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Class, Culture And Control: the Transformation Of Educational Work In A Gentrifying Primary School
Research Papers in Education ( IF 2.173 ) Pub Date : 2020-11-19 , DOI: 10.1080/02671522.2020.1849377
Ayo Mansaray 1
Affiliation  

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.



中文翻译:

阶级、文化与控制:绅士化小学教育工作的转型

摘要

研究表明,白人中产阶级家庭在中产阶级化地区与城市学校的接触通常以支配和控制策略为特征,这支持了归属感和身份的主张,并为他们的孩子确保了教育优势。这被称为“阶级殖民化”或“学校高档化”。然而,教育工作者的观点和对城市社会变化和中产阶级父母做法的反应一直被忽视。在本文中,我对作为教育工作者工作生活特征的阶级殖民化进行了以制度为中心的分析。我认为,阶级殖民化通过父母的做法和互动产生了组织“动荡”,这动摇了员工对其工作情况和制度边界维护的关键方面的社会和文化控制。这种动荡被视为对社会秩序的破坏,产生了员工的愤世嫉俗、冲突、矛盾和疏离感。我利用来自伦敦市中心高档小学的教师和助教的人种学数据,凭经验详细说明这些论点。从理论上讲,本文整合了布迪厄和微观社会学的元素,以突出代理人如何利用其不平等的资源来协商他们的人际制度现实,并在此过程中,在不断变化的城市教育背景下重新产生阶级化和种族化的界限和关系。我利用来自伦敦市中心高档小学的教师和助教的人种学数据,凭经验详细说明这些论点。从理论上讲,本文整合了布迪厄和微观社会学的元素,以突出代理人如何利用其不平等的资源来协商他们的人际制度现实,并在此过程中,在不断变化的城市教育背景下重新产生阶级化和种族化的界限和关系。我利用来自伦敦市中心高档小学的教师和助教的人种学数据,凭经验详细说明这些论点。从理论上讲,本文整合了布迪厄和微观社会学的元素,以突出代理人如何利用其不平等的资源来协商他们的人际制度现实,并在此过程中,在不断变化的城市教育背景下重新产生阶级化和种族化的界限和关系。

更新日期:2020-11-19
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