Choosing the local school: middle class parents' values and social and ethnic mix in London and Paris

Raveaud, Maroussia; Zanten, Agnès van

doi:10.1080/02680930601065817

Cited by 152 publications

(149 citation statements)

References 19 publications

(15 reference statements)

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“…While wanting to do the "egalitarian right thing" and to act out of principle -supporting the neighbourhood and the local school, the middle class supporting public services, preparing their children for a multiethnic and multicultural society -they also want the best for their child, which may come down to exiting the local school (Crozier et al, 2008). Similar findings were reported based on interviews with parents in London and Paris (Raveaud and Van Zanten, 2007). Parents experienced tensions between aiming for a "good education" of their child at an individual level, and concern for equality and integration at a collective level.…”

supporting

confidence: 71%

“…Parents may say they find some schools more suitable than others, appreciate the general atmosphere of the school, and meeting parents who share similar values. These considerations were found to be closely related to the social composition of schools (Raveaud and Van Zanten, 2007).…”

mentioning

confidence: 99%

“…For instance, parents in London, Paris and Granada all want "the best" for their child and for them "to be happy" (e.g. Raveaud and Van Zanten, 2007;Reinoso, 2008). For middle-class parents, conceptions of "the best" include gaining opportunities to learn and to achieve, experiencing fulfilling social relationships, contributing to a meaningful and satisfying career, and also building relations with prospective classmates.…”

mentioning

confidence: 99%

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Markets in Education

Waslander

Pater²,

Weide³

2010

OECD Education Working Papers

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JT03290846 OECD DIRECTORATE FOR EDUCATION OECD Education Working Paper SeriesThis series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.Comment on the series is welcome, and should be sent to either edu.contact@oecd.org or the Directorate for Education, 2, rue André Pascal, 75775 Paris CEDEX 16, France.The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries. ABSTRACTIn the last three decennia, many governments have introduced market mechanisms in education. They have done so by enhancing parental choice and encouraging school competition, through policies like abolishing catchment areas, creating voucher programmes and setting up charter schools. These market mechanisms have given rise to fierce debates in both political and scientific circles. However, most prior reviews of research literature in this area have concluded that the effects of market mechanisms in education are small, if they are found at all. This review tries to answer the question why that is the case, by analysing the causal pathways that link market mechanisms to educational outcomes and by reviewing the empirical evidence for each step along those causal pathways. The findings of this review point to the need for a nuanced and qualified discussion about market mechanisms in education. What market mechanisms mean in actual practice strongly depends on (local) contexts, while the impact of market mechanisms is related to other policies impacting on parental choice behaviour as well as actions taken by schools. RÉSUMÉAu cours des trois dernières décennies, de nombreux gouvernements dans le monde entier ont introduit des mécanismes de marché au sein de leur système éducatif. Ils ont procédé ainsi en valorisant le choix des parents d'élèves et en encourageant la compétition scolaire à travers des politiques telles que l'abolition des zones scolaires, la création de programmes accessibles à l'aide de chèques scolaires, et mise en place des écoles à charte. Ces mécanismes de marché ont donné naissance à des débats passionnés dans les milieux politiques et scientifiques. Cependant, les toutes premières recherches dans ce secteur ont conclu que les effets des mécanismes de marché dans le secteur éducatif sont mineurs, lorsqu'ils sont déterminés. Cette étude essaie de comprendre pourquoi il en est ainsi en analysant la chaîne causale qui lie les mécanismes de marché aux résultats dans le secteur éducatif, en passant en revue les données empiriques à chaque étape du processus. Les résultats de cette étude soulignent le besoin d'un débat nuancé et modéré sur les mécanismes de marché dans l'éducation. Ce que mécanismes de marché signifie en pratique dépend fo...

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supporting

confidence: 71%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Markets in Education

Waslander

Pater²,

Weide³

2010

OECD Education Working Papers

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“…British researchers have designed and applied a very helpful typology of family choice strategies drawing on Stephen Ball's work (Ball and Gewirtz, 1995;Ball, 1997;Ball and Vincent, 1998), which has yielded interesting results in the UK (West, 2004), France (Zanten, 2003;Raveaud and Zanten, 2007), Spain (Rambla, 2006;Benito and González, 2007;Olmedo and Santa Cruz, 2008), the US (Lareau, 1995), New Zealand (Thrupp, 2007) and other countries. Narodowski and Nores (2002) and Filgueira and Bogliaccini (2004) also provide some partial examples for Argentina, Chile and Uruguay.…”

Section: Hoarding Educational Opportunities Through School Choicementioning

confidence: 99%

The politics of school choice in two countries with large private‐dependent sectors (Spain and Chile): family strategies, collective action and lobbying

Rambla

Valiente

Frías

2011

Journal of Education Policy

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In many countries choice of school is an increasing concern for families and governments. In Spain and Chile, it is also associated with a long‐standing political cleavage on the regulation of large sectors of private‐dependent schools. This article analyses both the micro‐ and the macro‐politics of choice in these two countries, where low‐status 15‐year‐old students record a significant segregation. At the micro level, some evidence is provided that not only middle‐class skilful choosers but also the political representatives of private‐dependent schools manage to pursue their interests drawing on economic, social and cultural capital. At the macro level, evidence also shows that the lobbies defending private‐dependent schools can use and maintain these power resources. However, in some episodes collective action is an effective power resource for those who campaign in favour of a stricter regulation of these schools, but its influence is much difficult to maintain for longer periods

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“…School choice creates for many parents an experience of 'a division of the self' (Nagel, 1991, p. 14) whereby the interests of the parent can come into conflict with those of the citizen. The dilemma is sharpened for parents who have chosen to live in areas of social and ethnic diversity, and who are committed to the choice of their local school (Raveaud & van Zanten, 2007). Respondents could attempt to bridge the gap between official rhetoric and policy-in-action by mediating Republican ideals:…”

Section: Four Versions Of Laïcité: Hypocrisy or A Misunderstood Ideal?mentioning

confidence: 99%

Culture-Blind? Parental Discourse on Religion, Ethnicity and Secularism in the French Educational Context

Raveaud

2008

European Educational Research Journal

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This article examines policy mediation and adaptation in a context where religious, ethnic and other cultural identities are not officially recognised in the public sphere but considered part of the private sphere. French educational policy is firmly rooted within a secular Republican framework which relies on a colour-blind approach to promote equality. The article draws on 53 interviews with parents in Greater Paris, which were undertaken as part of a comparative study of urban parents' values and attitudes regarding education and school choice, conducted in collaboration with the London Institute of Education in 2004-05. The focus is on parents' perceptions of religious and ethnic diversity at school, and the interview data is contrasted to the Republican ideology dominant in official rhetoric. What is seen playing across and through these interviews is how the range of discourse available to parents is embedded in and constrained by cultural, political and educational traditions and values. However, far from endorsing official rhetoric wholesale, many parents question, adapt and mediate secular Republican ideals, raising the issue of the relevance and durability of the French model of integration.

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Choosing the local school: middle class parents' values and social and ethnic mix in London and Paris

Cited by 152 publications

References 19 publications

Markets in Education

Markets in Education

The politics of school choice in two countries with large private‐dependent sectors (Spain and Chile): family strategies, collective action and lobbying

Culture-Blind? Parental Discourse on Religion, Ethnicity and Secularism in the French Educational Context

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