The emotional landscape of social class in English education
Bibliographic Data
| ID | 6422595 |
|---|---|
| Authors | Diane Reay (0000-0003-0259-1935, University of Cambridge, corresponding author) |
| Year | 2024 |
| Volume | 7 |
| Issue | 1 |
| Pages | 13-28 |
| Publication date | 2024-12-19 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Emotions and Society (JOURNAL) |
| Journal identifiers | ISSN: 2631-6900 • E-ISSN: 2631-6897 |
| Publisher | Bristol University Press (PUBLISHER • GB) |
| DOI | 10.1332/26316897y2024d000000053 |
| OpenAlex | W4405589165 |
| Language | EN |
| Citations received | 5 |
| References cited | 27 |
The last ten years has seen increasing concern about the wellbeing of children and young people in schools across the globe. Growing evidence of anxiety and stress have accompanied falling levels of life satisfaction among school children. This article adopts a Bourdieusian analysis, working with concepts of habitus, field and symbolic violence to understand the affective consequences of class inequalities in education. As the article tries to show through a focus on schooling in England, there are different types of class thinking and feeling that characterise different social class positions within the field of education
Class (philosophy · Developmental psychology · Geography · Political science · Social class · Social emotional learning · Sociology · Children's Rights and Participation · Computer Science · Outdoor and Experiential Education · Psychology · Youth Education and Societal Dynamics · Artificial Intelligence
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| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |