Abstract
This article presents an analysis of one, middle class parent's educational practice. Her name is Sarah. The study's aim was to attend to the texture and close grain of what Sarah said in relation to her two young children's education. The analysis reveals the ways in which her practice is gendered, how her educational practice began before the birth of her children and the various strands of her complex conception of education and schooling. The article describes how Sarah manages decision making in a context of uncertainty and trace the sources of a pervasive anxiety. The author considers how emotions are integral and constitutive of her educational practice and that of the networks to which she belongs. The way in which meanings and emotions are generated within Sarah's fields of choice is described.
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