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Including and excluding. Schools’ reputations: students, families and choices
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Orientador(es)
Resumo(s)
Schools are key institutions in shaping inclusion and exclusion processes
impacting on individual identity and social mobility. If the promise of
widening participation in education has brought educational opportunities
for almost all, it is not true that those educational opportunities are the same.
Increasingly, the quality of education matters more as a mark of distinction,
and choosing a school that brings success has replaced the quest for access
in the new educational markets. Attending a certain school can lead to good
grades, instil appropriate values, allow entrance to or maintenance of desired
social circles and foster life projects envisioned by many families. School
choice (and, in particular, upper secondary school choice) is a decision
based on several factors. Rational criteria, such as geographical proximity
and affordability, are certainly weighty family concerns. Subjective aspects,
however, such as school leadership, safety and tailored educational projects,
also carry increasing value among families of all backgrounds. While choosing
a school is currently a decision more in the hands of families, given the
Portuguese demographic downturn and the excessive school supply, policies
driven by territorialisation and evaluation have led schools to target specific
audiences and to develop distinctive profiles that help parents recognise a
school as a perfect match.
Descrição
Palavras-chave
Schools Social mobility
Contexto Educativo
Citação
Vieira, M. M., Almeida, A. N. de, Ribeiro, A. S. (2018). Including and excluding. Schools’ reputations: students, families and choices. In S. Aboim, P. Granjo, A. Ramos (Eds.), Changing societies: legacies and challenges. Vol. 1. Ambiguous inclusions: inside out, outside in, pp. 383-405. Lisboa: Imprensa de Ciências Sociais
Editora
Imprensa de Ciências Sociais