Gender, class, race, ethnicity and power in an elite girls’ state school

Selective state grammar schools are the subject of sustained political debate surrounding issues of standards, education quality and social mobility, and yet they have received little academic scrutiny in geographies of education. Increasing numbers of young people are educated in selective settings in both the UK and globally. In this paper, we argue that some selective state schools are ‘elite’ spaces, whose alumni hold disproportionate power and sway. This paper examines the social geographies of girls in an elite grammar school in the Southeast of England, examining how classed and ethnic/racialized femininities are performed and enacted. The data are drawn from semi-structured photo-interviews and focus groups with 23 girls aged 13–14. The paper examines how the girls’ social geographies were forged by socio-psychic process of connection and differentiation. Class differences were abjected onto non-grammar school ‘others’, and poverty was viewed by some girls as a moral failing. The girls were avowedly open to ethnic, racial and religious diversity, which generated a cosmopolitan sensibility as a cultural resource. Nonetheless, subtle differences were reproduced through friendships, which along with being emotionally nurturing, were fraught and fractured in power. These differences can involve subtle hierarchical performances of ethnicity/region/race, which operated beyond the immediate conscious reflection of the girls at times, pointing to a ‘deeper domain’ (Philo and Parr, 2003) which can be a friction to allenging enduring relations of difference through the spatial contingency of encounter. Given the powerful positions these girls are likely to occupy in top professions, how they understand and perform class, gender, ethnicity/race and religion are crucial. This in-depth study has theoretical resonance to elite spaces beyond the specific context of the case-study school by illuminating processes through which specific and hierarchical subjectivities are forged in friendships and by identifying the ‘same’ and ‘other’

Producing emotionally sensed knowledge? Reflexivity and emotions in researching responses to death

This paper reflects on the methodological complexities of producing emotionally-sensed knowledge about responses to family deaths in urban Senegal. Through engaging in ‘uncomfortable reflexivity’, we critically explore the multiple positionings of the research team comprised of UK, Senegalese and Burkinabé researchers and those of participants in Senegal and interrogate our own cultural assumptions. We explore the emotional labour of the research process from an ethic of care perspective and reflect on how our multiple positionings and emotions influence the production and interpretation of the data, particularly exemplified through our differing responses to diverse meanings of ‘family’ and religious refrains. We show how our approach of ‘uncomfortable reflexivity’ helps to reveal the work of emotions in research, thereby producing ‘emotionally sensed knowledge’ about responses to death and contributing to the cross-cultural study of emotions

"Everyone knows me .... I sort of like move about”: the friendships and encounters of young people with Special Educational Needs in different school settings

This paper examines the peer-related social experiences and friendships of young people (aged 11-17) diagnosed with Special Educational Needs in four different school settings: mainstream schools, segregated special schools and units within mainstream schools in Southeast England, UK. Findings from qualitative research involving young people with Special Educational Needs and adults, and participant observation, are presented. The young people had one or a combination of the following diagnoses of Special Educational Need: ‘Moderate Learning Difficulties’, on the ‘Autistic Spectrum’, and ‘Social, Emotional and Mental Health Difficulties’. We use the term ‘differences’ rather than ‘difficulties’ to express the interconnected socio-spatial construction of, and corporeality of, the experiences of these differences. There has been limited scholarship about the social experiences of young people with these diagnoses. In our study young people’s experiences of friendships, exclusion, inclusion and bullying were socio-spatially shifting. Young people had varying experiences in the different school settings. In all settings most had friends within the school, although those in special schools and units tended to have more friends within the school. However, bullying and ‘othering’ were also experienced in all three settings based on a variety of perceived ‘differences’. All young people needed opportunities for ‘encounter’ to forge friendships. Encounters are risky and can reproduce and reinforce difference as well as generating social connections and friendships. In many spaces young people’s opportunities for encounter were constrained by the socio-spatial organisation of schools

Disability, special educational needs, class, capitals and segregation in schooling: a population geography perspective

