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Neoliberal policy and the meaning of counterintuitive middle-class school choices

James, David; Reay, Diane; Crozier, Gill; Beedell, Phoebe; Hollingworth, Sumi; Jamieson, Fiona; Williams, Katya

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Authors

David James

Diane Reay

Gill Crozier

Phoebe Beedell

Sumi Hollingworth

Fiona Jamieson

Katya Williams



Abstract

This article considers how the nature and effects of neoliberal policy in education are illuminated by the outcomes of a study of white middle-class families choosing ordinary state secondary schools in England. Having described the main features of the study and some of its findings, consideration is given to specific 'global' dimensions - one in terms of parental perceptions and the other drawing upon analysis of the global effects of neoliberalism, an example of which is illustrated with reference to an influential UK policy. The article concludes that the conditions so generated not only provide advantages to those making conventional choices in keeping with a marketized service, but that they may also bring advantages to middle-class families making 'counterintuitive' choices as well.

Citation

James, D., Reay, D., Crozier, G., Beedell, P., Hollingworth, S., Jamieson, F., & Williams, K. (2010). Neoliberal policy and the meaning of counterintuitive middle-class school choices. Current Sociology, 58(4), 623-641. https://doi.org/10.1177/0011392110368003

Journal Article Type Article
Publication Date Jul 8, 2010
Publicly Available Date Jun 8, 2019
Journal Current Sociology
Print ISSN 0011-3921
Electronic ISSN 1461-7064
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 58
Issue 4
Pages 623-641
DOI https://doi.org/10.1177/0011392110368003
Keywords educational policy, middle class, neoliberalism, school choice
Public URL https://uwe-repository.worktribe.com/output/977553
Publisher URL http://dx.doi.org/10.1177/0011392110368003

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