Cosmo Girls: Configurations of Class and Femininity in Elite Educational Settings

Autor/inn/en	Allan, Alexandra; Charles, Claire
Titel	Cosmo Girls: Configurations of Class and Femininity in Elite Educational Settings
Quelle	In: British Journal of Sociology of Education, 35 (2014) 3, S.333-352 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2013.764148
Schlagwörter	Females; Foreign Countries; Private Schools; Social Class; Femininity; Selective Admission; Middle Class; Self Concept; Social Differences; Educational Research; Qualitative Research; Interviews; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Ausland; Private school; Privatschule; Social classes; Soziale Klasse; Femaleness; Weiblichkeit; Bildungsselektion; Mittelschicht; Selbstkonzept; Sozialer Unterschied; Bildungsforschung; Pädagogische Forschung; Qualitative Forschung; Interviewing; Interviewtechnik; Australien; Großbritannien
Abstract	In this paper we offer a unique contribution to understandings of schooling as a site for the production of social class difference. We bring together the rich body of work that has been conducted on middle-class educational identities, with explorations of the centrality of the feminine in representations of class difference from the field of critical girlhood studies. This is done in order to explore how young femininities mediate the representation of class difference in the environment of the private girls' school. Drawing from our two research studies, located in private girls' schools in Australia and the United Kingdom, we argue that the notion of "disgust", commonly used in recent engagements around class, has only limited purchase in understanding the representation of class difference in these schools. It is the inconsistencies and complexities in how class and class relations are produced that we wish to illuminate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10