All in the Mix - by Bridget Byrne & Carla de Tona (Hardcover)
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<p/><br></br><p><b> About the Book </b></p></br></br>How do parents consider questions of race and class when they are choosing secondary schools for their children and does it differ from place to place? <i>All in the mix: Race, class and school choice</i> explores parents' experience of negotiating school choice in particular places and how this talk is racialised and classed.<p/><br></br><p><b> Book Synopsis </b></p></br></br><p> </p><p><em>All in the mix</em> is a careful consideration of how parents choose secondary schools for their children, focusing on how parents talk about social categories - particularly of race, religion and class - in the selection process. <br /> <br /> The book explores how parents' racialised and classed positions, as well as their own personal experiences of education, can shape the way they approach school choice. Byrne argues that the ways in which parents talk about their decisions shows how they are choosing the socialsetting of their children's education as much as the pedagogical approach or resources offered by the schools. This is often an emotional arena for parents and therefore school choice opens up a moment to explore the ways in which people imagine themselves, their children and others in social, relational, space.<br /> <br /> Based on in-depth interviews with parents from a range of different class and racialised backgrounds from three defined areas in and around Manchester, the book is able to explore how discussions about school selection are shaped by the places in which the choices are made. Understanding this decision making thus involves considering the class and racialised backgrounds of the families as well as the localised context in which those choices are made.</p><p/><br></br><p><b> From the Back Cover </b></p></br></br><i>All in the mix</i> is a careful consideration of how parents choose secondary schools for their children, focusing on how parents talk about social categories - particularly of race, religion and class - in the selection process. The book explores how parents' racialised and classed positions, as well as their own personal experiences of education, can shape the way they approach school choice. Byrne argues that the ways in which parents talk about their decisions shows how they are choosing the social setting of their children's education as much as the pedagogical approach or resources offered by the schools. This is often an emotional arena for parents and therefore school choice opens up a moment to explore the ways in which people imagine themselves, their children and others in social, relational, space. Based on in-depth interviews with parents from a range of different class and racialised backgrounds from three defined areas in and around Manchester, the book is able to explore how discussions about school selection are shaped by the places in which the choices are made. Understanding this decision making thus involves considering the class and racialised backgrounds of the families as well as the localised context in which those choices are made.<p/><br></br><p><b> Review Quotes </b></p></br></br><br>In examining school choice in Manchester, England, this volume describes many issues that are strangely familiar to education in the US. Authors Byrne (Univ. of Manchester, UK) and de Tona base their study on interviews with parents in Manchester who are made anxious by racial and class issues when deciding to enroll their children in a state-funded school of their choice. School choice for parents is in many cases a mirage (there are no or few choices in many parts of England), but even so, those interviewed negotiate meanings of diversity when considering their choices, opting for a good mix that is seldom genuine. For instance, parents will accept racial and ethnic diversity over socioeconomic diversity, and white parents especially see increased numbers of Muslim students as an undesirable form of diversity. In the US, similar agitations exist among white parents towards Muslim, Black, or Hispanic students in their children's schools. Ultimately, this book is less about class and more about the mental gymnastics parents execute in rationalizing anxiety. Byrne and de Tona have added a worthy contribution to studies on education. <i>--R. P. Lorenzo, Prairie View A&M University</i><br><p/><br></br><p><b> About the Author </b></p></br></br><br><strong>Bridget Byrne</strong> is Professor in Sociology at the University of Manchester <p/><strong>Carla De Tona</strong> is an independent researcher<br>
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