White middle-class identities and urban schooling

| April 18, 2012

Title: White middle-class identities and urban schooling

Authors: Diane Reay, Gill Crozier, David James

Publisher: Palgrave Macmillan

Call Number: HT690.G7 R43 2011

From the Publisher:

Decades of neo-liberal reforms have established a market in secondary schooling, where ‘choice’ and ‘diversity’ are expected to drive up standards and maximize individual responsibility. This is known to favour middle class people. But what of those middle classes deliberately choosing ordinary and even ‘low performing’ secondary schools for their children? What are their motives, and how do they experience the choice? What is it like for the young people themselves? Where do they end up? And what does all this show us about contemporary white middle class identity and its formation? This groundbreaking study offers some answers to these questions. Based on detailed fieldwork with parents and children, it examines ‘against-the-grain’ school choices, looking in particular at family history, locality, the nature of ‘choice’ itself and associated anxieties, relationships to other ethnic groups and to whiteness, and the implications for democracy. The book highlights an inescapable acquisitiveness but also more hopeful dimensions of contemporary white middle class identity.

About the Authors:

DIANE REAY Professor of Education at the University of Cambridge, UK. She is executive editor of the British Journal of Sociology of Education and on the editorial boards of Gender and Education, The Journal of Education Policy and Sociology. Her most recent publications include Activating Participation: Parents and Teachers Working Towards Partnership (co-edited with Gill Crozier).

GILL CROZIER Professor of Education and Assistant Dean Research, School of Education, Roehampton University, UK and UK director of the Comenius project on Teacher In-service Training for Roma Inclusion. Her previous publications include Parents and Schools: Partners or Protagonists? and Activating Participation: Parents and Teachers Working Towards Partnership (co-edited with Diane Reay).

DAVID JAMES Professor of Education at the University of the West of England, Bristol, UK and co-director of the Bristol Centre for Research in Lifelong Learning and Education (BRILLE). His previous publications include the co-authored books Bourdieu and Education, The Creative Professional and Improving Learning Cultures in Further Education.

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