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Factories for LearningMaking Race, Class and Inequality in the Neoliberal Academy$
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Christy Kulz

Print publication date: 2017

Print ISBN-13: 9781526116178

Published to Manchester Scholarship Online: January 2018

DOI: 10.7228/manchester/9781526116178.001.0001

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Urban chaos and the imagined other: remaking middle-class hegemony

Urban chaos and the imagined other: remaking middle-class hegemony

(p.137) 7 Urban chaos and the imagined other: remaking middle-class hegemony
Factories for Learning

Christy Kulz

Manchester University Press

This chapter examines parental orientations to Dreamfields, as responses to the urban chaos discourse show how parents and students conceptualise their positions within this imagined Urbanderry landscape. Discourses of pathology shape the relationships developed between parents and teachers, impacting upon how students and parents are perceived and treated by the school. The urban chaos discourse powerfully reiterates the inequitable positions of the watcher and the watched, the judger and the judged. The white middle-class parent occupies an invisible, normative space, while working-class and ethnic minority parents feel the potential weight of discipline's reformative hand. Rather than students being measured as data, the continued use of types, categories and subjective judgements becomes evident as students are weeded off Dreamfields’ conveyor belt as it progresses from the compulsory lower school to sixth form college.

Keywords:   Parents, Value, Judgment, Capital, Respectability, Race, Class, Education market, Discipline

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