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Learning Privilege: Lessons of Power and Identity in Affluent Schooling
reviewed by Jane Van Galen - October 17, 2008
 Title: Learning Privilege: Lessons of Power and Identity in Affluent Schooling
Author(s): Adam Howard
Publisher: Routledge, New York
ISBN: 0415960827, Pages: 296, Year: 2008
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In recent decades, we have learned a great deal about the complicated relationships between schooling and social class. Anyons (1980) classic study casts light on the very different forms of school knowledge available to children from different social class backgrounds. Scholars such as Willis (1977) and Weis (1990) have illuminated ways in which young people are not simply socialized to ascribed roles in school but instead, with some measure of agency and resistance, contextualize school within the broader circumstances of their lives. Lareau (2003) and Brantlinger (2003) have documented the place of out-of-school experiences in maintaining class advantage. More recently, we have learned about social identities formed at the complicated intersections of race, class, ethnicity, gender, and sexuality (e.g., Bettie, 2003; Hill Collins, 1990; hooks, 2000; Skeggs, 1997; Walkerdine, 2003). Many scholars now understand class less as a categorical construct based on occupation than as a relational position, embodied through thousands... (preview truncated at 150 words.)
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- Jane Van Galen
University of Washington, Bothell
E-mail Author
JANE VAN GALEN is Professor of Education at the University of Washington, Bothell. Her recent publications include, as editor, Late to Class: Social Class and Schooling in the New Economy (SUNY Press, 2007) and Trajectories: The Social and Educational Mobility of Education Schools from Poor and Working Class Backgrounds (Sense Publishers, In Press). She is the Series Editor for Sense Publishers' new Mobility Studies and Education book series.
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