Poverty, Learning Opportunities and the Social Construction of Collective Intelligence

Phillip Brown; Hugh Lauder

Poverty, Learning Opportunities and the Social Construction of Collective Intelligence

Department of Education

Research output: Chapter or section in a book/report/conference proceeding › Book chapter

Abstract

Focusing on the impact of social structure on educational learning, as well as on the traditional issues of equality of educational access, opportunity and outcomes, this collection aims to renew and reinvigorate debate concerning the sociology of school attainment, reassessing its significance in the first decade of the twenty first century.

Original language	English
Title of host publication	Culture and Learning: Access and Opportunity in the Classroom
Editors	Mark Olssen
Publisher	Information Age Publishing
Pages	315-344
Number of pages	30
ISBN (Print)	978-1593111786
Publication status	Published - 1 Nov 2004

Publication series

Name	International Perspectives on Curriculum
Publisher	Information Age Publishing

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Cite this

Poverty, Learning Opportunities and the Social Construction of Collective Intelligence. / Brown, Phillip; Lauder, Hugh.
Culture and Learning: Access and Opportunity in the Classroom. ed. / Mark Olssen. Information Age Publishing, 2004. p. 315-344 (International Perspectives on Curriculum).

Research output: Chapter or section in a book/report/conference proceeding › Book chapter

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AB - Focusing on the impact of social structure on educational learning, as well as on the traditional issues of equality of educational access, opportunity and outcomes, this collection aims to renew and reinvigorate debate concerning the sociology of school attainment, reassessing its significance in the first decade of the twenty first century.

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ER -

Poverty, Learning Opportunities and the Social Construction of Collective Intelligence

Abstract

Publication series

UN SDGs

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Cite this