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White middle class identities and urban schooling

Record Type:	Language materials, printed : Monograph/item
Title/Author:	White middle class identities and urban schooling/ Diane Reay, Gill Crozier, David James.
Author:	Reay, Diane.
other author:	Crozier, Gill.
Published:	New York :Palgrave Macmillan, : 2011.,
Description:	1 online resource.
Notes:	Includes index.
Subject:	Middle class - Great Britain. -
Online resource:	An electronic book accessible through the World Wide Web; click for information
ISBN:	9780230302501 (electronic bk.)

White middle class identities and urban schooling
Reay, Diane.

White middle class identities and urban schooling[electronic resource] /Diane Reay, Gill Crozier, David James. - New York :Palgrave Macmillan,2011. - 1 online resource.

Includes index.

Includes bibliographical references (p. 183-196) and index.

Acknowledgements -- Introduction: The White Middle Classes in the Twenty-First Century b6 s Identities Under Siege? -- White Middle Class Identity Formation: Theory and Practice -- Family History, Class Practices and Habitus -- Habitus as a Sense of Place -- Against-the-Grain School Choice in Neoliberal Times -- A Darker Shade of Pale: Whiteness as Integral to Middle Class Identity -- The Psychosocial: Ambivalences and Anxieties of Privilege -- Young People and the Urban Comprehensive: Remaking Cosmopolitan Citizens or Reproducing Hegemonic White Middle Class Values? Reinvigorating Democracy: Middle Class Moralities in Neoliberal Times -- Conclusion: -- Appendix 1: Methods and Methodology -- Appendix 2: Parental Occupations and Sector -- Appendix 3: The Sample Families in Terms of ACORN Categories -- References.

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.

ISBN: 9780230302501 (electronic bk.)

Source: 321248Palgrave Macmillanhttp://www.palgraveconnect.comSubjects--Topical Terms:

937004
Middle class
--Great Britain.Index Terms--Genre/Form:

554714
Electronic books.

LC Class. No.: HT690.G7 / R43 2011

Dewey Class. No.: 305.5/508909

White middle class identities and urban schooling
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505 0 $a Acknowledgements -- Introduction: The White Middle Classes in the Twenty-First Century b6 s Identities Under Siege? -- White Middle Class Identity Formation: Theory and Practice -- Family History, Class Practices and Habitus -- Habitus as a Sense of Place -- Against-the-Grain School Choice in Neoliberal Times -- A Darker Shade of Pale: Whiteness as Integral to Middle Class Identity -- The Psychosocial: Ambivalences and Anxieties of Privilege -- Young People and the Urban Comprehensive: Remaking Cosmopolitan Citizens or Reproducing Hegemonic White Middle Class Values? Reinvigorating Democracy: Middle Class Moralities in Neoliberal Times -- Conclusion: -- Appendix 1: Methods and Methodology -- Appendix 2: Parental Occupations and Sector -- Appendix 3: The Sample Families in Terms of ACORN Categories -- References.
520 $a 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.
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