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Cosmo girls: configurations of class and femininity in elite educational settings

Allan, Alexandra and Charles, Claire 2013, Cosmo girls: configurations of class and femininity in elite educational settings, British Journal of Sociology of Education, vol. 35, no. 3, pp. 333-352, doi: 10.1080/01425692.2013.764148.

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Title Cosmo girls: configurations of class and femininity in elite educational settings
Author(s) Allan, Alexandra
Charles, Claire
Journal name British Journal of Sociology of Education
Volume number 35
Issue number 3
Start page 333
End page 352
Total pages 20
Publisher Routledge
Place of publication Oxon, Eng.
Publication date 2013
ISSN 0142-5692
1465-3346
Keyword(s) Social class
Femininity
Elite education
Subjectivity
Middleclass
Gender
Young girls
Private schooling
Summary 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.
Language eng
DOI 10.1080/01425692.2013.764148
Field of Research 130308 Gender, Sexuality and Education
Socio Economic Objective 939904 Gender Aspects of Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
HERDC collection year 2013
Copyright notice ©2013, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30059102

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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Created: Tue, 07 Jan 2014, 13:08:54 EST by Kylie Koulkoudinas

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