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Critical Studies in Education Volume 63, 2022 - Issue 3
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Research Article

Cultural capital in non-white majority schools: a critical exploration of cultural ethos and pedagogy

Mathew BarnardUniversity of Birmingham alumni, School of Education, University of Birmingham, Edgbaston, BirminghamCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-0596-5605View further author information
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Pages 387-402 | Received 18 Nov 2019, Accepted 23 Jun 2020, Published online: 02 Jul 2020

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Julia Morgan, Chelsea McDonagh & Thomas Acton. (2023) Outsider status, and racialised habitus: the experiences of Gypsy, Roma, and Traveller students in higher education. British Journal of Sociology of Education 44:3, pages 485-503.
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Mathew Barnard. (2022) Theorising the meso-level space of school ethos and cultural pedagogy in relation to securitisation policy. Journal of Education Policy 37:6, pages 944-964.
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Mathew Barnard. (2022) A critical reconceptualization of the International Baccalaureate as a potential force for democratisation in global-heritage schools. Globalisation, Societies and Education 0:0, pages 1-13.
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Mathew Barnard. (2020) Leadership in non-white majority schools: the symbolic negation of distance. British Journal of Sociology of Education 41:7, pages 958-974.
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Articles from other publishers (1)

Nidal Sleiman. (2021) Leading international schools: The questions of cultural and social justice. ACCESS: Contemporary Issues in Education 41:2, pages 16-21.
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