Gender, class, race, ethnicity and power in an elite girls' state school
Gender, class, race, ethnicity and power in an elite girls' state school
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精英女子公立学校中的性别、阶级、种族、民族和权力
DOI：
10.1016/j.geoforum.2019.05.020
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发表时间：
2019
期刊：
影响因子：
3.5
通讯作者：
Holt L
中科院分区：
文献类型：
--
作者：
Holt L
选择性的州立文法学校是围绕标准、教育质量和社会流动性问题进行持续政治辩论的主题，但它们在教育地理学方面几乎没有受到学术审查。越来越多的年轻人在英国和全球的选择性环境中接受教育。在本文中，我们认为，一些选择性的州立学校是“精英”的空间，其校友拥有不成比例的权力和影响力。本文探讨了在英格兰东南部的精英文法学校的女孩的社会地理，研究如何分类和种族/种族化的feminities的执行和制定。数据来自半结构化的照片访谈和焦点小组，有23名13-14岁的女孩。本文探讨了女孩的社会地理是如何通过社会心理的联系和分化过程形成的。阶级差异被贬低到非文法学校的“其他人”身上，一些女孩认为贫穷是道德上的失败。这些女孩公开表示愿意接受民族、种族和宗教多样性，这种多样性产生了一种作为文化资源的世界性情感。尽管如此，微妙的差异还是通过友谊得以再现，友谊沿着的是情感上的滋养，充满了力量，也破碎了力量。这些差异可能涉及种族/地区/种族的微妙等级表现，这些表现有时超出了女孩的直接意识反映，指向一个“更深的领域”（Philo和Parr，2003年），这可能是一个摩擦，通过空间偶然性的相遇，挑战持久的差异关系。考虑到这些女孩可能在顶级职业中占据重要地位，她们如何理解和表现阶级、性别、民族/种族和宗教至关重要。这种深入的研究有理论上的共鸣，精英空间超越了个案研究学校的具体背景，通过照亮的过程中，具体的和层次的主体性是伪造的友谊，并确定“相同的”和“其他”。
Selective state grammar schools are the subject of sustained political debate surrounding issues of standards, education quality and social mobility, and yet they have received little academic scrutiny in geographies of education. Increasing numbers of young people are educated in selective settings in both the UK and globally. In this paper, we argue that some selective state schools are ‘elite’ spaces, whose alumni hold disproportionate power and sway. This paper examines the social geographies of girls in an elite grammar school in the Southeast of England, examining how classed and ethnic/racialized femininities are performed and enacted. The data are drawn from semi-structured photo-interviews and focus groups with 23 girls aged 13–14. The paper examines how the girls’ social geographies were forged by socio-psychic process of connection and differentiation. Class differences were abjected onto non-grammar school ‘others’, and poverty was viewed by some girls as a moral failing. The girls were avowedly open to ethnic, racial and religious diversity, which generated a cosmopolitan sensibility as a cultural resource. Nonetheless, subtle differences were reproduced through friendships, which along with being emotionally nurturing, were fraught and fractured in power. These differences can involve subtle hierarchical performances of ethnicity/region/race, which operated beyond the immediate conscious reflection of the girls at times, pointing to a ‘deeper domain’ (Philo and Parr, 2003) which can be a friction to allenging enduring relations of difference through the spatial contingency of encounter. Given the powerful positions these girls are likely to occupy in top professions, how they understand and perform class, gender, ethnicity/race and religion are crucial. This in-depth study has theoretical resonance to elite spaces beyond the specific context of the case-study school by illuminating processes through which specific and hierarchical subjectivities are forged in friendships and by identifying the ‘same’ and ‘other’.