Liminal spaces constructed by primary schools in predominantly white working-class areas in England

Steven PuttickTeacher Development, Bishop Grosseteste University, Lincoln, UKCorrespondence[email protected]

https://orcid.org/0000-0003-4939-8323

Yvonne HillTeacher Development, Bishop Grosseteste University, Lincoln, UK

https://orcid.org/0000-0003-3534-1086

Pat BeckleyTeacher Development, Bishop Grosseteste University, Lincoln, UK

https://orcid.org/0000-0002-2635-4857

Elizabeth FarrarTeacher Development, Bishop Grosseteste University, Lincoln, UK

Antony LubyTeacher Development, Bishop Grosseteste University, Lincoln, UK

https://orcid.org/0000-0003-0785-5944

Adam Hounslow-EyreTeacher Development, Bishop Grosseteste University, Lincoln, UK

https://orcid.org/0000-0003-1154-5973

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Antonio García, Andres Haye, Claudia Matus & Verónica López. (2021) Normality and difference in education: relational encounters at school boundaries. Ethnography and Education 16:2, pages 163-180.
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Orla Fehily & Annette Schlösser. (2020) An exploration of the aspirations and future orientation of adolescents from low-income families. Educational and Child Psychology 37:1, pages 118-135.
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Liminal spaces constructed by primary schools in predominantly white working-class areas in England

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Liminal spaces constructed by primary schools in predominantly white working-class areas in England

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