This paper investigates the spatially variable schooling of young people with Special Educational Needs and Disability (SEND), and interconnections with class and capitals, using analysis of the School Census, and interviews with 64 educational professionals and parents in three areas in Southeast England. Three key original findings emerge. First, high proportions of young people with SEND come from poor backgrounds; however, most young people with SEND labels are not poor. Second, social class, capitals, and SEND intersect in ways which relatively advantage young people from more affluent and educated families, who gain access to specific labels and what is locally considered the ‘best’ education. Third, we conceptualise school spaces as differently ‘bounded’ or ‘connected’, providing different opportunities to develop meaningful relationships and qualifications, or social and cultural capital, rather than focus on the type of school (‘special’, separate schools for students with SEND; or ‘mainstream’ local schools). What are locally considered to be ‘the best’ school spaces are connected and porous, providing opportunities to develop social and cultural capital. Other school spaces are containers of both SEND and poverty, with limited opportunities to acquire social and cultural capitals. Overall, we suggest that the intersecting experience of SEND, class and capitals can (re)produce socio-economic inequalities through school spaces

Special units for young people on the autistic spectrum in mainstream schools: sites of normalisation, abnormalisation, inclusion, and exclusion

This paper explores the experiences of young people on the autistic spectrum (AS) who attend a special unit within a mainstream secondary school in England. The paper feeds into contemporary debates about the nature of inclusive schooling and, more broadly, special education. Young people on the AS have been largely neglected within these debates. The paper focuses upon processes of normalisation and abnormalisation to which the young people on the AS are subject, and how these are interconnected with inclusion and exclusion within school spaces. At times, the unit is a container for the abnormally behaving. However, processes of normalisation pervade the unit, attempting to rectify the deviant mind–body–emotions of the young people on the AS to enable their inclusion within the mainstream school. Normalisation is conceptualised as a set of sociospatially specific and contextual practices; norms emerge as they are enacted, and via a practical sense of the abnormal. Norms are sometimes reworked by the young people on the AS, whose association with the unit renders them a visible minority group. Thus, despite some problems, special units can promote genuine ‘inclusive’ education, in which norms circulating mainstream school spaces are transformed to accept mind–body–emotional differences

Interpreting ‘grief’ in Senegal: language, emotions and cross-cultural translation in a francophone African context

AbstractThis article reflects on the profound complexities of translating and interpreting ‘grief’, and emotions and responses to death more broadly, in multilingual, cross-cultural contexts. Drawing on qualitative research conducted in urban Senegal, West Africa, we discuss the exchange of meanings surrounding grief and death through language, including the process of translation, in its broadest sense, between multiple languages (Wolof, French, English). Our experiences demonstrate the crucial importance of involving interpreters and field researchers throughout the research process, to gain fundamental insight into the cultural nuances of indigenous languages and how these are translated and potentially re-framed in the process. We reflect on our iterative process of discussing emerging interpretations with participants in follow-up workshops and with our interpreter. This approach helped shed light on language use surrounding ‘grief’ and how this is bound up with wider socio-cultural norms which make particular emotions surrounding death and experiences/meanings of death and bereavement possible and ‘speak-able’. Our research calls for greater recognition in death and bereavement studies of the cultural specificity of conceptual frameworks developed in minority European socio-linguistic contexts and demonstrates the need for greater engagement with theoretical, empirical and methodological insights gained in diverse cultural contexts in the Majority world. RésuméCet article reflète les complexités profondes de la traduction et de l’interprétation du ‘chagrin’, des émotions et des réponses face à un décès d’une manière générale, dans des contextes multilingues et interculturels. En nous appuyant sur une recherche qualitative menée dans le Sénégal urbain, Afrique de l’Ouest, nous discutons des échanges de significations qui entourent le chagrin et la mort à travers la langue, incluant le processus de traduction, dans son sens plus large, entre différentes langues (wolof, français, anglais). Nos expériences démontrent l’importance cruciale d’impliquer les interprètes et les chercheurs sur le terrain dans tout le processus de recherche, d’avoir une connaissance approfondie des nuances culturelles des langues autochtones et de comprendre comment celles-ci sont traduites et potentiellement reformulées dans le processus. Nous réfléchissons sur notre processus itératif de discussion des interprétations émergentes avec notre interprète et avec les participants lors des ateliers de suivi. Cette approche nous a permis de mettre en lumière l’usage de la langue relative au ‘chagrin’ et de voir comment celui-ci est lié à des normes socioculturelles plus larges qui rendent possibles et ‘exprimables’ les émotions particulières entourant un décès, et les expériences/significations de la mort et du deuil. Notre recherche appelle à une plus grande reconnaissance, dans les études sur la mort, de la spécificité culturelle des cadres conceptuels développés dans les contextes sociolinguistiques de la minorité européenne et démontre le besoin d’un plus grand rapprochement avec les connaissances théoriques, empiriques et méthodologiques acquis dans le Monde majoritaire. TeunkMbide mi day wané diafe diafe you khoote yi am si tekki ak wakh li nek si «Nakhar», si yeug yeug ak tontou yi waar si Dée sokay khayma, si waal you bari si ay lakk ak thiossane ak ada. Sougnou soukandiko si guestou bougnou def si deukou takh yi si sénégal, Afric sowou diante, gnou ngi wakhtane si wethienete teki ay baat si li eumbe Nakhar ak Dee diaraleko si ay lakk (Wolof, nassarane, ak angalais).sou gnouy diangate wane nagnou solo bi am si bolee si tekki kat ak ay guestou kat si waar bi si liguey bi yeup. Am kham kham bou deugueur si woutee si am si doundine ak lakk yi si deuk yi ak kham boubakh naka lagnou lene di tekkee bou lere si guestou bi yeup. Gnou ngi khalate si sougnou diakhalanete bi si tekki kalamayi ak sougnou tekkikate ak gni bok si wakhtane yi. Yone wowou dimbalinagnou si leral yi gnouy dieufeundiko lakk bi dieum si nakhar ak guis naka la lakk bi andee ak doundinou askan wi li lak mo meuneu am tey wane yeuk yeuk yi nite di am sou dee ammee ak li dee ak nakharlou di tekki. Sougnou guestou daf ay dieumelee si nangou guestou yi gnou def si dee , ada yi am si doundine lakk yi li gueuneu touti si nassarane yi te day wane sokhla bi am si diegue kham kham yi yag yi, you teew yi ak si walou dokhaline bi gnou nango si gni eup si adouna bi

