The ‘mobile turn’ in human geography, sociology and cultural studies has resulted in a hitherto unparalleled focus on the critical role that mobility plays in conserving and regenerating society and culture. In this instance, ‘mobility’ refers not just to the physical movement of goods and peoples, ideas and symbols; it can also be analytically applied to the technologies used to facilitate their movement. One such technology is education, which has yet to fall the under the purview of the mobility lens – something that this collection endeavours to redress. Its contributing authors, drawn from Canada, Australia, the United States and the United Kingdom, explore salient issues relating to education and mobility. These include studies of the career implications for academics of moving across borders; the impact of university study on prison populations; policy mobility and the charter school movement; affect theory and policy development in Canada; educational advertising on Sydney trains and stations; and the employment mobile approaches to track policy development and implementation. One notable feature of the mobility turn is the willingness of its adoptees to explore innovative research methods. Variously demonstrating the efficacy and cogency of autoethnography, affect theory, textual ethnography and human geography for a mobility-empowered education analytics, this collection is no exception. This book was originally published as a special issue of Critical Studies in Education.

"In Moving: A Memoir of Education and Social Mobility author Andy Hargreaves tells the story of his working-class roots, his education, and his experiences with social mobility. Beginning with his youth in the small working-class town of Accrington in Northern England and ending with his experiences at University, the author relates his journey through the education system and all that education has done for him. The author describes what it means to be working-class, his personal successes and failures, and the ways that education allowed him to lift himself out of poverty. However, he also describes the ways that many others were left behind and never given the chance to be socially mobile. The author believes that there are lessons that can be learned from his experience of social mobility and that these lessons can be applied to society at large. In particular, educators can use these lessons to encourage and support students' social mobility and increase the number of students who can become socially mobile. These lessons can also be used to create schools that are kinder to working-class students and to students who are socially mobile. Readers will connect to the engaging, heart-felt story of the author's life and, through it, learn about the reality of social mobility, how it is experienced, and how it can be supported"--

A comprehensive examination of social mobility and education in Britain that exposes the prevailing misconception in political and policy circles of social mobility in decline. For students, researchers, policymakers, and anyone interested in the issues surrounding social inequality, social mobility and education.

Building upon extensive research into modern British society, this book traces out trends in social mobility and their relation to educational inequalities, with surprising results. Contrary to what is widely supposed, Bukodi and Goldthorpe's findings show there has been no overall decline in social mobility – though downward mobility is tending to rise and upward mobility to fall - and Britain is not a distinctively low mobility society. However, the inequalities of mobility chances among individuals, in relation to their social origins, have not been reduced and remain in some respects extreme. Exposing the widespread misconceptions that prevail in political and policy circles, this book shows that educational policy alone cannot break the link between inequality of condition and inequality of opportunity. It will appeal to students, researchers, policy makers, and anyone interested in the issues surrounding social inequality, social mobility and education.

Migration for educational purposes, once the privilege of the upper class, has become a global mass phenomenon in recent years. This volume examines, within different cultural and historical contexts, the close relationship between migration, education, and social mobility. Adopting the perspective that education includes a broad range of formative experiences, the chapters explore different educational trajectories and the local, regional, and transnational relations in which they are embedded. Three key issues emerge from the analyses: firstly, the central role of temporal aspects in terms of both the overall historical conditions and the specific biographical circumstances shaping educational opportunities; secondly, the complex agendas informing individuals’ migration and the adjustment of these agendas in the light of the vagaries of migrant life; and thirdly, the importance of migrants’ self-perception as ‘educated persons’, and the invention of new identities, and the maintaining of old identities that this involves. This book was originally published as a special issue of Identities: Global Studies in Culture and Power.

This handbook provides an overview of developments in the youth mobility and migration research field, with specific emphasis on movement for education, work and training purposes, encompassing exchanges sponsored by institutions, governments and international agencies, and free movement. The collection features over 30 theoretically and empirically-based discussions of the meaning and key aspects of various forms of mobility as practiced in contemporary societies, and concludes with an exploration of the costs and benefits of moving abroad to individuals and societies at a time when the viability of free circulation is being called into question. The geographical scope of the book covers Europe, Asia, Australia and the Americas, and takes into account socio-economic and regional inequalities, as well as recent developments such as the refugee crisis, Brexit and the Covid-19 pandemic. The book integrates the fields of youth mobility and migration studies, creating opportunities for the establishment of a new paradigm for understanding the spatial circulation of youth and young adults in the twenty-first century.

This title examines government plans to improve upward mobility in England and considers the chances of success in the light of qualitative interviews with 88 school students. It suggests that governments consistently underestimate the resistances to mobility that are embedded in social and occupational structures.