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Education, democracy and inequalityp...

Hoskins, Bryony.

Education, democracy and inequalitypolitical engagement and citizenship education in Europe /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Education, democracy and inequalityby Bryony Hoskins, Jan Germen Janmaat.
Reminder of title:	political engagement and citizenship education in Europe /
Author:	Hoskins, Bryony.
other author:	Janmaat, Jan Germen.
Published:	London :Palgrave Macmillan UK :2019.
Description:	xiv, 242 p. :ill., digital ;22 cm.
Contained By:	Springer eBooks
Subject:	Political participationSocial aspectsEurope.
Online resource:	https://doi.org/10.1057/978-1-137-48976-0
ISBN:	9781137489760$q(electronic bk.)

Education, democracy and inequalitypolitical engagement and citizenship education in Europe /
Hoskins, Bryony.

Education, democracy and inequalitypolitical engagement and citizenship education in Europe /[electronic resource] :by Bryony Hoskins, Jan Germen Janmaat. - London :Palgrave Macmillan UK :2019. - xiv, 242 p. :ill., digital ;22 cm. - Education, economy and society. - Education, economy and society..

Chapter 1. Introduction -- Chapter 2. Learning political engagement -- Chapter 3. Access to forms of political learning -- Chapter 4. Social gaps in forms of learning and political engagement: 11-16 year olds in England -- Chapter 5. England in a comparative light: lower secondary -- Chapter 6. Learning political engagement in further and higher education in England -- Chapter 7. The Influence of Post-16 Education on Political Engagement: England Compared to Other States -- Chapter 8. Conclusions and implications for policy and practice.

This book posits that national education systems are enhancing socioeconomic inequalities in political engagement. While the democratic ideal is social equality in political engagement, the authors demonstrate that the English education system is recreating and enhancing entrenched democratic inequalities. In Europe, the UK has the strongest correlation between social background and voting behaviours. Examining the role of the school and the education system in the potential reproduction of these inequalities, the authors draw upon the theories of Bourdieu and Bernstein and compare the English school system to other European countries to analyse barriers that are put along the way to political engagement. In times of political disaffection, frustration and polarisation, it is particularly important to uncover why young people from disadvantaged backgrounds are less likely to engage politically, and to help inspire future generations to use their voice. This timely book will be of interest and value to students and scholars of educational inequality and political engagement.

ISBN: 9781137489760$q(electronic bk.)

Standard No.: 10.1057/978-1-137-48976-0doiSubjects--Topical Terms:

848105
Political participation
--Social aspects--Europe.

LC Class. No.: JN906 / .H67 2019

Dewey Class. No.: 323.6094

Education, democracy and inequalitypolitical engagement and citizenship education in Europe /
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505 0 $a Chapter 1. Introduction -- Chapter 2. Learning political engagement -- Chapter 3. Access to forms of political learning -- Chapter 4. Social gaps in forms of learning and political engagement: 11-16 year olds in England -- Chapter 5. England in a comparative light: lower secondary -- Chapter 6. Learning political engagement in further and higher education in England -- Chapter 7. The Influence of Post-16 Education on Political Engagement: England Compared to Other States -- Chapter 8. Conclusions and implications for policy and practice.
520 $a This book posits that national education systems are enhancing socioeconomic inequalities in political engagement. While the democratic ideal is social equality in political engagement, the authors demonstrate that the English education system is recreating and enhancing entrenched democratic inequalities. In Europe, the UK has the strongest correlation between social background and voting behaviours. Examining the role of the school and the education system in the potential reproduction of these inequalities, the authors draw upon the theories of Bourdieu and Bernstein and compare the English school system to other European countries to analyse barriers that are put along the way to political engagement. In times of political disaffection, frustration and polarisation, it is particularly important to uncover why young people from disadvantaged backgrounds are less likely to engage politically, and to help inspire future generations to use their voice. This timely book will be of interest and value to students and scholars of educational inequality and political engagement.
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