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Education ‘inconvenient truth’: Part one- Persistent middle class advantage

Abstract
As a policy sociologist I have long been drawn to uncomfortable questions about whose interests are really being served in and through education (Thrupp, 1999a). I’ve been interested in how developments in education policy and practice can lead to greater social inequalities and how seemingly worthwhile policies and practices can be undone by other developments (Thrupp, 1999b). In recent years I’ve also increasingly turned the spotlight back on us as academics and researchers, to consider the politics of our own work and ask awkward questions about whether we are part of the problem too (Thrupp & Willmott, 2003). And, to some extent, I’ve begun to take up that difficult challenge which is always being put to critical scholars, you know, ‘so what’s the alternative?’ (Thrupp, 2005).
Type
Journal Article
Type of thesis
Series
Citation
Thrupp, M. (2007). Education ‘inconvenient truth’: Part one- Persistent middle class advantage. New Zealand Journal of Teacher’s Work, 4(2), 77-88.
Date
2007
Publisher
New Zealand Journal of Teacher's Work
Degree
Supervisors
Rights
This article has been published in the journal: New Zealand Journal of Teacher’s Work. Used with permission.