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Bourdieu argued that class-based inequalities influenced educational outcomes and this paper illustrates the relevance of Bourdieu's concepts in understanding one specific community. A wider study by the authors used the concept of habitus to identify factors which impacted on the participants--predominantly white working-class mothers'--perceptions of their engagement with schools. This paper provides two selected case study examples from the wider study which describes the ways these mothers interpret different habitus in relation to education and discusses how habitus can inform understandings of different parental perceptions towards education and how this affects engagement. Schools can use this insight to ensure that parents from such backgrounds feel better able to engage with their children's education. Schools use this insight to inform to ensure that parents from such backgrounds feel able to engage with their children's education, both at home and in school.

This methodological guidance paper discusses the craft of reviewing qualitative research for a systematic review. Qualitative research is an expansive and wide-ranging domain that includes research from different disciplines, for different purposes, following different methodological traditions, and employing a variety of data collection and analysis methods. While many aspects of reviewing qualitative research are similar to reviewing quantitative research, the essay focuses on five central tasks: (1) clarifying purpose(s), (2) defining research quality, (3) situating the research in relevant contexts, (4) adding it up, and (5) practicing reflexivity--that every reviewer of qualitative research engages in.

International authors have argued that social class inequalities can influence parental engagement in education. Lareau argued that middle-class families possess the resources to actively cultivate their children to succeed academically, whereas working-class and poor families feel they lack such resources and allow their children to develop limited and passive relations with school. This article applies a core element of Lareau's typology of child rearing to examine disadvantaged British mothers' experience of engaging with schools. A study involving 77 parents and caregivers of secondary school children, considered disadvantaged, sought to understand the experiences of parental engagement in primary and secondary education. Selective case studies have been chosen from this larger study, using a thematic analysis, to understand how these mothers interpreted their experiences of engaging with secondary education, their feelings of frustration, powerlessness and distance from secondary school. The stories presented illustrate that the 'accomplishment of natural growth' provides a contemporary class analysis framework to interpret the experiences of some disadvantaged British parents. Recommendations are made advising how Lareau's typology of child rearing can inform policy and practice in the British education system and recommendations for future research are made with the purpose of promoting equal access to educational engagement and opportunities.

International scholars have argued that parental engagement in education is influenced by social class inequalities. Goffman's definition of stigma has been applied to interpret working-class mothers' experiences of stigma when attempting to engage in their children's education. However, this paper also draws on recent extensions of 'stigma' -- by considering how and by whom the concept is developed in practice. Selective case studies have been used to illustrate how some working-class mothers feel judged negatively by teachers and the school system, based on their marginalised (and sometimes multiple) social identities. Perceptions of stigma were recalled by parents, who felt this negatively impacted upon their engagement in their children's education. They expressed feelings of powerlessness and in some cases internalisation of stigmatised traits. Recommendations to inform engagement strategies for schools to enable a more inclusive educational experience are made and areas for future research identified.

Bourdieu’s theory of social reproduction is applied to interpret the structural conditions and experiences of citizens in ‘left behind’ places (LBP) along the Cumbrian coastline (UK). The findings from a longitudinal participatory study imply a ‘left behind’ habitus where citizens disengage with local and national politics. This suggests that place-based initiatives aimed at reducing spatial inequalities, such as Levelling Up and the current devolution agenda, will be ineffective without considering the subjective, physical, distance LBP feel from political institutions. Future research needs to explore relational strategies which align the local democratic field with local civic habitus to foster liberal democracy. [ABSTRACT FROM AUTHOR]

Conducting research with under-represented, overlooked and service resistant groups poses challenges but can lead to valuable discoveries that inform the development of policy or practice. In this paper, a reflective account of a community-based methodology will be provided which targeted families in poverty who did not engage with the school system. The research discussed provides a phenomenological understanding of how these parents perceived their role in their child's education, and what challenges they felt they faced, both at home and in school. This community-based methodology proved effective in recruiting and obtaining data from five focus groups (n = 27) and a series of in-depth interviews (n = 50). The perceived positionality of the gatekeeper is discussed, explained using Tajfel and Turner's social identity theory [(1979). An Integrative Theory of Intergroup Conflict.' In "The Social Psychology of Intergroup Relations," edited by W. G. Austin, and S. Worchel, 33-37. Monterey, CA: Brooks/Cole], with particular focus on in-group/out-group identity perceptions. The efficacy of the strategies used are discussed and recommendations for a community-based methodology for educational research is provided.

Community concerns surrounding syringe waste are a common barrier to syringe services program (SSP) implementation. In Kanawha County, West Virginia, community opposition to SSPs resulted in the closure of needs-based SSPs prior to and during an HIV outbreak among persons who inject drugs (PWID). This qualitative analysis examines views of PWID and community partners on syringe waste and disposal associated with needs-based SSPs. Qualitative interviews with 26 PWID and 45 community partners (medical and social service providers, law enforcement personnel, policymakers, and religious leaders) were conducted. Interviews were recorded, transcribed, and coded. Code summaries described participants' views on syringe waste and disposal and needs-based SSPs. Community partners and PWID who favored needs-based SSPs reported that needs-based SSPs had not affected or reduced syringe waste. Conversely, community partners who favored one-to-one exchange models and/or barcoded syringes described needs-based SSPs increasing syringe waste. Community partners often cited pervasive community beliefs that SSPs increased syringe waste, risk of needlesticks, drug use, and crime. Community partners were unsure how to address syringe waste concerns and emphasized that contradictory views on syringe waste posed barriers to discussing and implementing SSPs. Participants' views on whether syringe waste was associated with needs-based SSPs often aligned with their support or opposition for needs-based SSPs. These differing views resulted in challenges finding common ground to discuss SSP operations amid an HIV outbreak among PWID. SSPs might consider addressing syringe waste concerns by expanding syringe disposal efforts and implementing community engagement and stigma reduction activities. [ABSTRACT FROM AUTHOR]

The Journal of Teacher Education reflects on its legacy and envisions the future of teacher education, emphasizing advancements in curricula, bilingual instruction, and simulated teaching experiences. However, critical challenges such as teacher shortages, decreased job satisfaction, and increased stress are evident, particularly in Florida and nationally. Articles in the journal explore complex issues in teacher education, identity, and equity, advocating for inclusive pedagogy and cultural diversity. The integration of artificial intelligence in education is poised to transform pedagogical landscapes, but the need for critical thinking skills and adaptable learning strategies remains crucial. The future of teacher education requires a multifaceted approach that balances tradition with innovation, celebrates cultural diversity, and empowers educators to navigate the complexities of modern education. [Extracted from the article]