• Title: White Middle-Class Identities and Urban Schooling (Identity Studies in the Social Sciences)
  • Released: 2011-04-01
  • Language: English
  • Pages: 212
  • ASIN: B009AUSGR0
Review Society for Education Studies Book Prize 2012 Winner - Runner-up 'This magnificent book...will command widespread interest.' - Mike Savage, British Journal of Sociology of Education 'The production of this beautifully crafted and important book adds to what we know of education policy in practice – and brings complex and fresh evidence to the setting of school choice, class and lived social identity. This work will be a major reference point for sociological theory and policy in practice for some time to come.' - Meg Maguire, Journal of Education Policy 'This book focuses on the perspectives of white middle-class parents who make 'against'-the-grain school choices for their children in urban England. It provides key insights into the dynamics of class practising that are played out in these choices and the multiple narratives and contexts that influence them.' - Dympna Devine, British Journal of Sociology of Education 'This book will be of interest to education and social policy researchers, sociologists, education professionals and indeed left-leaning white middle class parents.' - Nicola Ingram, British Journal of Sociology of Education 'A thoughtful and very interesting analysis by a talented group of researchers.' - Professor Annette Lareau, University of Pennsylvania, USA'A very important book...This is a 'must read' for anyone interested in contemporary class formation.' – Professor Lois Weis, Graduate School of Education, University at Buffalo, USA

About the Author Diane Reay is Professor of Education at the University of Cambridge, UK. She has previously published Activating Participation: Parents and Teachers Working Towards Partnership (co-edited with Gill Crozier).

Gill Crozier is Professor of Education at Roehampton University, UK. She has previously published Parents and Schools: Partners or Protagonists? and Activating Participation: Parents and Teachers Working Towards Partnership (co-edited with Diane Reay).

David James is Professor and Director of the ESRC Wales Doctoral Training Centre, Cardiff University, UK. He has previously published Bourdieu and Education, The Creative Professional and Improving Learning Cultures in Further Education.

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