Items by Lucey, Helen
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Gillies, V. and Lucey, H., eds., 2007. Power, Knowledge and the Academy: The Institutional is Political. London: Palgrave Macmillan.
Edwards, R., Hadfield, L., Lucey, H. and Mauthner, M., 2006. Sibling Identity and Relationships: Sisters and Brothers. London: Routledge.
Walkerdine, V., Lucey, H. and Melody, J., 2001. Growing Up Girl: Psycho-Social Explorations of Gender and Class. London: Palgrave.
Lucey, H., 2013. The trouble with siblings: some psychosocial thoughts about sisters, aggression and femininity. In: Ribbens McCarthy, J., Hooper, C.-A. and Gillies, V., eds. Family troubles: exploring changes and challenges in the family lives of children and young people. Bristol: Bristol: Policy Press, pp. 173-184.
Lucey, H. and Rogers, C., 2007. Power and the unconscious in doctoral student-supervisor relationships. In: Gillies, V. and Lucey, H., eds. Power, Knowledge and the Academy: The Institutional is Political. London: Palgrave Macmillan, pp. 16-36.
Lucey, H., Melody, J. and Walkerdine, V., 2006. Uneasy hybrids: psychosocial aspects of becoming educationally successful for working class young women. In: Arnot, M. and Mac an Ghaill, M., eds. The RoutledgeFalmer Reader in Gender and Education. London: RoutledgeFalmer, pp. 238-252.
Lucey, H., 2004. Differentiated Citizenship: psychic defence, social division and the construction of local secondary school markets. In: Lewis, G., ed. Citizenship: Personal Lives and Social Policy. Bristol: Policy Press, pp. 85-120.
Lucey, H., Brown, M., Denvir, H., Askew, M. and Rhodes, V., 2003. Girls and boys in the primary maths classroom. In: Skelton, C. and Francis, B., eds. Boys and Girls in the Primary Classroom. Milton Keynes: Open University Press, pp. 43-58.
Abbott, C. and Lucey, H., 2003. More than words: characterising symbol use in special schools. In: Craddock, G. M., McCormack, L. P., Reilly, R. B. and Knops, H., eds. Assistive Technology - Shaping the Future. Vol. 11. Amsterdam: IOS Press, pp. 279-283. (Assistive Technology Research Series)
Lucey, H., 2001. Social class, gender and schooling. In: Francis, B. and Skelton, C., eds. Investigating Gender: Contemporary Perspectives in Education. Milton Keynes: Open University Press, pp. 177-188.
Lucey, H. and Walkerdine, V., 1999. 'Boys' under-achievement: social class and changing masculinities. In: Cox, T., ed. Combating Educational Disadvantage. London: Falmer Press, pp. 37-52.
Walkerdine, V., Lucey, H. and Melody, J., 1999. Class, attainment and sexuality in late 20th century Britain. In: Mahony, P. and Zmroczek, C., eds. Women and Social Class - International Feminist Perspectives. London: Taylor and Francis, pp. 51-68.
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., 2012. Femininity, Sisters and Aggression: sibling relationships as a place to think about everyday love and hate. Submitted to: Feminism & Psychology
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.
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.
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.
Reay, D. and Lucey, H., 2004. Stigmatised choices : social class, social exclusion and secondary school markets in the inner city. Pedagogy, Culture and Society, 12 (1), pp. 35-51.
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.
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.