girls' and boys' own voices, we document the extent to which their existing social relationships are disrupted as they adapt to and engage with a new school setting. Through semi-structured interviews and questionnaires conducted in the final year of primary school and the first year …
Urban girls' ‘race’ friendship and school choice
This paper arises out of a longitudinal study, which provides an in‐depth exploration into the emotional and social dynamics of pre‐adolescent girls' friendship groups as they relocate from their inner‐city state primary school to their secondary schools (R. George & N. Browne [2000 George, R. and Browne, N. 2000. Are you in or are you out. A study of girls' friendships in the primary phase of schooling. International Journal of Inclusive Educati…
Challenging Pedagogy
This paper follows on from a research project which explored the inclusionary and exclusionary dynamics of young girls' friendship groups. This initial study received considerable media attention in the UK, Europe and Australia and consequently came to the attention of a wider audience beyond the academy who were thus given an opportunity to engage with the research findings. Having previously explored and analysed the emotionally disabling every…
Second modernity, (in)equality, and social (in)justice
In the late 1990s the United Kingdom embarked on a process to make the most sweeping changes in anti-discrimination legislation in a generation (Clay and George 2013). Many of those engaged in the
Including older academics in the English university
In the UK a ‘crisis’ has been manufactured around the so-called baby boomer generation. It has been claimed that this demographic (those born between 1946 and 1964) have benefitted from supportive public policies throughout their lives and are still continuing to access advantages but at some cost to younger generations. For example, policies that offer protection against age discrimination coupled with the end of mandatory retirement have offere…
Academics ‘Staying On’ Post Retirement Age in English University Departments of Education
In the UK, a default retirement age no longer exists and more people choose to ‘stay on’ in their academic posts. ‘Staying on’ poses opportunities and threats in the academic labour market. Older academics can make a positive contribution to their institution through their expertise and experience. By continuing to work, paying tax and keeping healthy, they may directly and indirectly reduce social health and welfare costs. Alternatively, in a co…
Sociology (8 works) · Psychology (7 works) · Social Psychology (5 works) · Social science (5 works) · Early Childhood Education and Development (4 works) · Friendship (4 works) · Gender Studies (4 works) · Political science (4 works) · Employment and Welfare Studies (3 works) · Gender Studies (3 works)