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Housing mix, school mix: barriers to success

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journal contribution
posted on 09.06.2017, 14:06 by Margaret M. Camina, Paola Iannone
Recent 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 Policy

Volume

29

Issue

1

Pages

19 - 43

Citation

CAMINA, M. and IANNONE, P., 2014. Housing mix, school mix: barriers to success. Journal of Education Policy, 29 (1), pp.19-43.

Publisher

© Taylor & Francis

Version

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

2014

Notes

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

0268-0939

eISSN

1464-5106

Language

en

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