White Middle-Class Identities and Urban Schooling
“White Middle-Class Identities and Urban Schooling” by D. Reay, published by Palgrave Macmillan UK in April 2011, explores the experiences and implications of white middle-class families opting for ordinary and ‘low performing’ secondary schools for their children. This edition, comprising 201 pages, provides a unique perspective on identity formation, addressing factors such as family history, locality, and the concept of whiteness within the context of education.
Readers will find an in-depth examination of the motivations behind these school choices and the broader social implications they entail. The book delves into themes related to social classes, economic disparity, and the intersections of education and identity. Through its analysis, it contributes to discussions in political science, sociology, and social policy, making it a relevant resource for those interested in the complexities of educational choices and their impact on community dynamics.
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This book examines experiences and implications of ‘against-the-grain’ school choices, where white middle class families choose ordinary and ‘low performing’ secondary schools for their children. It offers a unique view of identity formation, taking in matters like family history, locality and whiteness.
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