ABSTRACT
This chapter provides a case study of a very particular sample of children living and going to school in three cities in England, UK. Research in both sociology, children’s geographies and education, in urban areas, tends to focus on ‘marginalised’ or ‘disadvantaged’ youth and their experiences of growing up in cities. However, our research draws on the accounts of a more privileged section of children in the city: a sample of white middle-class children who are attending, or attended, urban state schools. Specifically, this chapter problematizes the role of increasingly prevalent discourses of individualization in these young people’s accounts of the inequalities they come across in their experience of schooling.
