ORCID Profile
0000-0003-0259-1935
Current Organisations
London South Bank University
,
University of Cambridge
,
University of London
,
The University of Newcastle
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Publisher: SAGE Publications
Date: 12-2007
Abstract: Drawing on data from interviews with 63 London-based families, this article argues that there are difficult and uncomfortable issues around whiteness in multi-ethnic contexts. Even those parents, such as the ones in our s le, who actively choose ethnically erse comprehensive schools appear to remain trapped in white privilege despite their political and moral sentiments. This is a complicated question of value of having value, finding value in, getting value from, and adding value. Even those white middle classes committed to multi-ethnic schooling face the perils of middle-class acquisitiveness, extracting value from, as they find value in, their multi-ethnic `other'. In such processes of generating use and exchange value a majority of both the white working classes and the black working classes, those who are perceived not to share white middle-class values, are residualized and positioned as excessive. Symbolically, they come to represent the abject `other' of no value.
Publisher: Informa UK Limited
Date: 04-2011
Publisher: Informa UK Limited
Date: 09-2011
Publisher: Informa UK Limited
Date: 09-2010
Publisher: Informa UK Limited
Date: 19-06-2022
Publisher: Elsevier BV
Date: 03-1995
Publisher: Informa UK Limited
Date: 12-09-2013
Publisher: SAGE Publications
Date: 02-2003
DOI: 10.1177/0038038503037001389
Abstract: This paper attempts to retheorize school `choice' to begin to unpack dominant contemporary misconceptions through an examination of the `choices' available to 454 inner city 10 and 11 year-olds engaging in the process of primary-secondary school transfer in England. The prevalent focus within educational theorizing on `choice' as a form of agency often masks the fact that `choice' is a marker of economic privilege. The more distant subjects are from economic necessity the more `choice' becomes a possibility. In contrast, the majority of children in our research study had no `choice' but to make a virtue out of necessity. They were forced to accept the least bad option. Particularly disadvantaged were the large numbers of refugees in the s le and those children, cutting across class and ethnicity, who chose `against the grain'. We conclude that school `choice' is an issue of power and constraint, of class and racial processes, although the possibilities of `choice' cannot in any straightforward way be seen as conterminous with class positioning, implicating, as it does, both ethnicity and fractions and differences within classes as well as between them.
Publisher: SAGE Publications
Date: 07-2010
Abstract: This article considers how the nature and effects of neoliberal policy in education are illuminated by the outcomes of a study of white middle-class families choosing ordinary state secondary schools in England. Having described the main features of the study and some of its findings, consideration is given to specific ‘global’ dimensions — one in terms of parental perceptions and the other drawing upon analysis of the global effects of neoliberalism, an ex le of which is illustrated with reference to an influential UK policy. The article concludes that the conditions so generated not only provide advantages to those making conventional choices in keeping with a marketized service, but that they may also bring advantages to middle-class families making ‘counterintuitive’ choices as well.
Publisher: Elsevier BV
Date: 2004
Publisher: Routledge
Date: 16-12-2003
Publisher: SAGE Publications
Date: 12-2008
Abstract: This article draws on qualitative in-depth interviews with 63 white middle-class families whose children attend inner London comprehensives.The white middle classes, as they are inscribed in policy discourses, best fit the ideal of the democratic citizen — in idualistic, rational, responsible, participatory, the active chooser. Yet, narratives of white middle-class choice reveal both powerful defences and the power of the affective. Sublimated in the psyche of the majority white middle classes who avoid inner-city comprehensives and the more inclusive parents in this ESRC-funded research project are multifaceted and differing responses to the classed and ethnic `other'. This article examines frequently overlooked anxieties, conflicts, desires and tensions within middle-class identities generated by education choice policies. However, the main focus is white middle-class relationships to their classed and ethnic `other', and the part played by the psychosocial in white middle-class identities and identifications within predominantly working-class, multi-ethnic schooling.
Publisher: SAGE Publications
Date: 02-1999
DOI: 10.1177/0959353599009001008
Abstract: This article draws on the accounts of mothers of primary school children in Britain in order to explore the influence of social class in women's lives. It examines psycho-sociological class processes and their formative impact on female subjectivity through a focus on data from a study of mothers' involvement in their children's schooling. These processes become very apparent when mothers talk about their children's schooling, revealing emotive intimacies of class that impact on both their attitudes and their actions. The article concludes that we need to develop approaches in which psychological and sociological understandings are woven together to reveal the complex strands that make up class in contemporary society.
Publisher: SAGE Publications
Date: 09-2004
Abstract: This article draws on two research studies conducted in London, UK, to problematize choice policies. It argues that, although in both the United States and the United Kingdom choice has often been promoted as a solution to social inequalities in urban schooling, evidence from the London data points to detrimental rather than positive effects. Educational choice practices can be seen to reinforce wider social processes of social exclusion in relation to both school and university choice, and the article argues for the need to balance getting the best for one’s own child with a commitment to a wider common good.
