Researching elite education: affectively inferred belongings, desires and exclusions

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Standard

Researching elite education: affectively inferred belongings, desires and exclusions. / Maxwell, Claire; Aggleton, Peter.

I: International Journal of Qualitative Studies in Education, Bind 28, Nr. 9, 01.01.2015, s. 1065-1080.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Maxwell, C & Aggleton, P 2015, 'Researching elite education: affectively inferred belongings, desires and exclusions', International Journal of Qualitative Studies in Education, bind 28, nr. 9, s. 1065-1080. https://doi.org/10.1080/09518398.2015.1074751

APA

Maxwell, C., & Aggleton, P. (2015). Researching elite education: affectively inferred belongings, desires and exclusions. International Journal of Qualitative Studies in Education, 28(9), 1065-1080. https://doi.org/10.1080/09518398.2015.1074751

Vancouver

Maxwell C, Aggleton P. Researching elite education: affectively inferred belongings, desires and exclusions. International Journal of Qualitative Studies in Education. 2015 jan. 1;28(9):1065-1080. https://doi.org/10.1080/09518398.2015.1074751

Author

Maxwell, Claire ; Aggleton, Peter. / Researching elite education: affectively inferred belongings, desires and exclusions. I: International Journal of Qualitative Studies in Education. 2015 ; Bind 28, Nr. 9. s. 1065-1080.

Bibtex

@article{d271ece8bd604241a0e9385a233a64a9,
title = "Researching elite education: affectively inferred belongings, desires and exclusions",
abstract = "This paper reflects on key moments occurring during the course of a three-year study of elite girls{\textquoteright} education, with a focus on the power relations that emerged between researchers and elites within the context in which the study was conducted. Central to our analysis is a focus on the affective dimensions of interaction between the researcher and study participants. Our experience gaining access to elite schools in the study illustrates how productive relationships may be fostered by a demonstrated alignment of interests; the desire for intellectual dialogue; and factors linked to the dynamics of the local education market. In our interviews with elite young women, we found that experiences of affinity, foreignness or awe within the interview process triggered different systems of affect. These moments are significant in shaping understandings of the social projects pursued by elite subjects.",
keywords = "affective relations, elite education, reflexivity, research access",
author = "Claire Maxwell and Peter Aggleton",
year = "2015",
month = jan,
day = "1",
doi = "10.1080/09518398.2015.1074751",
language = "English",
volume = "28",
pages = "1065--1080",
journal = "International Journal of Qualitative Studies in Education",
issn = "0951-8398",
publisher = "Routledge",
number = "9",

}

RIS

TY - JOUR

T1 - Researching elite education: affectively inferred belongings, desires and exclusions

AU - Maxwell, Claire

AU - Aggleton, Peter

PY - 2015/1/1

Y1 - 2015/1/1

N2 - This paper reflects on key moments occurring during the course of a three-year study of elite girls’ education, with a focus on the power relations that emerged between researchers and elites within the context in which the study was conducted. Central to our analysis is a focus on the affective dimensions of interaction between the researcher and study participants. Our experience gaining access to elite schools in the study illustrates how productive relationships may be fostered by a demonstrated alignment of interests; the desire for intellectual dialogue; and factors linked to the dynamics of the local education market. In our interviews with elite young women, we found that experiences of affinity, foreignness or awe within the interview process triggered different systems of affect. These moments are significant in shaping understandings of the social projects pursued by elite subjects.

AB - This paper reflects on key moments occurring during the course of a three-year study of elite girls’ education, with a focus on the power relations that emerged between researchers and elites within the context in which the study was conducted. Central to our analysis is a focus on the affective dimensions of interaction between the researcher and study participants. Our experience gaining access to elite schools in the study illustrates how productive relationships may be fostered by a demonstrated alignment of interests; the desire for intellectual dialogue; and factors linked to the dynamics of the local education market. In our interviews with elite young women, we found that experiences of affinity, foreignness or awe within the interview process triggered different systems of affect. These moments are significant in shaping understandings of the social projects pursued by elite subjects.

KW - affective relations

KW - elite education

KW - reflexivity

KW - research access

UR - http://www.scopus.com/inward/record.url?scp=84942096083&partnerID=8YFLogxK

U2 - 10.1080/09518398.2015.1074751

DO - 10.1080/09518398.2015.1074751

M3 - Journal article

AN - SCOPUS:84942096083

VL - 28

SP - 1065

EP - 1080

JO - International Journal of Qualitative Studies in Education

JF - International Journal of Qualitative Studies in Education

SN - 0951-8398

IS - 9

ER -

ID: 202859244