Dr Helen Lucey
Related Links
Helen is co-editor, with Liz Frost (UWE) of the online Journal of Psycho-Social Studies.
Psychosocial Studies Network hosts up to date information, resources and news about Psychosocial Studies in the UK.
Profile
Helen's main research interest is in the formation of individual and group subjectivities with particular reference to gender and social class. She takes a psychoanalytically informed psychosocial approach, drawing on work within and across social psychology, sociology, psychoanalysis and cultural studies in order to explore the dynamic relation between conscious and unconscious processes, not only in the individual or group, but in the various structures of social life including families, schools and universities.
Through numerous empirical projects that focus on the subjective experiences of children, young people, their families and teachers, she has examined psychosocial processes in relation to the changing nature of social class, practices of mothering, young girls growing up and the production of feminine identities, home-school relations, educational success and failure, children’s transitions to secondary school, school markets and social exclusion. Her most recent work has focused on sibling relationships and their part in the construction of individual and group subjectivities.
Research interests
- Subjectivity
- Gender and class
- Psychoanalysis and psychosocial studies
- Groups
- Emotional dimensions of learning and teaching
Teaching
Undergraduate
Publications
Book/s
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.
Hollway, W., Lucey, H. and Phoenix, A., eds., 2006. Social Psychology Matters. London: Open University Press.
Walkerdine, V., Lucey, H. and Melody, J., 2001. Growing Up Girl: Psycho-Social Explorations of Gender and Class. London: Palgrave.
Walkerdine, V. and Lucey, H., 1989. Democracy in the Kitchen. London: Virago.
Book Sections
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., 2010. Families, siblings and identities. In: Wetherell, M. and Talpade Mohanty, C., eds. The SAGE handbook of identities. London: Sage, pp. 476-491.
Walkerdine, V. and Lucey, H., 2007. It's only natural. In: O'Reilly, A., ed. Maternal Theory: Essential Readings. Toronto: Demeter Press.
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., 2006. Families. In: Hollway, W., Lucey, H. and Phoenix, A., eds. Social Psychology Matters. London: Open University Press, pp. 65-93.
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)
Walkerdine, V., Lucey, H. and Melody, J., 2002. Subjectivity and qualitative method. In: May, T., ed. Qualitative Research in Action. London: Sage, pp. 179-198.
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.
Articles
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.
Lucey, H. and Reay, D., 2004. Stigmatised choices: social class, social exclusion and secondary school markets in the inner city. Pedagogy, 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. Children, school choice and social differences. Educational Studies, 26 (1), pp. 83-100.
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 Reay, D., 2000. Social class and the psyche. Soundings: A Journal of Politics and Culture, 15, pp. 139-154.
