Researching Elite Education: Affectively Inferred Belongings, Desires and Exclusions
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| Title: | Researching Elite Education: Affectively Inferred Belongings, Desires and Exclusions |
|---|---|
| Language: | English |
| Authors: | Maxwell, Claire, Aggleton, Peter |
| Source: | International Journal of Qualitative Studies in Education (QSE). 2015 28(9):1065-1080. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Educational Research, Womens Education, Power Structure, Interpersonal Relationship, Interviews, Longitudinal Studies, Secondary Schools, Secondary School Students, Females, Psychological Patterns, Foreign Countries, Observation |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/09518398.2015.1074751 |
| ISSN: | 0951-8398 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 68 |
| Entry Date: | 2015 |
| Accession Number: | EJ1075288 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0951-8398 |
| DOI: | 10.1080/09518398.2015.1074751 |
