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Education, Class Fractions and the Local Rules of Spatial Relations

Author

Listed:
  • Stephen John Ball

    (Institute of Education, University of London, 20 Bedford Way, London, WCIH OAL, UK. s.ball@ioe.ac.uk)

  • Carol Vincent

    (Institute of Education, University of London, 20 Bedford Way, London, WCIH OAL, UK. c.vincent@ioe.ac.uk)

Abstract

This paper develops previous analyses of data from an ESRC-funded study of middle-class parents' choices of childcare in two London locations (Battersea and Stoke Newington). It tentatively explores differences between the educational choices made in the two localities and connections which occur between educational and spatial preferences and practices. These connections within the two class fraction samples are presented using Basil Bernstein's arguments concerning the relations between pedagogical practices and social class. The argument is that the class fractions identified here use space differently and concomitantly engage in different kinds of social relations.

Suggested Citation

  • Stephen John Ball & Carol Vincent, 2007. "Education, Class Fractions and the Local Rules of Spatial Relations," Urban Studies, Urban Studies Journal Limited, vol. 44(7), pages 1175-1189, June.
    • Handle: RePEc:sae:urbstu:v:44:y:2007:i:7:p:1175-1189
    DOI: 10.1080/00420980701302312
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    References listed on IDEAS

    as
    1. Garry Robson & Tim Butler, 2001. "Coming to Terms with London: Middle‐class Communities in a Global City," International Journal of Urban and Regional Research, Wiley Blackwell, vol. 25(1), pages 70-86, March.
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