In school choice literature, class-based strategies for social reproduction of the middle classes are often the central explanatory framework. While race, ethnicity and other social categories are increasingly included in the analysis, they are often treated as secondary to class. Drawing on interviews from a racially and socio-culturally mixed sample of middle-class parents in Pretoria and Amsterdam, this study aims to contribute to existing theories on school choice and social reproduction through a comparison of contrasting cases. It takes the dominant theoretical framework of middle-class strategizing as a starting point to explain parental practices of school choice. The comparative analysis finds some remarkable homologies of school choice in Pretoria and Amsterdam, but also points to specific local and historical complexity and specificity of parents’ motivations. In both contexts, parents call on intersecting aspects of their identity beyond their classed position. While we acknowledge the relevance of social class, we suggest that middle-class parents’ school choice should be understood as ‘strategies of action’ emanating from classed and racial (dis)positions but also cultural and religious repertoires rooted in a multidimensional tool-kit.

中文翻译：

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学校选择的文化曲目：比勒陀利亚和阿姆斯特丹的阶级、种族和文化的交叉点

在择校文献中，基于阶级的中产阶级社会再生产策略通常是核心解释框架。虽然种族、民族和其他社会类别越来越多地被纳入分析，但它们通常被视为次要的阶级。本研究通过对比勒陀利亚和阿姆斯特丹的中产阶级父母的种族和社会文化混合样本进行采访，旨在通过比较对比案例，为现有的学校选择和社会再生产理论做出贡献。它以中产阶级战略的主导理论框架为出发点来解释父母的择校实践。比较分析发现比勒陀利亚和阿姆斯特丹的学校选择有一些显着的同源性，但也指出了特定的地方和历史复杂性以及父母动机的特殊性。在这两种情况下，父母都要求他们身份的交叉方面超出他们的阶级地位。虽然我们承认社会阶层的相关性，但我们建议中产阶级父母的学校选择应该被理解为源自阶级和种族（性格）立场的“行动策略”，以及植根于多维工具包的文化和宗教曲目.