Download Class Choreographies: Elite Schools and Globalization by Jane Kenway et al. PDF

By Jane Kenway et al.

Elite colleges have consistently been social choreographers par excellence. across the world, they prepare hugely dexterous performances as they level and restage altering family members of ruling. they're adept at aligning their social choreographies to moving historic stipulations and cultural tastes. In a number of theatres, they now on a regular basis rehearse the abnormal artwork of being international. Elite faculties all over the world are located on the intersecting pinnacles of varied scales, structures and regimes of social, cultural, political and fiscal energy. they've got a lot in universal yet also are various. They illustrate how a number of modalities of strength are loved and positioned to paintings and the way academic and social inequalities are formed and shifted. They, hence, converse to the social zeitgeist. This e-book dissects this complex choreography.

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There is barely a mention of the cooks, gardeners, cleaners, builders and other manual workers. These people existed in highly subordinate relationships to their privileged counterparts. The nature of this subordination emerges mostly in Old Boy memoirs. For example, in lamenting the absence of girls in his school, Worsthorne says Strictly speaking of course, there were girls around, masses of them. But they were servants, known as ‘skivesses’, who did all the domestic work. I do not recall ever exchanging a single word with one of them, or knowing any of their names, although they served all our meals, made all our beds and so on.

Muscular Christianity is the common term they use, but, as most insist, the stress was on muscularity rather than Christianity (see, also, Heward 1988, 1990). The compliance and conformity that began with Arnold intensified but was funnelled through games and ‘the team’ which thoroughly trumped chapel. Many historians (such as Honey 1977; Mack 1941) point out that games were seen to signify the new wholesome heart of the school; they drew boys away from what was regarded as their mischievous or extravagant habits and from vice, and they taught team/house spirit, fair play and, again, character, all of which carried through into later life it was believed.

82).  84). After all, leisure and ‘luxurious ease’ were what characterized the gentry who lived on income from property and investments and were surrounded by servants—leisure was a symbol of gentlemanly status (Wilkinson 1964). Younger sons, however, were, as indicated, less leisured and work was regarded as a ‘regrettable necessity’ (Bamford 1967, p. 7), and those ­heading into the military (as naval and military officers) and into civil service occupations were allowed some curriculum deviations.

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