Katherine Davey
Biographic Data
| ID | 797090 |
|---|---|
| NAME | Katherine Davey |
| GIVEN NAMES | Katherine |
| FAMILY NAME | Davey |
| SIGNATURE | DAVEY K |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0009-0003-0340-4422 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
No other choice
In England, education is compulsory, but schooling is not: it is legal for families to home educate their children. This form of education is officially termed by the Department for Education as ‘Elective Home Education’. As this designation implies, many families home educate as a positive and preferential ‘choice’. For others, however, home education is not their desired first option. Drawing on a longitudinal research study that has explored t…
Playing the game? Young people ‘at risk’ of becoming Neet (not in education, employment or training) and their investment in education
This paper explores how young people identified as ‘at risk’ of not being integrated into education, employment or training orientate themselves towards the education system in England during their final years of school. These years can have long-term consequences for future engagement with the labour market, but not every young person is equally positioned to invest in them. Drawing on findings from an ethnographic study of 81 young people aged …
Striving to Be Super
Although higher education is positioned as a site of opportunity for young women in the UK, not all female applicants experience straightforward pathways into this arena. This paper focuses on a group of 16 high-achieving girls from working-class backgrounds who are striving for academic success, in the form of top grades and places at high-tariff UK universities. Against the backdrop of neoliberalism and postfeminism, the stereotype of an academ…
How time is experienced and conceptualised when conducting ethnography mapping Neet interventions in education settings
The importance of 'time' is well-established within ethnography, yet how time is experienced and conceptualised in specific research settings remains embryonic. Duncheon and Tierney's (2013) theory of time is developed to understand how time is accepted, valued and recorded by both the ethnographer and the participants in a neoliberal, post-covid era where virtual means of communicating are fast developing. Data mapping interventions for young pe…
Bucking the trend
Based on the life and educational histories of sixteen high-achieving, working-class girls applying to high-tariff universities, this paper rekindles debates about the role of agency within the decision-making process of young people who might not otherwise be expected to apply to such institutions.It draws on Margaret Archer's theorising to tease out the interplay between structure and agency in the form of reflexivity and show how this shapes t…
Infant Temperament
Bucking the trend
Based on the life and educational histories of sixteen high-achieving, working-class girls applying to high-tariff universities, this paper rekindles debates about the role of agency within the decision-making process of young people who might not otherwise be expected to apply to such institutions.It draws on Margaret Archer's theorising to tease out the interplay between structure and agency in the form of reflexivity and show how this shapes t…
How time is experienced and conceptualised when conducting ethnography mapping Neet interventions in education settings
The importance of 'time' is well-established within ethnography, yet how time is experienced and conceptualised in specific research settings remains embryonic. Duncheon and Tierney's (2013) theory of time is developed to understand how time is accepted, valued and recorded by both the ethnographer and the participants in a neoliberal, post-covid era where virtual means of communicating are fast developing. Data mapping interventions for young pe…
Infant Temperament
Bucking the trend
Based on the life and educational histories of sixteen high-achieving, working-class girls applying to high-tariff universities, this paper rekindles debates about the role of agency within the decision-making process of young people who might not otherwise be expected to apply to such institutions.It draws on Margaret Archer's theorising to tease out the interplay between structure and agency in the form of reflexivity and show how this shapes t…
Playing the game? Young people ‘at risk’ of becoming Neet (not in education, employment or training) and their investment in education
This paper explores how young people identified as ‘at risk’ of not being integrated into education, employment or training orientate themselves towards the education system in England during their final years of school. These years can have long-term consequences for future engagement with the labour market, but not every young person is equally positioned to invest in them. Drawing on findings from an ethnographic study of 81 young people aged …
Striving to Be Super
Although higher education is positioned as a site of opportunity for young women in the UK, not all female applicants experience straightforward pathways into this arena. This paper focuses on a group of 16 high-achieving girls from working-class backgrounds who are striving for academic success, in the form of top grades and places at high-tariff UK universities. Against the backdrop of neoliberalism and postfeminism, the stereotype of an academ…
How time is experienced and conceptualised when conducting ethnography mapping Neet interventions in education settings
The importance of 'time' is well-established within ethnography, yet how time is experienced and conceptualised in specific research settings remains embryonic. Duncheon and Tierney's (2013) theory of time is developed to understand how time is accepted, valued and recorded by both the ethnographer and the participants in a neoliberal, post-covid era where virtual means of communicating are fast developing. Data mapping interventions for young pe…
No other choice
In England, education is compulsory, but schooling is not: it is legal for families to home educate their children. This form of education is officially termed by the Department for Education as ‘Elective Home Education’. As this designation implies, many families home educate as a positive and preferential ‘choice’. For others, however, home education is not their desired first option. Drawing on a longitudinal research study that has explored t…
Youth Education and Societal Dynamics (4 works) · Psychology (3 works) · Sociology (3 works) · Education Systems and Policy (2 works) · Ethnography (2 works) · Gender Studies (2 works) · Gender Studies (2 works) · Law (2 works) · Political science (2 works) · Working class (2 works)