Desirable places: spatial representations and educational strategies in the inner city

This article examines how the outcome of neoliberal educational reforms has affected urban schooling in the inner city of Stockholm - making it into a centralized nexus or a 'hot-spot' for students and schools. The aim is to analyse how geographical place and space have become major distin...

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Bibliographic Details
Published in:British journal of sociology of education 2018-07, Vol.39 (5), p.623-637
Main Authors: Larsson, Eric, Hultqvist, Elisabeth
Format: Article
Language:English
Subjects:
Cities
Commercialization
Commodification
Competition
Education reform
Educational Change
educational strategies
Foreign Countries
Inner city
Interviews
Marketing
Neoliberalism
privileged spaces
School Choice
School Location
Secondary School Students
Secondary Schools
Student Recruitment
Students
Urban Areas
urban schooling
Urban Schools
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Summary:This article examines how the outcome of neoliberal educational reforms has affected urban schooling in the inner city of Stockholm - making it into a centralized nexus or a 'hot-spot' for students and schools. The aim is to analyse how geographical place and space have become major distinctive criteria in inner-city students' educational strategies, as well as a comparative advantage for upper-secondary schools in the fierce in-between school competition. The data consist of interviews with close to 120 participants, official statistics and marketing from 55 inner-city upper-secondary schools. Our findings suggest that the growing commodification and upward socio-spatial homogenization of the inner city both affect the way schools use spatial representations in their marketing and also the strategies deployed by students in their school choice.
ISSN:0142-5692
1465-3346
1465-3346
DOI:10.1080/01425692.2017.1383884