Titlebook: Unequal Neighbourhoods, Unequal Schools; Organisational Habit Julia Nast Book 2020 Springer Fachmedien Wiesbaden GmbH, part of Springer Nat

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Julia Nasties of clothes.Once hanging static in a wardrobe or folded away in a trunk, in recent times clothes have found themselves thrown into the spotlight. The crowds that are drawn to large scale fashion exhibitions staged with increasing frequency in galleries and museums around the world offer glimpses

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Julia Nastmines the role of activists, politicians, journalists and prThis book explores national attitudes to remembering colonialism in Britain and France. By comparing these two former colonial powers, the author tells two distinct stories about coming to terms with the legacies of colonialism, the role of

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plementary material: .This clinical guide provides a special focus on the normal meniscal mechanism, body and function. Meniscal pathology and therapy are depicted in detail, followed by the presentation of long-term experience of meniscal transplantation and a look into the future of meniscal surge

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Unequal Neighbourhoods, Unequal Schools? Organisational Neighbourhood Inequality and the Question oand – especially in catchment-based systems – the right neighbourhood. Some parents move, others buy property in the right catchment area, and others turn to informal strategies, such as fake addresses, to ensure that their children gain access to their school of choice. Some speak quite openly abou

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A Theoretical Perspective: Localised Fields, Organisational Habitus and Organisational Practices,oretical manner? Since, as discussed previously, the literature on neighbourhood effects, organisations and schools within urban studies is only of limited assistance, I turn to approaches within organisational theory to develop a theoretical perspective here.

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Setting the Scene: Neighbourhoods, Data and Methodology,acts organisational habitus and organisational practices (and thus adds to organisational neighbourhood inequality) this book compares two primary schools and their service provision in two contrasting neighbourhoods. In the following, the schools and research sites, the methodological approach, and