Transforming understandings of the relationship between social class and schooling

Year: 2016

Author: Windle, Joel, Rowe, Emma, Kenway, Jane, Jamal Al-Deen, Taghreed, Perry, Laura

Type of paper: Abstract refereed

Abstract:
Those who research elite schools conventionally turn to variations of elite theory or class theory, to assist them to theorize such institutions’ class practices and relationships. They most commonly map their idea of society and its ‘elites’ onto the nation state. Increasingly people who research elite schools are recognizing the need to adopt a global, transnational or international analytic when considering such institutions’ class practices and relationships. The most common responses include studies of the international mobility of ‘elite’ parents and/or students and their attempts to accumulate various capitals through the use of prestigious schools and universities in other countries (e.g. Waters, 2006). In turn this speaks to their self and class-making/remaking/enhancing projects either in their new locations or in their countries of origin (Ong, 1999). Further, the links between globally mobile high-end/high pay professionals, their education and the ‘global auction for high skilled jobs’ (Brown & Lauder, 2010) have also attracted research attention. That said, the connections between elite schools and global and transnational class structures, relations and formation are under-researched. For example, little serious attention has been paid to the emerging body of thought on the ‘transnational capitalist class’ (TNC) and the ‘transnational capitalist state’ (TNS) (Robinson 2004). In this paper I will introduce both notions and, drawing from a major study called Elite Schools in Globalising Circumstances (Kenway, et al 2016) explore the extent to which such conceptual resources are helpful in furthering our understandings of the class making practices and relationships of elite schools, in different locations, in current times. ReferencesBrown, P., & Lauder, H. (2010). Economic globalisation, skill formation and the consequences for higher education. In M. W. Apple, S. J. Ball, & L. A. Gandin (Eds.), The Routledge international handbook of the sociology of education (pp. 229-241). London and New York: Routledge.Robinson, W. I. (2004). A theory of global capitalism: Production, class, and state in a transnational world. Baltimore, MD: Johns Hopkins University Press. Kenway, J. Fahey, J. Epstein, D. Koh, A. Cameron McCarthy, Rizvi, R. (2016) Class Choreographies: Elite Schools and Globalization, PalgraveOng, A. (1999). Flexible citizenship: The cultural logics of transnationality, Durham and London: Duke University Press. Waters, J. L. (2006). Geographies of cultural capital: education, international migration and family strategies between Hong Kong and Canada. Transactions of the Institute of British Geographies, 31(2), 179-192.

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