Jane Kenway is a Professor in the Education Faculty at Monash University, Melbourne, Australia. She is recognized internationally for her research on the politics of educational change in the context of wider social, cultural, and political change. Her more recent books are Asia as method in education studies: A defiant research imagination (Routledge, 2015) and Globalising the Research Imagination (Routledge, 2008). She has recently edited special issues of the British Journal of the Sociology of Education and the International Journal of Qualitative Studies in Education, and has published in a variety of journals, including British Journal of the Sociology of Education, Gender and Education, Journal of Education Policy, and Education and Societies. She leads the international team project Elite independent schools in globalising circumstances: a multi-sited global ethnography, and is a Fellow of the Australian Academy of Social Sciences.Cameron McCarthy is Communication Scholar and University Scholar in the Department of Education Policy, Leadership and Organization (EPOL) and in the Institute of Communications Research at the University of Illinois at Urbana-Champaign, Illinois, USA. He has published widely on topics related to globalization, canon formation, race and the class conquest of the city, postcolonialism, problems with neoMarxist writings on race and education, institutional support for teaching, and school ritual and adolescent identities in journals including Harvard Educational Review, Oxford Review of Education, Studies in Linguistic Sciences, and The British Journal of the Sociology of Education. His latest book is an edited volume entitled Mobilized Identities, Mediated Subjectivity and Cultural Crisis in the Neoliberal Era (Common Ground Press, 2014). He is currently one of the lead-investigators of the "Elite Schools in Globalizing Circumstances" global ethnography study of youth and education in nine countries and across six regions: Australia, Africa, Asian, Europe, Latin America and the Caribbean.

• Introduction: understanding the re-articulations of privilege over time and space 1. Staying ahead of the game: the globalising practices of elite schools 2. Doing class analysis in Singapore’s elite education: unravelling the smokescreen of ‘meritocratic talk’ 3. The Argonauts of postcolonial modernity: elite Barbadian schools in globalising circumstances 4. Privileged girls: the place of femininity and femininity in place 5. Race-ing class ladies: lineages of privilege in an elite South African school 6. The Cyprus game: crossing the boundaries in a divided island 7. Reach for the stars: a constellational approach to ethnographies of elite schools 8. Old elite schools, history and the construction of a new imaginary 9. A comment on class productions in elite secondary schools in twenty-first-century global context

Jane Kenway is a Professor in the Education Faculty at Monash University, Melbourne, Australia. She is recognized internationally for her research on the politics of educational change in the context of wider social, cultural, and political change. Her more recent books are Asia as method in education studies: A defiant research imagination (Routledge, 2015) and Globalising the Research Imagination (Routledge, 2008). She has recently edited special issues of the British Journal of the Sociology of Education and the International Journal of Qualitative Studies in Education, and has published in a variety of journals, including British Journal of the Sociology of Education, Gender and Education, Journal of Education Policy, and Education and Societies. She leads the international team project Elite independent schools in globalising circumstances: a multi-sited global ethnography, and is a Fellow of the Australian Academy of Social Sciences.Cameron McCarthy is Communication Scholar and University Scholar in the Department of Education Policy, Leadership and Organization (EPOL) and in the Institute of Communications Research at the University of Illinois at Urbana-Champaign, Illinois, USA. He has published widely on topics related to globalization, canon formation, race and the class conquest of the city, postcolonialism, problems with neoMarxist writings on race and education, institutional support for teaching, and school ritual and adolescent identities in journals including Harvard Educational Review, Oxford Review of Education, Studies in Linguistic Sciences, and The British Journal of the Sociology of Education. His latest book is an edited volume entitled Mobilized Identities, Mediated Subjectivity and Cultural Crisis in the Neoliberal Era (Common Ground Press, 2014). He is currently one of the lead-investigators of the "Elite Schools in Globalizing Circumstances" global ethnography study of youth and education in nine countries and across six regions: Australia, Africa, Asian, Europe, Latin America and the Caribbean.

• Introduction: understanding the re-articulations of privilege over time and space 1. Staying ahead of the game: the globalising practices of elite schools 2. Doing class analysis in Singapore’s elite education: unravelling the smokescreen of ‘meritocratic talk’ 3. The Argonauts of postcolonial modernity: elite Barbadian schools in globalising circumstances 4. Privileged girls: the place of femininity and femininity in place 5. Race-ing class ladies: lineages of privilege in an elite South African school 6. The Cyprus game: crossing the boundaries in a divided island 7. Reach for the stars: a constellational approach to ethnographies of elite schools 8. Old elite schools, history and the construction of a new imaginary 9. A comment on class productions in elite secondary schools in twenty-first-century global context

Jane Kenway is a Professor in the Education Faculty at Monash University, Melbourne, Australia. She is recognized internationally for her research on the politics of educational change in the context of wider social, cultural, and political change. Her more recent books are Asia as method in education studies: A defiant research imagination (Routledge, 2015) and Globalising the Research Imagination (Routledge, 2008). She has recently edited special issues of the British Journal of the Sociology of Education and the International Journal of Qualitative Studies in Education, and has published in a variety of journals, including British Journal of the Sociology of Education, Gender and Education, Journal of Education Policy, and Education and Societies. She leads the international team project Elite independent schools in globalising circumstances: a multi-sited global ethnography, and is a Fellow of the Australian Academy of Social Sciences.Cameron McCarthy is Communication Scholar and University Scholar in the Department of Education Policy, Leadership and Organization (EPOL) and in the Institute of Communications Research at the University of Illinois at Urbana-Champaign, Illinois, USA. He has published widely on topics related to globalization, canon formation, race and the class conquest of the city, postcolonialism, problems with neoMarxist writings on race and education, institutional support for teaching, and school ritual and adolescent identities in journals including Harvard Educational Review, Oxford Review of Education, Studies in Linguistic Sciences, and The British Journal of the Sociology of Education. His latest book is an edited volume entitled Mobilized Identities, Mediated Subjectivity and Cultural Crisis in the Neoliberal Era (Common Ground Press, 2014). He is currently one of the lead-investigators of the "Elite Schools in Globalizing Circumstances" global ethnography study of youth and education in nine countries and across six regions: Australia, Africa, Asian, Europe, Latin America and the Caribbean.

• Introduction: understanding the re-articulations of privilege over time and space 1. Staying ahead of the game: the globalising practices of elite schools 2. Doing class analysis in Singapore’s elite education: unravelling the smokescreen of ‘meritocratic talk’ 3. The Argonauts of postcolonial modernity: elite Barbadian schools in globalising circumstances 4. Privileged girls: the place of femininity and femininity in place 5. Race-ing class ladies: lineages of privilege in an elite South African school 6. The Cyprus game: crossing the boundaries in a divided island 7. Reach for the stars: a constellational approach to ethnographies of elite schools 8. Old elite schools, history and the construction of a new imaginary 9. A comment on class productions in elite secondary schools in twenty-first-century global context