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Lookup NU author(s): Dr Chris Haywood
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This article explores Pakistani and Bangladeshi young men’s experiences of schooling to examine what inclusion/exclusion means to them. Qualitative research was undertaken with 48 Pakistani and Bangladeshi young men living in areas of the West Midlands, England. The young men highlighted three key areas: the emergence of a schooling regime operating through neo-liberal principles, the recognition of class difference between themselves and teachers, and their awareness of how racialization operated through codes of masculinity. In conclusion, it is argued that research on issues of inclusion/exclusion should be cautious when interpreting new forms of class identity through conventional categories of ethnicity.
Author(s): MacanGhaill M, Haywood C
Publication type: Article
Publication status: Published
Journal: British Journal of Sociology of Education
Year: 2014
Volume: 35
Issue: 5
Pages: 753-776
Print publication date: 03/09/2014
Online publication date: 21/08/2014
Acceptance date: 20/03/2014
ISSN (print): 0142-5692
ISSN (electronic): 1465-3346
Publisher: Taylor and Francis
URL: http://dx.doi.org/10.1080/01425692.2014.919848
DOI: 10.1080/01425692.2014.919848
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