Chapter 6: Automobile peripheries: travel to school in suburban London through the lens of social practice
Restricted access

Emilia Smeds considers journeys to school in relation to social practices and the dimensions of material, meaning and competency. This is viewed as a more complete framework for assessing social change than psychological theories which concentrate on attitudes at the individual level. Two schools are analysed, using interviews, in Ealing, West London. The prevalence for driving to school is based on a range of issues, including lack of suitable walking and cycling facilities, space-time constraints on parents’ mobility, poor public transport provision, availability of school choice, and negative meanings such as fear of traffic. Hence the difficulties in moving people away from the use of the private car for journeys to school – they are much more fundamental than changing individual behaviours and very often involve deeper, structural issues.

You are not authenticated to view the full text of this chapter or article.

Access options

Get access to the full article by using one of the access options below.

Other access options

Redeem Token

Institutional Login

Log in with Open Athens, Shibboleth, or your institutional credentials

Login via Institutional Access

Personal login

Log in with your Elgar Online account

Login with your Elgar account
Reference & Dictionaries