Items by Lucey, Helen
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Number of items: 33.
Lucey, H., Osvold, A. and Aarseth, H., 2013. Forthcoming. Imagining territories of education, gender and class:working class fathers and daughters. Psychoanalysis, Culture and Society
Lucey, H., 2013. The trouble with siblings: some psychosocial thoughts about sisters, aggression and femininity. Bristol: Bristol: Policy Press, pp. 173-184.
Lucey, H., 2011. Sibling ghosts in the machine:Sibling transference in PhD student-supervisor relationships. Journal of Psycho-Social Studies, 5 (2), pp. 217-228.
Lucey, H., 2010. Sisters' stories: a psychosocial perspective on families, peers and social class in resistance and conformity to education. Gender and Education, 22 (4), pp. 447-462.
Lucey, H. and Rogers, C., 2007. Power and the unconscious in doctoral student-supervisor relationships. London: Palgrave Macmillan, pp. 16-36.
Gillies, V. and Lucey, H., eds., 2007. Power, Knowledge and the Academy: The Institutional is Political. Palgrave Macmillan.
Gillies, V. and Lucey, H., 2006. ‘It's a connection you can't get away from’: brothers, sisters and social capital. Journal of Youth Studies, 9 (4), pp. 479-493.
Edwards, R., Hadfield, L., Lucey, H. and Mauthner, M., 2006. Sibling Identity and Relationships: Sisters and Brothers. Routledge.
Lucey, H., Melody, J. and Walkerdine, V., 2006. Uneasy hybrids: psychosocial aspects of becoming educationally successful for working class young women. London: RoutledgeFalmer, pp. 238-252.
Abbott, C. and Lucey, H., 2005. Symbol communication in special schools in England: the current position and some key issues. British Journal of Special Education, 32 (4), pp. 196-201.
Lucey, H., 2004. Differentiated Citizenship: psychic defence, social division and the construction of local secondary school markets. Bristol: Policy Press, pp. 85-120.
Reay, D. and Lucey, H., 2004. Stigmatised choices:social class, social exclusion and secondary school markets in the inner city. Pedagogy, Culture & Society, 12 (1), pp. 35-51.
Abbott, C. and Lucey, H., 2003. More than words: characterising symbol use in special schools. Amsterdam: IOS Press, pp. 279-283. (Assistive Technology Research Series)
Lucey, H., Melody, J. and Walkerdine, V., 2003. Project 4:21 Transitions to Womanhood: developing a psychosocial perspective in one longitudinal study. International Journal of Social Research Methodology, 6 (3), pp. 279-284.
Reay, D. and Lucey, H., 2003. The limits of 'choice': children and inner city schooling. Sociology-the Journal of the British Sociological Association, 37 (1), pp. 121-142.
Walkerdine, V., Melody, J. and Lucey, H., 2003. Uneasy hybrids: psychosocial aspects of becoming educationally successful for working-class young women. Gender and Education, 15 (3), pp. 285-299.
Lucey, H. and Reay, D., 2002. A Market in Waste: psychic and structural dimensions of school-choice policy in the UK and children's narratives on 'demonized' schools. Discourse: Studies in the Cultural Politics of Education, 23 (3), pp. 253-266.
Lucey, H. and Reay, D., 2002. Carrying the beacon of excellence: social class differentiation and anxiety at a time of transition. Journal of Education Policy, 17 (3), pp. 321-336.
Walkerdine, V., Lucey, H. and Melody, J., 2001. Growing Up Girl: Psycho-Social Explorations of Gender and Class. Palgrave.
Reay, D. and Lucey, H., 2000. 'I don't really like it here but I don't want to be anywhere else': children and inner city council estates. Antipode, 32 (4), pp. 410-428.
Reay, D. and Lucey, H., 2000. Identities in transition: anxiety and excitement in the move to secondary school. Oxford Review of Education, 26 (2), pp. 191-205.
Lucey, H. and Walkerdine, V., 1999. 'Boys' under-achievement: social class and changing masculinities. London: Falmer Press, pp. 37-52.
Walkerdine, V., Lucey, H. and Melody, J., 1999. Class, attainment and sexuality in late 20th century Britain. London: Taylor & Francis, pp. 51-68.