Researching Elite Education: Affectively Inferred Belongings, Desires and Exclusions

Autor/inn/en	Maxwell, Claire; Aggleton, Peter
Titel	Researching Elite Education: Affectively Inferred Belongings, Desires and Exclusions
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 28 (2015) 9, S.1065-1080 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2015.1074751
Schlagwörter	Educational Research; Womens Education; Power Structure; Interpersonal Relationship; Interviews; Longitudinal Studies; Secondary Schools; Secondary School Students; Females; Psychological Patterns; Foreign Countries; Observation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; 'Women''s education'; Frauenbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschule; Sekundarschüler; Weibliches Geschlecht; Ausland; Beobachtung
Abstract	This paper reflects on key moments occurring during the course of a three-year study of elite girls' education, with a focus on the power relations that emerged between researchers and elites within the context in which the study was conducted. Central to our analysis is a focus on the affective dimensions of interaction between the researcher and study participants. Our experience gaining access to elite schools in the study illustrates how productive relationships may be fostered by a demonstrated alignment of interests; the desire for intellectual dialogue; and factors linked to the dynamics of the local education market. In our interviews with elite young women, we found that experiences of affinity, foreignness or awe within the interview process triggered different systems of affect. These moments are significant in shaping understandings of the social projects pursued by elite subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01