Publisher: Informa UK Limited
Date: 12-2008
Publisher: Informa UK Limited
Date: 09-2006
Publisher: Informa UK Limited
Date: 09-2002
Publisher: Informa UK Limited
Date: 05-2006
Publisher: Informa UK Limited
Date: 09-2003
Publisher: Routledge
Date: 10-06-2009
Publisher: SAGE Publications
Date: 08-2002
Abstract: The stated UK Government policy on Higher Education is to attract increasing numbers of non-traditional applicants to Higher Education. Mature students are positioned as key within this policy initiative. However, the statistics suggest that recent policy changes have made it more rather than less difficult for non-traditional students to attend university. This paper explores some of the sociological and psychological processes which make working-class transitions to higher education problematic by focusing on the narratives of 23 mature students attending an inner London Further Education college. It is argued that class, although mediated by gender and ethnicity, always counts in the transition process. Also, within the working-classes there are different class fractions with differing priorities in relation to risk, challenge and fitting in. These solidarist and in idualist fractions within the working-classes result in differing priorities, attitudes and actions in relation to the higher education choice process.
Publisher: Informa UK Limited
Date: 09-2006
Publisher: Informa UK Limited
Date: 09-2007
Publisher: SAGE Publications
Date: 06-2007
DOI: 10.1080/00420980701302965
Abstract: The White Paper on Education (2006) re-emphasises the importance of parents within education policy and, in particular, the key role of parental choice. However, this article argues that parental choice is an inequitable process in which privileged parents are far more likely to have and exercise choice than their less privileged counterparts. The consequences are geographies of schooling which are highly class differentiated. Compounding these inequitable geographies of schooling are invidious representations of inner-city comprehensives as unruly places, characterised by poor performance and bad behaviour. Drawing on Rob Shield's conceptualisation of 'places on the margin' and the voices of working-class students, this paper attempts to present a different perspective on inner-city comprehensives from those represented in dominant middle-class imaginaries.
Publisher: Informa UK Limited
Date: 02-01-2015
Publisher: Routledge
Date: 03-03-2010
Publisher: Wiley
Date: 02-2010
Publisher: Informa UK Limited
Date: 09-2012
Publisher: Informa UK Limited
Date: 12-09-2013
Publisher: Informa UK Limited
Date: 12-2002
Publisher: Informa UK Limited
Date: 09-2004
Publisher: Wiley
Date: 02-2002
Publisher: Informa UK Limited
Date: 09-2009
Publisher: Informa UK Limited
Date: 03-2003
Publisher: Routledge
Date: 16-10-2006
Publisher: SAGE Publications
Date: 12-2005
Publisher: Informa UK Limited
Date: 06-2002
Publisher: SAGE Publications
Date: 11-1999
Publisher: SAGE Publications
Date: 12-2005
Abstract: Emotional and psychic responses to class and class inequalities are routinely relegated to the realm of in idual psychology if they are addressed at all. All too often in sociological research such psychic responses are in idualized, pushed out of the wider social picture. However, in this article, I argue that there is a powerful dynamic between emotions, the psyche and class inequalities that is as much about the makings of class as it is about its consequences. In contemporary British society social class is not only etched into our culture, it is still deeply etched into our psyches, despite class awareness and class consciousness being seen as ‘a thing of the past’. In the article I draw on educational case studies to demonstrate some of the ways in which affective aspects of class – feelings of ambivalence, inferiority and superiority, visceral aversions, recognition, abjection and the markings of taste constitute a psychic economy of social class. This psychic economy, despite being largely ignored in both everyday commonsense understandings and academic theories, contributes powerfully to the ways we are, feel and act.
Publisher: Elsevier BV
Date: 05-1995
Publisher: Informa UK Limited
Date: 05-2008
Publisher: Routledge
Date: 24-06-2004
Publisher: SAGE Publications
Date: 12-2004
Abstract: Drawing on an ESRC funded project of children’s transitions to secondary schools in two London boroughs, this article works with spatial metaphors (Lefebvre, 1991 Shields, 1991) in order to interrogate dominant representations of inner city schools, but also to present the children’s own views and experiences of inner city schooling. It examines the processes through which certain secondary schools and certain groups of children come to be demonized in local and wider social imaginaries, exploring both the impact of damaging discourses of demonization and the connections between social and psychic realities in the increasing segregation and polarization of inner London secondary schools. Race and racism, as well as social class and gender, enter powerfully into representations of ‘good’ and ‘bad’ schools and the article examines the consequences of such representations for both middle- and working-class children and their families.The article concludes with a discussion of the wider issues of social justice raised by growing processes of demonization and polarization.
Publisher: Informa UK Limited
Date: 03-2002
Publisher: SAGE Publications
Date: 05-2008
DOI: 10.1111/J.1467-954X.2008.00786.X
Abstract: Recent research on social class and whiteness points to disquieting and exclusive aspects of white middle class identities. This paper focuses on whether ‘alternative’ middle class identities might work against, and disrupt, normative views of what it means to be ‘middle class’ at the beginning of the 21 st Century. Drawing on data from those middle classes who choose to send their children to urban comprehensives, we examine processes of ‘thinking and acting otherwise’ in order to uncover some of the commitments and investments that might make for a renewed and reinvigorated democratic citizenry. The difficulties of turning these commitments and investments into more equitable ways of interacting with class and ethnic others which emerge as real challenges for this left leaning, pro-welfare segment of the middle classes. Within a contemporary era of neo-liberalism that valorises competition, in idualism and the market even these white middle classes who express a strong commitment to community and social mixing struggle to convert inclinations into actions.
Publisher: Informa UK Limited
Date: 17-08-2020
Publisher: Wiley
Date: 25-01-2021
DOI: 10.1111/EJED.12438
Publisher: Informa UK Limited
Date: 06-2007
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Diane Reay.