Researching elite education: affectively inferred belongings, desires and exclusions

Abstract

This paper reflects on key moments occurring during the course of a three-year study of elite girls’ education, with a focus on the power relations that emerged between researchers and elites within the context in which the study was conducted. Central to our analysis is a focus on the affective dimensions of interaction between the researcher and study participants. Our experience gaining access to elite schools in the study illustrates how productive relationships may be fostered by a demonstrated alignment of interests; the desire for intellectual dialogue; and factors linked to the dynamics of the local education market. In our interviews with elite young women, we found that experiences of affinity, foreignness or awe within the interview process triggered different systems of affect. These moments are significant in shaping understandings of the social projects pursued by elite subjects.

Keywords:

• elite education
• reflexivity
• research access
• affective relations

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Schools have been given pseudonyms to ensure anonymity.

Additional information

Funding

The study on which this paper draws was funded by the UK Economic and Social Research Council [grant number RES-062-23-2667].