Class, Culture and Control: The Transformation of Educational Work in a Gentrifying Primary School

Autor/in	Mansaray, Ayo
Titel	Class, Culture and Control: The Transformation of Educational Work in a Gentrifying Primary School
Quelle	In: Research Papers in Education, 37 (2022) 4, S.496-519 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mansaray, Ayo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2020.1849377
Schlagwörter	Whites; Elementary Schools; Urban Schools; Family School Relationship; Cultural Influences; Elementary School Teachers; Teacher Attitudes; Teaching Assistants; Foreign Countries; Disadvantaged; Middle Class; Middle Class Culture; Organizational Change; Social Change; Neighborhoods; Race; United Kingdom (London) + Suchen Sie Ihr Suchwort? White; Weißer; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Cultural influence; Kultureinfluss; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Mittelschicht; Organisationswandel; Sozialer Wandel; Neighbourhoods; Nachbarschaft; Rasse; Abstammung
Abstract	Research indicates that white middle-class families' engagement with urban schools in gentrifying localities is often characterised by strategies of dominance and control, which support claims of belonging and identity, as well as securing educational advantage for their children. This is referred as 'class colonisation' or 'school gentrification'. However, there has been a neglect of educators' perspectives and responses to urban social change and middle-class parental practices. In this paper, I offer an institutionally-focused analysis of class colonisation as a feature of educators' working lives. I argue that class colonisation produces organisational 'turmoil' through parental practices and interactions which unsettle staff's social and cultural control over key aspects of their work situation and institutional boundary maintenance. This turmoil is experienced as disruptive of the social order, generating staff cynicism, conflict, ambivalence, and alienation. I draw on ethnographic data with teachers and teaching assistants from a gentrifying inner-London primary school to empirically specify these arguments. Theoretically, this paper integrates elements of Bourdieu and micro-sociology, to foreground how agents use their unequal resources to negotiate their interpersonal institutional realities, and in the process, re-produce classed and racialised boundaries and relations within the changing contexts of urban education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01