Emerald Studies in the Sociology of Education – serie

Providing a historical development of the UK education system and its policies, Alex McInch offers insight on how structural decisions impact how working-class pupils view and navigate the educational field. This ethnographic investigation explores topics such as compensatory educational policies, including Free School Meals, and how these attempt to close the attainment gap between the working and middle classes.This timely book is a welcome addition to the current literature on working-class schooling in the UK and comes at a time when British society has never been more divided on a number of social issues. The landmark theories of French Socio-Philosopher Pierre Bourdieu provide a fitting framework in which to understand how young working-class people currently orientate towards education in post-industrial Britain.Also presenting thought-provoking arguments on how we need to think differently about social class in the UK, rather than using current reductionist models, this book is of interest to anyone currently working in policy, academia or education with an interest in social inequality and its supplementary effects.

At a time when concerns about sexual violence, online harms and the efficacy of Relationships and Sex Education (RSE) frameworks are at the forefront of public discourse, this book offers a timely and necessary intervention. Presenting the concept of ‘safe uncertainty’ as a transformative framework for understanding adolescent intimacies and relationships, authors Setty and Hunt critique current deficit models in relationships and sex education in place of a more nuanced engagement with digital intimacies, online sexual learning and sex media, healthy relationships, gender and consent.Traditional approaches to RSE, while well-intentioned, can reduce complex social and emotional dynamics to simplistic binaries, leaving young people ill-equipped to navigate the inherent ambivalences and ambiguities of intimacy and relationality. Drawing on original research and case studies from the authors’ practice, this text demonstrates how safe uncertainty acknowledges ambiguity and ambivalence as integral parts of relationships and intimacy and involves creating environments where young people can explore their perspectives and experiences without fear of judgment or rigid moral or legal solutions. Aligned with a broader need for relational, developmental and contextual approaches to understanding adolescent intimacies, Setty and Hunt explore how this framework encourages educators, policymakers and researchers to move beyond knowledge-transfer models and instead focus on equipping young people with the skills to navigate uncertainty in ways that promote emotional resilience and ethical decision-making as sexual citizens.Connecting the concept of safe uncertainty with critical debates on consent, gender and digital culture, this timely contribution bridges gaps between research, practice and policy on both a national and an international scale.

Private schooling continues to be a divisive issue. In Britain, there has been a rapid expansion of overseas branches being opened by elite British private schools. Private Schools and Cultural Capital offers insight into the workings of private schools that continue to provide an advantage for their students. Author Rachel Louise Stenhouse reports on the role played by teachers’ social and cultural capital in reproducing privilege in private schools and how this capital is transmitted to students through their preparation for application to elite universities.Drawing on data from interviews with teachers, observations of lessons and teachers’ own reflections to provide an insight into the workings of one private school in England, Stenhouse contributes to an understanding of how private schools are able to continue to reproduce the privilege that their students enjoy. Using the theories of Pierre Bourdieu as a fitting framework in which to understand how private school privilege is reproduced, the chapters also provoke discussion about the prominence of “cultural capital” in the Ofsted school inspection framework and the role played by teachers in private schools in developing cultural capital in their students.A timely addition to the literature on private school advantage, this is a compelling resource for international readers working in policy, academia, or education with an interest in social inequality and in particular the workings of private schools.

The ebook edition of this title is Open Access, thanks to Knowledge Unlatched funding, and freely available to read online.Focusing on significant issues affecting young people in educational contexts, and using an inclusivity lens, Educating Young People for a Sustainable Future delves into causes, consequences and proposed interventions of inequalities and exclusions. How can education contribute to securing a more socially just future and a more sustainable world?Adopting a broad, complex understanding of sustainability, chapters cohere around the key concepts underpinning the Sustainable Development Goals of the United Nations – those of inclusivity, combating inequality and promoting resilience and sustainability. The collection showcases cutting-edge research considering disadvantages, challenges, opportunities and strategies for educating young people from early years to adulthood, and for those who work with, and care for, them. Under a social justice lens, the chapters cover topics such as institutional racism and strategies to effectively challenge this, issues of disability and adaptive teaching and learning strategies for teachers and students, the problem of monolingualism for inclusive learning, the promotion of health and the challenge to promote learner wellbeing by understanding the causes of ‘illbeing’, and more. Considering young people of all ages – both within and outside the context of formal education and the transition from formal education into the workplace - the authors collectively demonstrate that educational institutions, practices and practitioners are key to realising more equitable outcomes and inclusive experiences for young people.Providing insight on a variety of methods, from surveys, interviews and policy analysis to visual and creative methods, participatory action research and co-creation, this content is relevant for a variety of disciplines in social sciences and humanities.

Winner of the 2026 Working-Class Studies Association Jake Ryan and Charles Sackrey AwardIn recent years, UK higher education (HE) has sought to pursue more inclusive practices. However, we are yet to fully understand the experiences of a breadth of working-class people in HE. This edited collection uniquely brings together working-class reflections in the different roles and professions that exist in UK universities.Focusing on understudied groups including working-class academics, students, professional services, administrative staff, ancillary workers and parents, the chapters explore definitions of class, reflections of classism, class-based experiences, inequalities, and theory in conjunction with roles and professional experiences. Guided by a collaborative and community oriented editorial process which embodies the ethos of working-class communities, the collection focuses on five main section areas: academics, students and student journeys, pedagogy, teaching & learning, non-academic staff in HE, and a final section dedicated to practical steps for the future.A first of its kind, observing the experiences of working-class people across the breadth of UK higher education, this is a breath of fresh air on this subject. It is compelling reading for sociological researchers of class and society, academics across disciplines who have shared lived experiences, those in higher education management and those who work with social class and social mobility in industry.

Contributing to a wider body of literature which understands the perspectives and experiences of working-class academics and working-class students, Living Parallel Lives is the first of its kind to understand the position of professional services and administrative staff and their class-based experiences of higher education in the UK.Providing a novel approach to studies of social class in higher education and representing the voices of a group of stakeholders which is not currently accounted for in academic research, Pilgrim-Brown’s unique study contributes to the inclusion and widening participation agenda by illuminating part of the political economy of UK higher education which is currently under-researched. Informed by interviews with professional services staff, this research contributes a much-needed understanding of how university culture is seen, performed and experienced by those working within the institution. The author shows how only through this lens can recommendations be made to improve the inclusivity and equitable participation of higher education organisations. The chapters not only scope the experiences and notion of being a working-class professional services worker in UK universities, but the book also makes robust policy recommendations at a local and national level, in order to overhaul the organisational cultural landscape of UK higher education.A timely and needed lens into the dynamics of cultural capital within the realm of professional service work in UK higher education, this is ground-breaking reading for sociologists of education, higher education professionals and management scholars interested in professional people in a new context.