Exploring the British Indian model minority discourse, this book is the first empirical and theoretical examination of high achieving British Indian students’ lived experiences of schooling, education, teaching, and learning. Drawing from narratively styled qualitative interviews with Indian students, the chapters explore Bourdieu’s theory of practice and the concepts of capital, symbolic violence, and habitus to analyse what the contextual and empirical data reveals about the role of class background in the production or reproduction of social class. Providing thought-provoking insights into the role the English secondary education system plays in exacerbating the label of the Indian model student, the book critically examines how this label seems to at once praise, patronise, and homogenise a heterogeneous group of people who share a particular heritage. Ultimately, the book contextualises Western education and the ways in which minority ethnic students and various groups defined as ‘Other’ relate to, and connect with, education. The book will be of great interest to researchers and postgraduate students in the fields of the sociology of race and ethnicity in education, the sociology of higher education, and the marketisation of education.
Exploring the British Indian model minority discourse, this book is the first empirical and theoretical examination of high achieving British Indian students’ lived experiences of schooling, education, teaching, and learning. Drawing from narratively styled qualitative interviews with Indian students, the chapters explore Bourdieu’s theory of practice and the concepts of capital, symbolic violence, and habitus to analyse what the contextual and empirical data reveals about the role of class background in the production or reproduction of social class. Providing thought-provoking insights into the role the English secondary education system plays in exacerbating the label of the Indian model student, the book critically examines how this label seems to at once praise, patronise, and homogenise a heterogeneous group of people who share a particular heritage. Ultimately, the book contextualises Western education and the ways in which minority ethnic students and various groups defined as ‘Other’ relate to, and connect with, education. The book will be of great interest to researchers and postgraduate students in the fields of the sociology of race and ethnicity in education, the sociology of higher education, and the marketisation of education.
Innovations in technology and new therapies have changed the face of medicine in the last few decades. These include advances in fetal diagnosis (preimplantation genetics, chorionic villous sampling and amniocentesis), drugs that have been developed to treat unique conditions in neonates such as respiratory distress syndrome (surfactant) and pulmonary hypertension (inhaled nitric oxide), as well as technological advances and interventions resulting in diagnostic (ultrasounds and MRI) and therapeutic interventions (intrauterine transfusion to ECMO). Research in fertility treatments has resulted in test tube babies and cloned animals, and that has also fostered technological advances in diagnostic and therapeutic interventions. The primary purpose of Innovations in Neonatal-Perinatal Medicine is to highlight these innovations in technology and therapy that have not only changed the way doctors deliver care to fetus and neonate but also reduced neonatal mortality thereby saving millions of lives in the process. These issues are addressed by the authors who are experts in their respective fields. the book will be valuable not only to healthcare providers but also to educators and policy makers.
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