This ar ticle explores how urban working-class young people's performances of embodied identities — as enacted through practices of `taste' and style — are played out within the educational field.The ar ticle considers how such practices may contribute to shaping young people's post-16 `choices' and their views of higher education as `not for me'. Drawing on data from longitudinal tracking inter views with 53 individual young people and discussion groups with a fur ther 36 pupils, the article discusses the double-bind experienced by these young people as a result of their performances of style. It is argued that whilst the young people seek to generate wor th and value through their investments in style, these practices may also play into oppressive social relations and contribute to fixing the young people within marginalized and disadvantaged social positions.

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This paper discusses the ways in which inner-city, ethnically diverse, working-class girls' constructions of hetero-femininities mediate and shape their dis/engagement with education and schooling. Drawing on data from a study conducted with 89 urban, working-class young people in London, attention is drawn to three main ways through which young women used heterosexual femininities to construct capital and generate identity value and worth; namely, investment in appearance through 'glamorous' hetero-femininities, heterosexual relationships with boyfriends, and the 'ladettte' discourse. We discuss how and why young women's investments in particular forms of heterosexual working-class femininity can play into their disengagement from education and schooling, drawing particular attention to the paradoxes that arise when these constructions play into other oppressive power relations.

The 2016 Australian Census reveals continued change in Australia’s religious diversity. While reviewing some of the highlights of this development–the continuing increase in the ‘no religion’ category, the first ever decline in Catholic numbers, and the rise of Hindus and Sikhs–several religious groups, which are not usually combined in the census, actually when grouped together represent most of the Pentecostal and charismatic churches and form the fourth largest religious group in Australia. These changes are set in a comparative context, internationally and intergenerationally. The religious diversity and Anglican retention rates of Stonnington–one of Melbourne’s 21 Cities–are examined as a window on local diversity and change. Finally, we discuss three main categories of religion in contemporary Australia: the ‘nones’; the spiritual but not religious; and the religious and spiritual. The data reveal a new context of superdiversity in Australia.Open access: Attribution—Non Commercial—NoDerivs / CC BY-NC-ND

This paper considers how urban, ethnically diverse working class girls' constructions of femininities mediate and shape their dis/engagement with education and schooling. We discuss how girls generated a sense of identity value/worth through practices such as 'speaking my mind'-which prioritized notions of agency and visibility and resisted the symbolic violences associated with living social inequality. However, we argue that this strategy was inherently paradoxical because it countered dominant discourses of the normative (middle class) female pupil and hence resulted in drawing girls into conflict with schools-a position that many girls came to 'regret'. We illustrate how the girls' attempts at resistance and transgression were constrained by gender-and class-based discourses around moral worth, as girls struggled to be recognized as 'good underneath' and attempted to 'change' over the course of the project and their final year/s of schooling (to 'become good'). This process, we suggest, illustrates the implication of reflexivity in the production of gendered and classed identities and inequalities, and illuminates how an internalization of multiple discourses of authority and surveillance of the self is integral to the production of the working class female educational subject.