Conferred cosmopolitanism - Professorer og lektorer

Conferred cosmopolitanism: class-making strategies of elite schools across the world

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Standard

Conferred cosmopolitanism : class-making strategies of elite schools across the world. / Howard, Adam; Maxwell, Claire.

I: British Journal of Sociology of Education, Bind 42, Nr. 2, 2020, s. 164-178.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Howard, A & Maxwell, C 2020, 'Conferred cosmopolitanism: class-making strategies of elite schools across the world', British Journal of Sociology of Education, bind 42, nr. 2, s. 164-178. https://doi.org/10.1080/01425692.2020.1866494

APA

Howard, A., & Maxwell, C. (2020). Conferred cosmopolitanism: class-making strategies of elite schools across the world. British Journal of Sociology of Education, 42(2), 164-178. https://doi.org/10.1080/01425692.2020.1866494

Vancouver

Howard A, Maxwell C. Conferred cosmopolitanism: class-making strategies of elite schools across the world. British Journal of Sociology of Education. 2020;42(2):164-178. https://doi.org/10.1080/01425692.2020.1866494

Author

Howard, Adam ; Maxwell, Claire. / Conferred cosmopolitanism : class-making strategies of elite schools across the world. I: British Journal of Sociology of Education. 2020 ; Bind 42, Nr. 2. s. 164-178.

Bibtex

@article{3cc6e5ee210c4264a73f0dc2d4d98c5e,

title = "Conferred cosmopolitanism: class-making strategies of elite schools across the world",

abstract = "Drawing on a multi-sited global ethnography of elite schools, this article explores how these institutions work to produce subjects that will thrive in a globalized world. We examine how despite a similar commitment to global citizenship education and a cosmopolitan orientation across all schools, the intersections between the transnational and national sphere continue to shape the specific futures students are being prepared for. Thus, while all schools understand cosmopolitanism as being acquired by working across difference and having international mobility experiences, the specificities of the national socio-economic contexts and the founding principles of each institution, shapes the kinds of {\textquoteleft}leaders{\textquoteright} being formed, which in turn differentiates the specific cosmopolitan practices being promoted. Ultimately, these elite institutions are seeking to create an elite class by conferring a cosmopolitan status on their students which will have direct convertibility for the specific futures being envisioned for them.",

keywords = "cosmopolitanism, Elite schools, global citizenship education, social class",

author = "Adam Howard and Claire Maxwell",

note = "Publisher Copyright: {\textcopyright} 2020 Informa UK Limited, trading as Taylor & Francis Group.",

year = "2020",

doi = "10.1080/01425692.2020.1866494",

language = "English",

volume = "42",

pages = "164--178",

journal = "British Journal of Sociology of Education",

issn = "0142-5692",

publisher = "Routledge",

number = "2",

}

RIS

TY - JOUR

T1 - Conferred cosmopolitanism

T2 - class-making strategies of elite schools across the world

AU - Howard, Adam

AU - Maxwell, Claire

PY - 2020

Y1 - 2020

N2 - Drawing on a multi-sited global ethnography of elite schools, this article explores how these institutions work to produce subjects that will thrive in a globalized world. We examine how despite a similar commitment to global citizenship education and a cosmopolitan orientation across all schools, the intersections between the transnational and national sphere continue to shape the specific futures students are being prepared for. Thus, while all schools understand cosmopolitanism as being acquired by working across difference and having international mobility experiences, the specificities of the national socio-economic contexts and the founding principles of each institution, shapes the kinds of ‘leaders’ being formed, which in turn differentiates the specific cosmopolitan practices being promoted. Ultimately, these elite institutions are seeking to create an elite class by conferring a cosmopolitan status on their students which will have direct convertibility for the specific futures being envisioned for them.

AB - Drawing on a multi-sited global ethnography of elite schools, this article explores how these institutions work to produce subjects that will thrive in a globalized world. We examine how despite a similar commitment to global citizenship education and a cosmopolitan orientation across all schools, the intersections between the transnational and national sphere continue to shape the specific futures students are being prepared for. Thus, while all schools understand cosmopolitanism as being acquired by working across difference and having international mobility experiences, the specificities of the national socio-economic contexts and the founding principles of each institution, shapes the kinds of ‘leaders’ being formed, which in turn differentiates the specific cosmopolitan practices being promoted. Ultimately, these elite institutions are seeking to create an elite class by conferring a cosmopolitan status on their students which will have direct convertibility for the specific futures being envisioned for them.

KW - cosmopolitanism

KW - Elite schools

KW - global citizenship education

KW - social class

U2 - 10.1080/01425692.2020.1866494

DO - 10.1080/01425692.2020.1866494

M3 - Journal article

AN - SCOPUS:85098625122

VL - 42

SP - 164

EP - 178

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

SN - 0142-5692

IS - 2

ER -

ID: 269598371

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