Multiculture, middle class competencies and friendship practices in super-diverse geographies

Abstract

In this paper we use a small number of in-depth interviews with parents with primary school children to examine social mixing and friendship practices in two super-diverse North London boroughs. In these complex geographical contexts, characterized by gentrification processes and old and new migrations, we suggest that primary schools are convergent places where adults and children from different backgrounds are likely to meet and interact, and the paper explores the extent to which adults and children, thrown together in and through these sites, negotiate relationships with those who are differently socially and culturally situated to themselves. Informed by the interview narratives, the paper highlights the importance of focusing on the micro, quotidian ways in which differences in social and/or ethnic background shape those relationships and it explores some instances of the ways in which those differences are routinely encountered, managed and/or avoided. In this way the paper contributes theoretical and empirical nuance to current concerns around difference and diversity and the interactions of complex urban populations by ‘adding’ social class to everyday multiculture perspectives and everyday multiculture perspectives to urban middle class debates.