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The authors combine a philosophical analysis of the idea of disadvantage with proposals for moving society in the discretion of equality, by 'declustering disadvantage'. The book will help political philosophers, social policy theorists, and practitioners involved in the design and delivery of actual social policy.
Corruption, greed, and betrayal drive the adults who surround a talented high school basketball player in Advantage Disadvantage, a sports thriller.
Through the overarching lens of the concepts of social advantage and disadvantage, this new and original edited volume - with contributions by 14 distinguished authors - provides an overview of a variety of conceptual frameworks and a spectrum of social inequalities, processes and divisions. It discusses poverty, social exclusion, capability deprivation, rights violations, social immobility, and human or social capital deficiency. From a global, European and UKperspective, it addresses the origins and effects of advantage and disadvantage in relation to family and childhood, education, work, and old age and the implications of divisions based on gender,'race', ethnicity, migration, religion, neighbourhood, and the experience of crime.
Does protest influence political representation? If so, which groups are most likely to benefit from collective action? The Advantage of Disadvantage makes a provocative claim: protests are most effective for disadvantaged groups. According to author LaGina Gause, legislators are more responsive to protesters than non-protesters, and after protesting, racial and ethnic minorities, people with low incomes, and other low-resource groups are more likely than white and affluent protesters to gain representation. Gause also demonstrates that online protests are less effective than in-person protests. Drawing on literature from across the social sciences as well as formal theory, a survey of policymakers, quantitative data, and vivid examples of protests throughout U.S. history, The Advantage of Disadvantage provides invaluable insights for scholars and activists seeking to understand how groups gain representation through protesting.
Exclusion in schools is always topical Highly respected international contributors
Based upon a large body of factual information,a critical view of the cognitive skills and potentials of young people in the United States in the 1980s. The data is analyzed using the most current statistical techniques and discussed from a broad psychological, sociological and educational perspective. The respondents to the survey were obtained by direct visits to households, not through convenient institutional sources, therefore allowing for a representative national sample. As such, the study typifies a complete cross-section of America's youth both in and out of school. The young people included in the sample were administered the ASVAB, a test battery which consists of ten separately timed and scored tests which assess a wide range of knowledge and skills from English-language reading and vocabulary, through secondary school mathematics understanding and quantitative competance, to quite specific vocational knowledge in technical fields. Differences in the profiles across the ten tests provide some of the more interesting results of the analysis.
Papers presented at the Seminar on "Psychology of Poverty and Disadvantage", 18-20 December, 1997, organized by Centre of Advanced Study in Psychology, at Bhubaneswar.
This book addresses key issues related to teaching pupils from disadvantaged and impoverished backgrounds and provides a valuable reference and pedagogical tool for teachers and teacher educators. Research has consistently shown that the most economically disadvantaged pupils have the poorest educational outcomes. Austerity government policies and pressures of performativity on schools may have exacerbated this inequality. Yet many teachers remain ill-informed about the effects of social disadvantage on students’ learning and consequently are ill-prepared in appropriate teaching methods. The text critically examines the lessons from previous policy and practice, discusses cognitive and affective aspects of school learning for disadvantaged children and explores the pedagogic implications of research evidence. Using insights from existing research, the book examines the reasons why some trainees and teachers lack a critical perspective on the contexts of poverty and may hold deficit views of students in poverty that suggests they are unable to learn and need to be controlled. It explains some of the links between poverty, special needs, literacy and educational achievement and focuses on strategies for improvement.