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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., 2010. Families, siblings and identities. London: Sage, pp. 476-491.

Walkerdine, V. and Lucey, H., 2007. It's only natural. Toronto: Demeter Press.

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.

Lucey, H., 2006. Families. London, U. K.: Open University Press, pp. 65-93.

Edwards, R., Hadfield, L., Lucey, H. and Mauthner, M., 2006. Sibling Identity and Relationships: Sisters and Brothers. Routledge.

Hollway, W., Lucey, H. and Phoenix, A., eds., 2006. Social Psychology Matters. Open University Press.

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., Brown, M., Denvir, H., Askew, M. and Rhodes, V., 2003. Girls and boys in the primary maths classroom. Milton Keynes: Open University Press, pp. 43-58.

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.

Walkerdine, V., Lucey, H. and Melody, J., 2002. Subjectivity and qualitative method. London: Sage, pp. 179-198.

Walkerdine, V., Lucey, H. and Melody, J., 2001. Growing Up Girl: Psycho-Social Explorations of Gender and Class. Palgrave.

Lucey, H., 2001. Social class, gender and schooling. Milton Keynes: Open University Press, pp. 177-188.

Reay, D. and Lucey, H., 2000. Children, school choice and social differences. Educational Studies, 26 (1), pp. 83-100.

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 Reay, D., 2000. Social class and the psyche. Soundings: A Journal of Politics and Culture, 15, pp. 139-154.

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.

Walkerdine, V. and Lucey, H., 1989. Democracy in the Kitchen. Virago.

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