Picturing natural girlhoods: nature, space and femininity in girls’ school promotions

Wardman, Natasha; Gottschall, Kristina; Drew, Christopher; Hutchesson, Rachael; Saltmarsh, Sue

doi:10.1080/09540253.2012.756857

Cited by 14 publications

(8 citation statements)

References 29 publications

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“…Most young women in our study appear to be developing a project of the self bounded by broader neoliberal discourses of a committed, ambitious but appropriately gendered (Allan, ; Allan and Charles, ; Proweller, ; Wardman et al ., , ) privately educated girl subject. Yet, when we look closely at how these discourses are interpreted within individual families, where families' own biographies shape more specific orientations, it is possible to argue that the reproduction of privilege is far from seamless.…”

Section: Discussionmentioning

confidence: 99%

Agentic Practice and Privileging Orientations Among Privately Educated Young Women

Maxwell

Aggleton

2014

The Sociological Review

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This paper examines factors driving the agentic practices of young women who are privately educated. The analysis informing this paper comes from a three‐year study, in which 91 young women aged 15–19 years were interviewed. Four private schools in one area of middle England participated in the research, and over half of the young women were re‐interviewed 12–18 months later. Our starting point is the degree to which particular orientations within families are aligned to those being promoted within the various private schools in our study. The affective experiences of alignment but also of disorientation within and between the family and the school, drive significant forms of internal conversation (Archer, 2003). In this paper we examine two kinds of internal conversations found within our study – one that is assured and optimistic, and another, which is more fractured. These different internal conversations lead to the emergence of differing projects of the self, expressed through practices that by their very nature of being committed to self‐directed progress can be understood as being agentic. The consequences of these different projects of the self suggest that the reproduction of class privilege cannot be taken for granted – but is always provisional and contested, even among those who are privately educated.

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Section: Discussionmentioning

confidence: 99%

Agentic Practice and Privileging Orientations Among Privately Educated Young Women

Maxwell

Aggleton

2014

The Sociological Review

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“…Thus choosing the right words and images for publicity material is important. Eighteen papers deconstruct images and words used in school brochures and other publicity material [1,26,27,31,32,37,84,88,226,233,236,273,281,285,301,419,423,462]. Seven of these relate to Australian private schools [31,32,226,281,285,301,423] and show, in the words of one paper, that schools "use rhetoric to enhance their reputation and image and to leverage advantage in a competitive neo-liberal market" [281, p. 14].…”

Section: Market Research and Market Scanningmentioning

confidence: 99%

Marketing and School Choice: A Systematic Literature Review

Greaves

Wilson

Nairn

2023

Review of Educational Research

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School-choice programs may increase schools' incentives for marketing rather than improving their educational offering. This article systematically reviews the literature on the marketing activities of primary and secondary schools worldwide. The 81 articles reviewed show that schools’ marketing has yet to be tackled by marketing academics or other social scientists outside the education field. Market-oriented U.S. charter schools and their international equivalents have stimulated recent research, but geographical gaps remain, particularly in countries with long-established school-choice policies and in rural areas. Schools deploy a range of marketing techniques with the intensity of activity directly correlated to the level of local competition and their position in the local hierarchy. Studies have analyzed schools’ use of market scanning, specific words and images in brochures, branding, segmentation, and targeting. These marketing activities are rarely accompanied by substantive curricular change, however, and may even contribute to social division through targeting or deceptive marketing activity.

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“…Within such a context, our previous work in this field has highlighted and challenged the ways that educational marketisation exacerbates competitiveness, elitism and exclusionary educational practices (Saltmarsh, 2007;Youdell, 2004). In particular, we have been interested in how the promotions, marketing and impression management practices of elite schools discursively constitute their students as winners in the competitive educational climate, and in so doing simultaneously reinscribe the status and prestige of such schools (Drew, 2013;Saltmarsh, 2007Saltmarsh, , 2008Gottschall, Edgeworth, Hutchesson, Wardman, & Saltmarsh, 2010;Wardman, Hutchesson, Gottschall, Drew & Saltmarsh, 2010;Wardman, Gottschall, Drew, Hutchesson & Saltmarsh, 2013;Symes, 1998). This work overall has maintained a sustained focus on the ways that gender, race, geographic location and socioeconomic privilege are invoked in school promotions in the service of competitive educational and social hierarchies.…”

Section: Introductionmentioning

confidence: 99%

The Joy of Privilege: Elite Private School Online Promotions and the Promise of Happiness

2016

Elite Schools

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Picturing natural girlhoods: nature, space and femininity in girls’ school promotions

Cited by 14 publications

References 29 publications

Agentic Practice and Privileging Orientations Among Privately Educated Young Women

Agentic Practice and Privileging Orientations Among Privately Educated Young Women

Marketing and School Choice: A Systematic Literature Review

The Joy of Privilege: Elite Private School Online Promotions and the Promise of Happiness

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