Schooling in Disadvantaged Communities Playing the Game from the Bac
Based on a study of one secondary school located in a disadvantaged community in Australia, this book provides a different perspective on what it means to ‘play the game’ of schooling. Drawing on the perspectives of teachers, parents and students, this bo
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Carmen Mills • Trevor Gale
Schooling in Disadvantaged Communities Playing the Game from the Back of the Field
ABC
Dr. Carmen Mills School of Education The University of Queensland Brisbane, QLD 4072 Australia [email protected]
Professor Trevor Gale National Centre for Student Equity in Higher Education University of South Australia Adelaide, SA 5001 Australia [email protected]
ISBN 978-90-481-3343-7 e-ISBN 978-90-481-3344-4 DOI 10.1007/978-90-481-3344-4 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2009937766 © Springer Science+Business Media B.V. 2010 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Cover design: Boekhorst Design b.v. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Acknowledgements
We wish to acknowledge and express our gratitude to several persons without whose support this book could not have been completed. First, to the staff, parents and students of the Crimson Brook Secondary College community within which this research took place who graciously welcomed us into their school and gave so generously of their time. Special thanks go to those who participated in the interviews and provided such valuable insights into reproduction and transformation in disadvantaged schools. We would also like to thank those whose interest and encouragement contributed more directly to the production of this work. They include: the staff at Springer, who were so obliging and patient with us; our colleagues at The University of Queensland and University of South Australia, for their valuable feedback and advice; our friends and family, for encouraging us throughout the production of the manuscript; and, most importantly, our respective partners, Nathan and Pam, for their ongoing love and support. The manuscript was produced during a period of great personal and professional challenge, so we thank you all for helping us to keep our ‘eye on the prize’. Finally, portions of this book have appeared elsewhere in different forms and have been reworked for inclusion here. We would like to thank the publishers for permission to make use of the following materials: a version of Chap. 2 originally appeared in Mills, C., & Gale, T. (2007). Researching social inequalities in education: Towards a Bourdieuian methodology. International Journal of Qualitative Studies in Education, 20(4), 433–447 and can be accessed from http://www.informaworld. com; Chap. 6 in Mills, C. (2007). Transforming the capital that counts: Making a difference for students with cultural capital in the ‘wrong’ currency. Curriculum Perspectives, 27(3), 11–21; and Chap. 8 in Mills, C., & Gale,
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