Responses to Death, Care and Family Relations in Urban Senegal

This study provides the first in-depth understanding of responses to death, care and family relations in an urban West African context. The loss of a close adult relative is a significant life transition that almost everyone experiences at some point in the lifecourse and which may have a range of material, social and emotional consequences for children and families. The research aimed to investigate the material and emotional significance of a death of a close adult relative for family members of different genders and generations in urban Senegal. It aimed to explore how the death of a close relative impacts on identities, caring relations and responsibilities among families of varying socio-economic status and diverse ethnicities (focusing on the three largest ethnic groups, Wolof, Hal Pulaaren and Serer) in two cities

Attachment style Is related to quality of life for assistance dog owners

Attachment styles have been shown to affect quality of life. Growing interest in the value of companion animals highlights that owning a dog can also affect quality of life, yet little research has explored the role of the attachment bond in affecting the relationship between dog ownership and quality of life. Given that the impact of dog ownership on quality of life may be greater for assistance dog owners than pet dog owners, we explored how anxious attachment and avoidance attachment styles to an assistance dog affected owner quality of life (n = 73). Regression analysis revealed that higher anxious attachment to the dog predicted enhanced quality of life. It is suggested that the unique, interdependent relationship between an individual and their assistance dog may mean that an anxious attachment style is not necessarily detrimental. Feelings that indicate attachment insecurity in other relationships may reflect more positive aspects of the assistance dog owner relationship, such as the level of support that the dog provides its owner

Making Sense of Family Deaths in Urban Senegal: Diversities, Contexts, and Comparisons

Despite calls for cross-cultural research, Minority world perspectives still dominate death and bereavement studies, emphasizing individualized emotions and neglecting contextual diversities. In research concerned with contemporary African societies, on the other hand, death and loss are generally subsumed within concerns about AIDS or poverty, with little attention paid to the emotional and personal significance of a death. Here, we draw on interactionist sociology to present major themes from a qualitative study of family deaths in urban Senegal, theoretically framed through the duality of meanings-in-context. Such themes included family and community as support and motivation; religious beliefs and practices as frameworks for solace and (regulatory) meaning; and material circumstances as these are intrinsically bound up with emotions. Although we identify the experience of (embodied, emotional) pain as a common response across Minority and Majority worlds, we also explore significant divergencies, varying according to localized contexts and broader power dynamics

Play Behavior and Attachment in Toddlers with Autism

Play helps to develop social skills. Children with autism show deviances in their play behavior that may be associated with delays in their social development. In this study, we investigated manipulative, functional and symbolic play behavior of toddlers with and without autism (mean age: 26.45, SD 5.63). The results showed that the quality of interaction between the child and the caregiver was related to the development of play behavior. In particular, security of attachment was related to better play behavior. When the developmental level of the child is taken into account, the attachment relationship of the child with the caregiver at this young age is a better predictor of the level of play behavior than the child's disorder