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Schooling and social identity = lear...

Alexander, Patrick.

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Schooling and social identity = learning to act your age in contemporary Britain /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Schooling and social identity/ by Patrick Alexander.
Reminder of title:	learning to act your age in contemporary Britain /
Author:	Alexander, Patrick.
Published:	London :Palgrave Macmillan UK : : 2020.,
Description:	xxv, 289 p. :ill., digital ;24 cm.
[NT 15003449]:	Chapter 1. Introduction -- Chapter 2. Age in society: Framing social structure -- Chapter 3. The concept of age imaginaries -- Chapter 4. An archaeology of the recent past: Age and schooling in historical and contemporary social context -- Chapter 5. Learning to act your age in the classroom -- Chapter 6. Learning to act your age in the playground: Age and the social lives of secondary school students -- Chapter 7. Learning to act your age in the staffroom: Age imaginaries in the lives of 'younger teachers' -- Chapter 8. Conclusions.
Contained By:	Springer eBooks
Subject:	Educational sociology. -
Online resource:	https://doi.org/10.1057/978-1-137-38831-5
ISBN:	9781137388315

Schooling and social identity = learning to act your age in contemporary Britain /
Alexander, Patrick.

Schooling and social identitylearning to act your age in contemporary Britain /[electronic resource] :by Patrick Alexander. - London :Palgrave Macmillan UK :2020. - xxv, 289 p. :ill., digital ;24 cm.

Chapter 1. Introduction -- Chapter 2. Age in society: Framing social structure -- Chapter 3. The concept of age imaginaries -- Chapter 4. An archaeology of the recent past: Age and schooling in historical and contemporary social context -- Chapter 5. Learning to act your age in the classroom -- Chapter 6. Learning to act your age in the playground: Age and the social lives of secondary school students -- Chapter 7. Learning to act your age in the staffroom: Age imaginaries in the lives of 'younger teachers' -- Chapter 8. Conclusions.

This book examines the nature of age as an aspect of social identity and its relationship to experiences of formal education. Providing a new and critical approach to debates about age and social identity, the author explores why age remains such an important aspect of self-making in contemporary society. Through an ethnographic account of a secondary school in the south-east of England, the author poses three principal questions. Why are schools in English organised according to age? How do pupils and teachers learn to 'act their age' while at school? Ultimately, why does age remain such an important and complex organising concept for modern society? Cutting across lines of class and gender, this timely book will be of interest to students and scholars of self-making and identity in educational contexts, and others interested in how schooling socialises young people into categories of age as the foundational building blocks of modern society.

ISBN: 9781137388315

Standard No.: 10.1057/978-1-137-38831-5doiSubjects--Topical Terms:

519608
Educational sociology.

LC Class. No.: LC191 / .A449 2020

Dewey Class. No.: 306.43

Schooling and social identity = learning to act your age in contemporary Britain /
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245 1 0 $a Schooling and social identity $h [electronic resource] : $b learning to act your age in contemporary Britain / $c by Patrick Alexander.
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505 0 $a Chapter 1. Introduction -- Chapter 2. Age in society: Framing social structure -- Chapter 3. The concept of age imaginaries -- Chapter 4. An archaeology of the recent past: Age and schooling in historical and contemporary social context -- Chapter 5. Learning to act your age in the classroom -- Chapter 6. Learning to act your age in the playground: Age and the social lives of secondary school students -- Chapter 7. Learning to act your age in the staffroom: Age imaginaries in the lives of 'younger teachers' -- Chapter 8. Conclusions.
520 $a This book examines the nature of age as an aspect of social identity and its relationship to experiences of formal education. Providing a new and critical approach to debates about age and social identity, the author explores why age remains such an important aspect of self-making in contemporary society. Through an ethnographic account of a secondary school in the south-east of England, the author poses three principal questions. Why are schools in English organised according to age? How do pupils and teachers learn to 'act their age' while at school? Ultimately, why does age remain such an important and complex organising concept for modern society? Cutting across lines of class and gender, this timely book will be of interest to students and scholars of self-making and identity in educational contexts, and others interested in how schooling socialises young people into categories of age as the foundational building blocks of modern society.
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