Re-Invigorating Democracy?: White Middle Class Identities and Comprehensive Schooling
Re-Invigorating Democracy?: White Middle Class Identities and Comprehensive Schooling
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重振民主？：白人中产阶级身份和综合教育
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Phoebe Beedell
中科院分区：
文献类型：
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作者：
D. Reay;G. Crozier;D. James;S. Hollingworth;Katya Williams;Fiona Jamieson;Phoebe Beedell
最近关于社会阶层和白人的研究指出了白色中产阶级身份令人不安和排外的一面。本文的重点是“另类”的中产阶级身份是否可能会对工作，并扰乱，规范的看法，这意味着什么是“中产阶级”在21世纪初。从那些选择把孩子送到城市综合性学校的中产阶级的数据中，我们研究了“思考和行动”的过程，以揭示一些承诺和投资，这些承诺和投资可能会使民主公民的更新和振兴。将这些承诺和投资转化为与阶级和种族其他人互动的更公平方式的困难，成为中产阶级中左倾、支持福利的部分的真实的挑战。在新自由主义推崇竞争、个人主义和市场的当代，即使是这些对社区和社会融合表达强烈承诺的白色中产阶级，也很难将倾向转化为行动。
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.