03136nam a22004575i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001700153072001500170072001600185072002300201072001400224072001500238100007700253245014400330250001800474264007200492300004300564336002600607337002600633338003600659347002400695505036900719520119601088650002702284650002502311650002702336650002802363650003702391650003602428710003402464773002602498776003602524776003602560776003602596856004602632978-981-96-0309-1DE-He21320251030114549.0cr nn 008mamaa241128s2024    si |    s    |||| 0|eng d  a97898196030917 a10.1007/978-981-96-0309-12doi 4aLC189-214.53 7aJN2bicssc 7aJHB2bicssc 7aEDU0400002bisacsh 7aJN2thema 7aJHB2thema1 aDadvand, Babak.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut10aRethinking Care in Educationh[electronic resource] :bPerformativity and Exclusion in the Era of Neoliberal Schooling /cby Babak Dadvand.  a1st ed. 2024. 1aSingapore :bSpringer Nature Singapore :bImprint: Springer,c2024.  aXIX, 126 p. 1 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aCare and Exclusion in the Era of Neoliberalism -- Growing Inequalities and the Neoliberal Subjects -- The Great Education Divide -- The Transformation of Care in Performative Times -- Discipline and Perform: Schooling the Expectations -- Excellence and Equity in the Era of Performative Schooling -- An Alternative Approach to Care -- Rethinking Care in Education.  aThis book examines some of the most pressing challenges facing care, equity, and inclusion in education in the age of globalising neoliberal capitalism. Drawing on empirical data collected using a case study of a government secondary school in a low socio-economic status suburb in Melbourne, Australia, this book interrogates the impacts of dominant performative policies and practices on students who have more complex needs, or are from socio-economically marginalised backgrounds. It reviews these policies and practices, which are increasingly driven by the discourses of learning achievement and outcomes measured via high-stakes testing. This book examines how these developments have created (in)visible geographies of exclusion for marginalised students in mainstream schools. It uses notions of belonging, ethics of care and emotional labour as theoretical tools to provide critical analyses of the practices that differentiate and divide among students. This book’s narrative approach is built around recounting ‘deep stories’ of the participants, their dilemmas and predicaments; it synthesises intimate narrative accounts with research-informed analysis and discussions. . 0aEducational sociology. 0aEducation and state. 0aTeachersxTraining of.14aSociology of Education.24aEducational Policy and Politics.24aTeaching and Teacher Education.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978981960308408iPrinted edition:z978981960310708iPrinted edition:z978981960311440uhttps://doi.org/10.1007/978-981-96-0309-1