Re-invigorating democracy?: White middle class identities and comprehensive schooling

Reay, Diane, Crozier, Gill, James, David ORCID: https://orcid.org/0000-0001-7921-6485, Hollingworth, Sumi, Williams, Katya, Jamieson, Fiona and Beedell, Phoebe 2008. Re-invigorating democracy?: White middle class identities and comprehensive schooling. Sociological Review 56 (2) , pp. 238-255. 10.1111/j.1467-954X.2008.00786.x

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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 21st 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, individualism and the market even these white middle classes who express a strong commitment to community and social mixing struggle to convert inclinations into actions.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > H Social Sciences (General) H Social Sciences > HT Communities. Classes. Races L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Uncontrolled Keywords:	white middle-class identities; comprehensive schooling
Publisher:	Wiley
ISSN:	0038-0261
Last Modified:	19 Oct 2022 10:51
URI:	https://orca.cardiff.ac.uk/id/eprint/25731

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