Thinking Locally: Attending to Social Context in Studies of Marketing and Public Education

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Notes

Although the articles in this issue are focused on the United States, scholars in Europe and other parts of the world have also conducted work on this topic. This is especially the case in England and Australia, where school-choice policies have similarly taken hold (see, e.g., Drew, 2013; Gewirtz, Ball, & Bowe, 1995; Symes, 1998).

I draw here from conceptions of identity that treat it as an ongoing project rather than a fixed definition. According to this approach, identity development is contextually contingent and the focus of constant acts of affirmation, revision, and expression (Lamont & Molnar, 2001; Zukin & Maguire, 2004)