Helene Snee and Chris Porter<\/p>\n\n\n\n
Education has a contradictory relationship with social class, offering both emancipatory potential and the reproduction of classed advantages. Social mobility meanwhile is often put forward as a way of tackling class inequality but raises its own questions about the accompanying vision of social justice.\u00a0Educational pathways and Classed Trajectories<\/em>\u00a0aims to bring together researchers, practitioners, campaigners and anyone interested in these concerns to advance research agendas, develop innovative methodologies, promote reform, and keep class on the curriculum. Areas of interest might include exploring\u00a0classed\u00a0educational inequalities and how these relate to other social divisions; lived experiences of class among students and staff at all levels of education; critical pedagogies and teaching class; and fostering critical perspectives on social mobility.<\/p>\n","protected":false},"excerpt":{"rendered":" Helene Snee and Chris Porter Education has a contradictory relationship with social class, offering both emancipatory potential and the reproduction of classed advantages. Social mobility meanwhile is often put forward as a way of tackling class inequality but raises its own questions about the accompanying vision of social justice.\u00a0Educational pathways and Classed Trajectories\u00a0aims to bring […]<\/p>\n","protected":false},"author":308,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-219","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\n