Schools, ‘ferals’, stigma and boundary work: parents managing education and uncertainty in regional Australia

Abstract

This paper examines forms of boundary work undertaken by parents in a regional Australian city to negotiate social processes around the school market amidst rising economic insecurity. It outlines structural changes, which have increased economic inequality in Australia and impacted on educational reform, and the specific challenges faced by public schools in regional settings. Drawing on 18 months’ qualitative research in one regional location, it identifies and analyses forms of boundary work undertaken by middle-class families to manage these uncertainties in a field of scarce economic and cultural resources. Theories of class culture, stigma and whiteness are used to show how local social labels such as ‘ferals’ and ‘shiny people’ acted as classed and racialised ways of negotiating this social and economic landscape through the school field. Such practices engendered feelings of security and control and shed light on feelings of class-based resentment and anxiety in regional Australia, specifically a middle-class ‘fear of falling’.

Keywords:

• schools
• class culture
• boundary work
• stigma
• whiteness
• regional Australia

Disclosure statement

No potential conflict of interest was reported by the author.

Funding

This research was undertaken with the support of an Australian Postgraduate Award while the author was a Ph.D. candidate at the Australian National University.