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"Education Policy sees 12 philosophers of education critique current and recent UK educational policies relating to higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the 'Big Society'. Twelve philosophers of education subject elements of current and recent UK educational policy to critiqueForthright and critical, the contributors are unafraid to challenge current orthodoxiesOffers thought-provoking insights into modern education policy"

"They demonstrate that mathematics education is politics, they investigate borderland positions, they address the nexus of mathematics, education, and power, and they explore educational possibilities. Mathematics education is not a free enterprise. It is carried on behind bars created by economic, political, and social demands. This cage might not be as magnificent as that in Tagore?s fable. But it is strong. Opening the cage is a critical and political challenge, and we may be surprised to see what emerges."

"Artikel ini membahas konstruksi habitus tokoh Yanis yang berperan sebagai kritik terhadap pendidikan di Prancis dalam film La Vie Scolaire (2019) karya Grand Corps Malade dan Mehdi Idir. Film ini mengangkat isu sosial dan pendidikan yang dialami siswa tingkat menengah pertama di Saint-Denis, wilayah suburban Paris. Kehidupan yang tangguh di wilayah tersebut menghadirkan tantangan bagi guru dan siswa untuk berintegrasi dalam sistem pendidikan yang konservatif. Tujuan dari penelitian ini adalah menganalisis bagaimana konstruksi habitus tokoh Yanis terbentuk melalui konsep praktik sosial dan menjadi kritik terhadap sistem pendidikan di Prancis. Metode yang digunakan dalam penelitian ini adalah konsep film dari Boggs & Petrie (2022), teori naratologi oleh A.J. Greimas (1982), dan teori praktik sosial dari Pierre Bourdieu (1979). Melalui analisis yang telah dilakukan, struktur naratif film menunjukkan bahwa terdapat perkembangan karakter tokoh Yanis menjadi lebih optimis untuk melanjutkan pendidikannya berkat bantuan Madame Samia selaku guru pembimbing. Selanjutnya, analisis praktik sosial Pierre Bourdieu memiliki signifikansi bahwa kapital budaya Yanis yang buruk dan kapital ekonomi yang terbatas sebagai penduduk suburban memengaruhi habitus Yanis yang pesimis terhadap pendidikan. Penelitian ini menemukan bahwa habitus tokoh Yanis yang pesimis dalam menempuh pendidikan merupakan kritik untuk menghadirkan sistem pendidikan yang lebih adaptif di wilayah suburban agar dapat mendukung para siswa dalam meningkatkan kapitalnya, terutama kapital budaya dan sosial.

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This article aims to criticize the French education system by analyzing the construction of habitus imbued in the figure Yanis from the film La Vie Scolaire (2019) produced by Grand Corps Malade and Mehdi Idir. This film depicts how socio-economic issues faced among middle school students in Saint-Denis, a Parisian suburb, are impacting their education experience. The competitive nature of the area hinders the teachers and students from integrating in a classic education system. This research employs qualitative research methods emphasizing the use of concepts and theories such as film concept from Boggs & Petrie (2022), narratology theory of A.J. Greimas (1982), and the theory of social practice from Pierre Bourdieu (1979). Findings derived from the structural analysis suggest that the narrative of the film shows a character development of the figure Yanis who is becoming more optimist in continuing his education, with the help of Madame Samia as a student counselor. Meanwhile, the thematic analysis reveals that Bourdieu’s theory of social practice signifies that the lack of cultural capital and the limited economical capital of Yanis as a suburban teenager negatively impacts his habitus in which he became pessimistic towards his education. This research explains that the pessimistic habitus of Yanis in school, as an arena, constitutes a critique to a more adaptive and supportive education system in the suburban area allowing students conducive arena to accumulate capitals, especially their social and cultural capitals. "