This research note highlights emerging findings that speak to the challenges of joining the transnational elite, particularly for those coming from the Global South. For a longitudinal study of wealth inheritors becoming more transnational via their educational paths, we spoke with 16 young people who were all in their early 20s and primarily from economic elite families in the Global South. Some participants had clear ambitions, while others were less sure about their future, wondering where they should move and what they should do when they got there. Their various narratives reveal that underlying the possibilities and problems of where to locate themselves was our participants' access to different constellations of economic, social and cultural capital, as well as their race, citizenship and ‘home’ country's geopolitical situation. Their parents' ambitions that they become part of a global elite remained in most cases largely unfulfilled—despite a significant economic investment in their secondary and university educations. Only a small minority of our participants aspired to and/or were able to secure such transnational futures.

Doi: 10.1111/1468-4446.13129

Elite schools, long tasked with creating a future national elite, often now find themselves competing in a global education market. This article explores how one such school, in Switzerland, articulates with the global imaginary of its local geography – in particular, with images of luxury tourism and safety – to appeal to a globally wealthy clientele. It unpacks the material benefits derived from this articulation, for both the institution itself and the individuals who attend it. The school, I argue, fostered a ‘club effect’ that enhanced the social and symbolic capital of (most of) its students, brought into relief by the scholarship students who were excluded from it. This article thus explores what kind of work is being done when a particular vision – that of wealth – is attached to a school, and for whom that work is done. It closes by pointing to ways in which this educational landscape is shifting.

Doi: 10.1080/01596306.2024.2335005

An ongoing debate in the literature is around the existence and constitution of a so-called ‘global elite’. This article enters that debate – seeking to understand what connected but also divided a group of wealthy young people occupying a transnational space. It examines consumptive practices at one of the most expensive secondary schools in the world, educating a cross-section of the globally wealthy in Switzerland. The article offers insights into the boredom that pervaded this group, shaping some of the consumptive practices that bound its members. It also argues that other consumptive practices reflected consciously articulated differences within this group, such as national- and linguistic-based social groupings. The case study offers a unique opportunity to examine consumption as a lens onto cohesion and distinction within a particular group of transnationally located, wealthy young people, thus contributing to scholarship around the nature of the ‘global elite’ at large.

Doi: 10.1177/00380385231206070

This article explores elite international education in the late twentieth century through the case of the Leysin American School (LAS), an international boarding school in Switzerland. From LAS’s founding in 1961 to its re-branding in 2011, broader geopolitical and economic frameworks shifted from a period dominated by the Cold War to one informed by international capitalism, itself an evolution of American Cold War strategies. In parallel, the school, established for overseas Americans and oriented towards the needs of the American Cold War, was refashioned to link to the emerging global financial elite. It is argued that these adjustments to broader changes can be understood as an exercise in institutional adaptability within certain parameters. Such a finding offers critical insight into how elite schools strategically respond to globalising processes over time, in order to remain both solvent and relevant.

Doi:10.1080/0046760X.2021.2002433

This article investigates elite young people’s transitions from the Leysin American School in Switzerland, an elite secondary school, to international higher education. These young people often moved to the UK or the US for higher education – locations associated with global status in the education market. However, I argue, new configurations of race and racism in those spaces may challenge some students’ elite status, despite their wealth. This article demonstrates that to navigate such issues in their transition to higher education, these young people leaned on their diasporic networks. By doing so, they strategically and pre-emptively ascertained whether their power and privilege would travel with them when they became mobile. Significantly, then, this article attends to the differential experiences of members of the transnational elite and highlights the racial discrimination that they may face in mobility. It thereby complicates the notion of mobility as an effective strategy for elite status maintenance.

Doi:10.1080/00071005.2021.1948965

It has been argued that a transnational elite class is emerging, and that elite schools are ‘choreographing’ this process. This article nuances this developing theoretical framework with empirical data from an economically elite boarding school in Switzerland. It demonstrates that young men and women at this site linked to a global economy whilst refracting geopolitical tensions in their interactions with one another. This draws our attention to the multi-sited understandings that elite young people develop, despite the widespread assumption that in modern globalisation, wealth can break down cultural and juridical borders. This paper thus importantly contributes to an emerging discussion about the possibilities and constraints of transnational class formation at elite schools. In particular, it suggests that different kinds of elite schools may fill different kinds of roles when it comes to such processes.

Doi:10.1080/01425692.2020.1847633

Current ethical codes inadequately speak to the complexities of researching elite groups. These groups contribute to broader inequalities and yet are protected from scrutiny by their own resources and, in the research context, ethical guidelines. For this reason, Gaztambide-Fernández (2015) called for those researching elite groups to adopt an ‘un/ethical’ position. This position circumvents conventional ethical codes to disrupt the power of research participants. In this paper, we put forward a considered assessment of this position. We reflect on and theorise our own experiences in the field from this ethical perspective, paying particular attention to our multifaceted insider/outsider statuses. We find that an un/ethical position offers short-term benefits but also does long-term damage to the elite studies scholar community. Thus, we counter-propose a way forward that dismantles power relations while avoiding the drawbacks of the un/ethical approach. Our proposal continues a necessary discussion around the ethics of elite studies research.

Doi:10.1177/1468794120965361

A previous paper of ours (Lillie & Ayling, 2021) reflects on the important and not-so-straightforward question of which kinds of ethics are most appropriate when studying elites. As a complement to that article, this chapter reflects on a tool that may be useful in the field when doing elite studies research, when balancing interests in both dismantling inequalities and protecting the rights of participants: The ethic of care. We draw on our experiences in the field to explain how adopting this ethical principle encourages researchers to be both reflexive about and attentive to relationships in situ, leading to more nuanced understandings of the phenomena we study. We conclude by arguing for this situated ethical approach as one that can be tailored to these complexities, wherein ethical decisions remain committed to the tenet of ‘do no harm’ and yet simultaneously allow us to pursue social justice ends through our research.

URI: https://eprints.ncrm.ac.uk/id/eprint/4937

Doi: 10.1080/01596306.2023.2211412

Doi:10.1080/0046760X.2019.1622794