LUPIN_Camina&Iannone(2014).pdf (1002.65 kB)
Housing mix, school mix: barriers to success
journal contribution
posted on 2017-06-09, 14:06 authored by Margaret M. Camina, Paola IannoneRecent UK policy has emphasised both the development of socially mixed communities and the creation of balanced school intakes. In this paper, we use a case study of an area of mixed tenure in eastern England to explore policy in practice and the extent to which mechanisms of segregation impact on both the creation of socially mixed neighbourhoods and socially mixed schools. We draw on parent and pupil views of schools, combined with local authority data and geo-demographic classification, to explore the background to school destinations. Overall, we find different expectations underlying the two strands of policy and show how a more detailed understanding of context helps those supporting or judging schools.
Funding
The initial stage of the work was funded by the Joseph Rowntree Foundation as part of its Housing Markets Programme.
History
School
- Science
Department
- Mathematical Sciences
Published in
Journal of Education PolicyVolume
29Issue
1Pages
19 - 43Citation
CAMINA, M. and IANNONE, P., 2014. Housing mix, school mix: barriers to success. Journal of Education Policy, 29 (1), pp.19-43.Publisher
© Taylor & FrancisVersion
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2014Notes
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education Policy on 16/04/2013, available online: http://dx.doi.org/10.1080/02680939.2013.783933.ISSN
0268-0939eISSN
1464-5106Publisher version
Language
- en