Originally published in 1990, Gendered Jobs and Social Change is a systematic exploration of the changing structure of women’s paid work in Britain since the Second World War and an invaluable and accessible text for undergraduate students, and teachers and researchers, in the areas of employment, gender, and class theory.

Four substantial case-study chapters, drawing upon original research material, give in-depth accounts of developments across the whole range of women’s employment, from the ‘post-feminist’ finance professional to unskilled workers in the hotel and catering industry. This empirical work is set within a context of discussion relating to current theoretical debates of the time concerning gender, occupational segregation, and class and stratification theory and research; it is then complemented by a review of the structure of women’s employment in other western countries. Besides making an original contribution to research and theory, it also provides an invaluable summary and critique of developments at the time within a series of important sociological debates.

Originally published in 1990, Gendered Jobs and Social Change is a systematic exploration of the changing structure of women’s paid work in Britain since the Second World War and an invaluable and accessible text for undergraduate students, and teachers and researchers, in the areas of employment, gender, and class theory.

Four substantial case-study chapters, drawing upon original research material, give in-depth accounts of developments across the whole range of women’s employment, from the ‘post-feminist’ finance professional to unskilled workers in the hotel and catering industry. This empirical work is set within a context of discussion relating to current theoretical debates of the time concerning gender, occupational segregation, and class and stratification theory and research; it is then complemented by a review of the structure of women’s employment in other western countries. Besides making an original contribution to research and theory, it also provides an invaluable summary and critique of developments at the time within a series of important sociological debates.

Probing the shortcomings of contemporary early years provision, whilst offering practical and informed solutions, Early Childhood Education Redefined at once celebrates the progress made in this field since the publication of the ‘Start Right Report’ (1994), whilst also calling for further changes to ensure that all children are able to ‘start right’, to become effective, independent learners.

Developing and emphasising the importance of concepts which have become overlooked within modern educational policy and practice, yet which remain key to our children’s development, this book considers how elements such as attachment and love; movement and exercise; and language and talk may be better integrated into early years practice via the three main vectors of parenting, the curriculum, and pedagogy. From a revised curriculum from birth to seven renamed Key Stage 1, to a greater emphasis on formative assessment, and the promotion of pedagogies including purposeful play, planning in the moment and attachment theory, chapters build on the principles set out in the ‘Start Right Report’ and take into consideration the research and reflection developed over the last quarter of a decade.

Reopening a vital debate and challenging governments, education providers, parents and professionals to re-define what young children need to grow, develop and learn in our contemporary society, this timely response to the ‘Start Right Report’ is essential reading for all those involved in early years research, education and care.

Originally published in 1990, Gendered Jobs and Social Change is a systematic exploration of the changing structure of women’s paid work in Britain since the Second World War and an invaluable and accessible text for undergraduate students, and teachers and researchers, in the areas of employment, gender, and class theory.

Four substantial case-study chapters, drawing upon original research material, give in-depth accounts of developments across the whole range of women’s employment, from the ‘post-feminist’ finance professional to unskilled workers in the hotel and catering industry. This empirical work is set within a context of discussion relating to current theoretical debates of the time concerning gender, occupational segregation, and class and stratification theory and research; it is then complemented by a review of the structure of women’s employment in other western countries. Besides making an original contribution to research and theory, it also provides an invaluable summary and critique of developments at the time within a series of important sociological debates.

Originally published in 1990, Gendered Jobs and Social Change is a systematic exploration of the changing structure of women’s paid work in Britain since the Second World War and an invaluable and accessible text for undergraduate students, and teachers and researchers, in the areas of employment, gender, and class theory.

Four substantial case-study chapters, drawing upon original research material, give in-depth accounts of developments across the whole range of women’s employment, from the ‘post-feminist’ finance professional to unskilled workers in the hotel and catering industry. This empirical work is set within a context of discussion relating to current theoretical debates of the time concerning gender, occupational segregation, and class and stratification theory and research; it is then complemented by a review of the structure of women’s employment in other western countries. Besides making an original contribution to research and theory, it also provides an invaluable summary and critique of developments at the time within a series of important sociological debates.

Probing the shortcomings of contemporary early years provision, whilst offering practical and informed solutions, Early Childhood Education Redefined at once celebrates the progress made in this field since the publication of the ‘Start Right Report’ (1994), whilst also calling for further changes to ensure that all children are able to ‘start right’, to become effective, independent learners.

Developing and emphasising the importance of concepts which have become overlooked within modern educational policy and practice, yet which remain key to our children’s development, this book considers how elements such as attachment and love; movement and exercise; and language and talk may be better integrated into early years practice via the three main vectors of parenting, the curriculum, and pedagogy. From a revised curriculum from birth to seven renamed Key Stage 1, to a greater emphasis on formative assessment, and the promotion of pedagogies including purposeful play, planning in the moment and attachment theory, chapters build on the principles set out in the ‘Start Right Report’ and take into consideration the research and reflection developed over the last quarter of a decade.

Reopening a vital debate and challenging governments, education providers, parents and professionals to re-define what young children need to grow, develop and learn in our contemporary society, this timely response to the ‘Start Right Report’ is essential reading for all those involved in early years research, education and care.