1st Edition

Elite Schools Multiple Geographies of Privilege

Edited By Aaron Koh, Jane Kenway Copyright 2016
    260 Pages 1 B/W Illustrations
    by Routledge

    260 Pages 1 B/W Illustrations
    by Routledge

    Geography matters to elite schools — to how they function and flourish, to how they locate themselves and their Others. Like their privileged clientele they use geography as a resource to elevate themselves. They mark, and market, place. This collection, as a whole, reads elite schools through a spatial lens. It offers fresh lines of inquiry to the ‘new sociology of elite schools.’ Collectively the authors examine elite schools and systems in different parts of the world. They highlight the ways that these schools, and their clients, operate within diverse local, national, regional, and global contexts in order to shape their own and their clients’ privilege and prestige. The collection also points to the uses of the transnational as a resource via the International Baccalaureate, study tours, and the discourses of global citizenship. Building on research about social class, meritocracy, privilege, and power in education, it offers inventive critical lenses and insights particularly from the ‘Global South.’ As such it is an intervention in global power/knowledge geographies.

    Introduction: Aaron Koh and Jane Kenway


    1 From the inheritors to the insiders? A theoretical reflection about new mechanisms of social reproduction

    Hugues Draelants, University of Louvain, Belgium

    2 The Deceit of Elite: Reconsidering Class Analysis in the Sociology of Elite Schooling

    Howard Prosser, Monash University, Australia

    3 Exclusive consumers: The discourse of privilege in elite Indian school websites

    Radha Iyer Queensland University of Technology

    4 The joy of privilege: elite private school promotions and the promise of happiness

    Christopher Drew, Dr Kristina Gottschall, Associate Professor Sue Saltmarsh, Natasha Wardman Australian Catholic University

    5 Internationalisation at Dutch and Swedish elite schools: local responses to global policies

    Mikael Palme (SEC, Uppsala University, Sweden) and Don Weenink (Department of Sociology and Anthropology, University of Amsterdam, the Netherlands)

    6 Teachers of the elite: emotional and ideological arguments facing the education of privileged groups in Argentina

    Sandra Ziegler, Universidad de Buenos Aires

    7 The functions of the journey in elites training: From the Grand Tour to the "year abroad" among the students of Sciences Po-Paris

    Bertrand Réau, University of Paris

    8 "It’s All about Being Competitive": The Emotional and Ethical Dilemmas of Authoring Global Literate Identities

    Chin Ee, Loh National Institute of Education, Nanyang Technological University



    9 The potential of Creativity, Action, and Service (CAS) to foster non-academic Learner Profile traits in an elite school culture: The Case of International Baccalaureate Diploma Programme (IBDP) Schools in China

    Moosung Lee and Ewan Wright, Faculty of EducationUniversity of Hong Kong

    10 Conceptualising the ‘global’ citizen: a comparative analysis of elite schooling in India, China and Australia

    Arathi Sriprakash (USYD), Michael Singh (UWS), Qi Jing (UWS)

    11 Educating the elites: Young adult "citizenship", Northern Portugal, 21st Century

    Eunice Macedo & Helena Araújo;Portugal

    12 Chinese international students’ cultural logics of self-making in Australia: elite schooling, transnationality, and class

    Yujia Wang, Monash University

    13 ‘This school is a business’: Organisational identity in elite Australian schools

    Jennifer Bartlett, Paula McDonald and Barbara Pini, QUT Business School


    14 Old Boy Networks: an examination of the relationship between elite schooling, social capital, and positions of power in British society

    Shane Watters, School of Social Policy, Sociology and Social Research
    Cornwallis North East, Canterbury


    Aaron Koh is Associate Professor of Literacy and English Education at Griffith University, Australia.

    Jane Kenway is Professorial Fellow with the Australian Research Council, Professor of Education at Monash University, and an elected Fellow of the Academy of Social Sciences, Australia.