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Complicity and contestation in the gentrifying urban primary school

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  • Ayo Mansaray

Abstract

The transformation of primary schools in gentrifying localities has sometimes been referred to as a form of ‘class colonisation’. This article draws on ethnographic research with teachers, teaching assistants and parents in two inner-London primary schools to explore the largely unexamined role of school leaders (headteachers) in mediating gentrification processes within urban schools. It argues that institutional history, contexts of headship and leadership style all play an important role in negotiating and recontextualising middle-class mobilisation and power to re-shape primary schools. Headteachers’ relationship to gentrification is therefore not simply one of complicity, but often of contestation and conflict. This article therefore challenges understandings of gentrification as a hegemonic process, and contributes to a more nuanced picture of the educational consequences of gentrification, particularly the institutional realities and experiences of urban social change.

Suggested Citation

  • Ayo Mansaray, 2018. "Complicity and contestation in the gentrifying urban primary school," Urban Studies, Urban Studies Journal Limited, vol. 55(14), pages 3076-3091, November.
  • Handle: RePEc:sae:urbstu:v:55:y:2018:i:14:p:3076-3091
    DOI: 10.1177/0042098017740099
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    References listed on IDEAS

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    1. Garry Robson & Tim Butler, 2001. "Coming to Terms with London: Middle‐class Communities in a Global City," International Journal of Urban and Regional Research, Wiley Blackwell, vol. 25(1), pages 70-86, March.
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    3. Tim Butler & Chris Hamnett & Mark J. Ramsden, 2013. "Gentrification, Education and Exclusionary Displacement in E ast L ondon," International Journal of Urban and Regional Research, Wiley Blackwell, vol. 37(2), pages 556-575, March.
    4. Paul Watt, 2008. "The Only Class in Town? Gentrification and the Middle‐Class Colonization of the City and the Urban Imagination," International Journal of Urban and Regional Research, Wiley Blackwell, vol. 32(1), pages 206-211, March.
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