Kate Hoskins – författare

This book draws together both primary and secondary empirical research and existing literature to examine transgressive subcultural activities and engagement in digital social spaces (DSS).The book addresses four objectives:1. To understand how young peoples’ subcultures arise online and they are constructed and experienced in DSS2. To understand how and why DSS matter to young people3. To understand if any DSS controls exist in these online spaces and4. To understand how identity locations such as social class, gender and ethnicity and/or their intersections shape young peoples’ engagement and behaviour(s) in DSS.In addressing these objectives with a focus on European contributions, the text provides a holistic understanding of the purpose of digital social spaces in shaping young peoples’ identities and self-perceptions. It will be of interest to postgraduate students, secondary school teachers, lecturers and scholars in education, sociology, youth studies and technology.

This book draws together both primary and secondary empirical research and existing literature to examine transgressive subcultural activities and engagement in digital social spaces (DSS).The book addresses four objectives:1. To understand how young peoples’ subcultures arise online and they are constructed and experienced in DSS2. To understand how and why DSS matter to young people3. To understand if any DSS controls exist in these online spaces and4. To understand how identity locations such as social class, gender and ethnicity and/or their intersections shape young peoples’ engagement and behaviour(s) in DSS.In addressing these objectives with a focus on European contributions, the text provides a holistic understanding of the purpose of digital social spaces in shaping young peoples’ identities and self-perceptions. It will be of interest to postgraduate students, secondary school teachers, lecturers and scholars in education, sociology, youth studies and technology.

This book examines the role of family and schooling through an interpretive, qualitative, intergenerational case study. It examines the formation of academic and vocational aspirations by second generation (G2) migrant students from diverse international backgrounds. Looking at the influence of family background, the changes and impacts of the migrant experience, and the effectiveness of the Academy, Hoskins and Barker interpret the successes of a cohort of sixth form migrant students from diverse backgrounds. They ask key questions about how participants perceive their lived experiences and imagined futures; how their aspirations and identities relate to their background circumstances; and in what ways the school and teachers enable and facilitate their future progress and potential career pathways. The findings challenge prevailing pessimism about the role of families and schools in enabling social mobility; and suggests the possibility that there may be important messages here for social mobility more widely. How do G2 migrants buck the trend?A valuable resource for scholars of social mobility as well as for educators – especially those working with migrant learners. The use of theory, policy analysis and genealogy will provide students with accessible social mobility case studies.

This timely Modern Guide engages with new developments in the fields of gender, sexuality, and education across the Global South and North. It addresses the resurgence of conservative movements and contemporary debates surrounding gender and sexuality.Expert contributors investigate digital manifestations of misogyny and gender-based violence and forms of hatred linked to global migration, wars, and environmental injustices. Chapters focus on emerging configurations of identity and the new approaches needed to examine these, assessing key topics including defensive masculinity, menstrual inequity as a global educational challenge, and navigating class, gender and precarity in higher education. Utilising state-of-the-art theoretical and methodological frameworks, this Modern Guide subverts traditional narratives that devalue femininity and minoritised sexualities, demonstrating the need for social justice in education.Academics and students of education policy and the sociology of education, as well as social justice more broadly, will benefit from this Modern Guide’s crucial insights. It is also a crucial resource for policymakers and professionals cultivating equity and social justice in educational settings.

This book investigates how policy, family background, social class, gender and ethnicity influence young people’s post-16 and post-18 employment and education access.

Racial and classed inequalities in education are relational, yet they are too often studied separately. This edited volume tackles the interlocking systems of disadvantage linked to race and class that shape learning experiences across different stages of education. Through a Bourdieusian lens, the chapters reveal how policy, pedagogy and everyday practice reproduce or challenge inequities, offering new ways to understand inclusion and belonging in diverse educational spaces. This is a must-read for educators, researchers and policymakers committed to combatting educational inequalities and promoting equity and social justice.

The authors take a genealogical approach to researching social mobility, using a university chemistry department as a case study to explore participants’ motives for pursuing a STEM undergraduate degree and the influences that have shaped them.