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This is an Open Access Article. It is published by Elsevier under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/ ; Selective state grammar schools are the subject of sustained political debate surrounding issues of standards, education quality and social mobility, and yet they have received little academic scrutiny in geographies of education. Increasing numbers of young people are educated in selective settings in both the UK and globally. In this paper, we argue that some selective state schools are 'elite' spaces, whose alumni hold disproportionate power and sway. This paper examines the social geographies of girls in an elite grammar school in the Southeast of England, examining how classed and ethnic/racialized femininities are performed and enacted. The data are drawn from semi-structured photo-interviews and focus groups with 23 girls aged 13–14. The paper examines how the girls' social geographies were forged by socio-psychic process of connection and differentiation. Class differences were abjected onto non-grammar school 'others', and poverty was viewed by some girls as a moral failing. The girls were avowedly open to ethnic, racial and religious diversity, which generated a cosmopolitan sensibility as a cultural resource. Nonetheless, subtle differences were reproduced through friendships, which along with being emotionally nurturing, were fraught and fractured in power. These differences can involve subtle hierarchical performances of ethnicity/region/race, which operated beyond the immediate conscious reflection of the girls at times, pointing to a 'deeper domain' (Philo and Parr, 2003) which can be a friction to allenging enduring relations of difference through the spatial contingency of encounter. Given the powerful positions these girls are likely to occupy in top professions, how they understand and perform class, gender, ethnicity/race and religion are crucial. This in-depth study has theoretical resonance to elite spaces beyond the specific context of the case-study school by illuminating processes through which specific and hierarchical subjectivities are forged in friendships and by identifying the 'same' and 'other'.

Selective state grammar schools are the subject of sustained political debate surrounding issues of standards, education quality and social mobility, and yet they have received little academic scrutiny in geographies of education. Increasing numbers of young people are educated in selective settings in both the UK and globally. In this paper, we argue that some selective state schools are 'elite' spaces, whose alumni hold disproportionate power and sway. This paper examines the social geographies of girls in an elite grammar school in the Southeast of England, examining how classed and ethnic/racialized femininities are performed and enacted. The data are drawn from semi-structured photo-interviews and focus groups with 23 girls aged 13–14. The paper examines how the girls' social geographies were forged by socio-psychic process of connection and differentiation. Class differences were abjected onto non-grammar school 'others', and poverty was viewed by some girls as a moral failing. The girls were avowedly open to ethnic, racial and religious diversity, which generated a cosmopolitan sensibility as a cultural resource. Nonetheless, subtle differences were reproduced through friendships, which along with being emotionally nurturing, were fraught and fractured in power. These differences can involve subtle hierarchical performances of ethnicity/region/race, which operated beyond the immediate conscious reflection of the girls at times, pointing to a 'deeper domain' (Philo and Parr, 2003) which can be a friction to allenging enduring relations of difference through the spatial contingency of encounter. Given the powerful positions these girls are likely to occupy in top professions, how they understand and perform class, gender, ethnicity/race and religion are crucial. This in-depth study has theoretical resonance to elite spaces beyond the specific context of the case-study school by illuminating processes through which specific and hierarchical subjectivities are forged in friendships and by identifying the ...

This article explores some impacts of relationships between the third sector, the state and the market on the non-profit sector workforce in Reading, England. We argue that: the growth of state influence has brought forth paid and unpaid workers to represent the sector to the state; in most non-profit organisations paid workers create the conditions for unpaid work. For a minority the opposite is true; labour in the non-profit sector is influenced by competition from the private sector for workers and 'clients'; workers' paid work, family commitments and market services limit volunteering, especially for what we term 'lifestage' volunteers.

This paper explores the experiences of young people on the autistic spectrum (AS) who attend a special unit within a mainstream secondary school in England. The paper feeds into contemporary debates about the nature of inclusive schooling and, more broadly, special education. Young people on the AS have been largely neglected within these debates. The paper focuses upon processes of normalisation and abnormalisation to which the young people on the AS are subject, and how these are interconnected with inclusion and exclusion within school spaces. At times, the unit is a container for the abnormally behaving. However, processes of normalisation pervade the unit, attempting to rectify the deviant mind—body—emotions of the young people on the AS to enable their inclusion within the mainstream school. Normalisation is conceptualised as a set of sociospatially specific and contextual practices; norms emerge as they are enacted, and via a practical sense of the abnormal. Norms are sometimes reworked by the young people on the AS, whose association with the unit renders them a visible minority group. Thus, despite some problems, special units can promote genuine 'inclusive' education, in which norms circulating mainstream school spaces are transformed to accept mind—body—emotional differences.

Home and care are central aspects of everyday, personal lives, yet they are also shaped by political and economic change. Within a context of austerity, economic restructuring, worsening inequality and resource rationing, policy around and experience of these key areas is shifting. Taking an interdisciplinary and feminist perspective, this book illustrates how economic and political changes affect everyday lives for many families and households in the UK. Setting out both new empirical material and new conceptual terrain, the authors draw on approaches from human geography, social policy, feminist and political theory to explore issues of home and care in times of crisis

The lifecourse perspective continues to be an important subject in the social sciences. Researching the Lifecourse offers a distinctive approach in that it truly covers the lifecourse (childhood, adulthood and older age), focusing on innovative methods and case study examples from a variety of European and North American contexts. This original approach connects theory and practice from across the social sciences by situating methodology and research design within relevant conceptual frameworks. This diverse collection features methods that are linked to questions of time, space and mobilities while providing practitioners with practical detail in each chapter