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This paper utilises the conceptual lens of intersectionality to explore gendered academic career trajectory in the context of one participant’s challenge to a normative reading of the link between her private life and its relation to a ‘successful’ academic career. The paper then charts the recalibrations that needed to take place to ensure certain sociocultural categories and intersections were not privileged over others. Finally, the paper then utilises the concept of intersectionality as a metaphor with which to view the intersecting and reflexive relationship between the interviewer, the interviewee and the performative event of the interview process. [ABSTRACT FROM PUBLISHER]

This paper explores the learning experiences and literacy practices of a group of female migrant domestic workers from Nepal, reporting on ethnographic data collected between 2008 and 2013. Drawing on the conceptualisation of literacy as a social practice, as well as the notion of translocational positionality, it examines the way in which the women’s emerging literacy practices in English interacted with their experiences as migrant workers. It argues that understanding the transnational nature of the women’s lives is essential to understanding the complex ways in which literacy was threaded through their social and material practices. In doing so it points to the need for a more complex conceptualisation of context and of the relationship between the local and global within literacy research, which pays attention to the way in which literacy practices interact with processes entailing movement and positioning across boundaries and between different transnational spaces. [ABSTRACT FROM AUTHOR]

Existing international research suggests that widespread performative pedagogy has contributed to producing educational inequalities for ‘disadvantaged’ learners. There have also been calls for alternative pedagogies, which can be characterised as child-centred. This paper analyses pupils’ hierarchical positioning in a contemporary, mixed socio-economic, child-centred classroom using Bernstein’s theory of competence pedagogy and the concept of the ideal pupil. The ideal pupil’s central characteristics were perceived ‘intelligence’ and ‘good humour’, which were closely associated with middle-class boys. Middle-class and working-class girls were positioned against a female ideal pupil, who would take on a supporting role by creating a facilitating environment for boys’ learning. While middle-class girls were moderately successful in approximating these characteristics, working-class girls were positioned at the bottom of the class hierarchy. These findings have implications for these pupils’ self-perceptions, and raise questions about the implications of child-centred pedagogy for social justice. [ABSTRACT FROM PUBLISHER]

In this article we describe evolving educational aspirations and practices of female high school students and their families in the context of rapidly changing education and employment markets in Kolkata. We interviewed 35 families of girls attending two government high schools. The families are from lower middle-class and lower income backgrounds. The latter see access to education as a way towards upward social mobility. Using gender and social class as axes of analysis, we explore how these families negotiate educational aspirations and practices in connection with married life and motherhood. We also look at the influence of social, cultural, and economic capitals on the formation of aspirations, knowledge about careers, and the ability to put aspirations into practice. This work contributes to the domain of research on education and social class in India with a gendered perspective and a unique setting in government high schools for girls. [ABSTRACT FROM AUTHOR]

Latin families moving to a different Latin American country are placed in a dominated position by what is called 'coloniality'. In this sense, we argue that the processes of classification (in terms of social class), racialisation and genderisation that migrant Latin families experience when choosing schools for their children in the Chilean context can be a form of this coloniality. To make our case, we use narratives from in-depth interviews conducted in Valparaíso with migrant families who applied to schools under the new admission system. In this sense, narratives show that the processes of classification, racialisation and genderisation, as socio-cultural productions, intersect with migrant families' school-choice experiences. These intersections emerge when families match school choices with an shelter search, as they manifest their interests to protect their children, avoiding schools with 'marginal children' or racial bullying and safeguarding gender expectations. [ABSTRACT FROM AUTHOR]