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Learning to labor : how working-class kids get working-class jobs
\"A landmark work in sociology, cultural studies, and ethnography since its publication in 1977, Paul Willis's Learning to Labor is a provocative and troubling account of how education links culture and class in the reproduction of social hierarchy. Willis observed a working-class friendship group in an English industrial town in the West Midlands in their final years at school. These \"lads\" rebelled against the rules and values of the school, creating their own culture of opposition. Yet this resistance to official norms, Willis argues, prepared these students for working-class employment. Rebelling against authority made the lads experience the constraints that held them in subordinate class positions as choices of their own volition. Learning to Labor demonstrates the pervasiveness of class in lived experience. Its detailed and sympathetic ethnography emphasizes subjectivity and the role of working-class people in making their culture. Willis shows how resistance does not simply challenge the social order, but also constitutes it. The lessons of Learning to Labor apply as much to the United States as to the United Kingdom, especially the finding that education, rather than helping overcome hierarchies, can often perpetuate them, which is of renewed relevance at a time when education is trumpeted as meritocratic and a panacea for inequality.\"-- Provided by publisher
Book
Women, Class And Education
Making use of theory, reflection, narrativity and auto/biographical writing, Jane Thompson provides a comprehensive understanding of what learning really means, and what education can contribute to the struggles of working class women intent on changing the circumstances of their lives.
Organized into three parts, in the first section, Thompson draws on autobiographical experience to root theoretical understanding in the authority of personal knowledge. In part two, she illustrates how theoretical analysis can inform arguments about women's changing relationships to class, community, consciousness and education. In the final part, she provides detailed examples of educational work she has been involved in with working class women.
Containing vivid autobiographical narratives from women in England and Northern Ireland, Women, Class and Education explores compelling personal narratives that underline the importance of feminism as a source of political inspiration, social analysis and change.
eBook
Victorian Servants, Class, and the Politics of Literacy
In this volume, Fernandez brings the under-examined figure of the Victorian servant out of obscurity in order to tell the story of his or her encounter with literacy, as imagined and represented in nineteenth-century fiction, autobiography, pamphlets and diaries. A vast body of writing is uncovered on the management of servant literacy in Victorian periodicals, advice manuals, cartoons, sermons, books on household management, and pornography, thereby revealing that the domestic sphere was a crucial war zone in the battle over mass literacy. By attending to how fictional and nonfictional texts of the age feature literate servant narrators, she demonstrates how the issue of servant literacy as a cultural phenomenon has profound implications for our understanding of the nexus between class, mass literacy, voice and narrative power in the nineteenth century. The study reads canonical fiction by Mary Wollstonecraft, Emily Bronte, Elizabeth Gaskell, Wilkie Collins, and R.L. Stevenson alongside popular detective fiction by Catherine Crowe, the Diaries of Hannah Cullwick, and best-selling pamphlets of the age, while introducing to Victorian scholarship hitherto little known or unknown servant autobiographies that address life history as an engagement with literacy.
List of Figures Acknowledgments Chapter 1: Introduction Chapter 2 Literary Handmaids: Mary Wollstonecraft’s Maria or The Wrongs of Woman (1798) and Catherine Crowe’s Susan Hopley or The Adventures of a Maid Servant (1841) Chapter 3: Oral Pleasures: Repression and Desire in Emily Bronte’s Wuthering Heights (1847) and Elizabeth Gaskell’s The Old Nurse’s Story (1862) Chapter 4: Obedient Servants of Empire: Narrating Imperial History in William Wilkie Collins’ The Moonstone (1868) Chapter 5: \"Master’s Made Away with\": Servant Voices and Narrational Politics in R.L. Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde (1886) Chapter 6: The Ventriloquized Servant Chapter 7: In their Own Voice: Servants and Autobiography Conclusion Notes Index
\"At their best, Fernandez's interpretations have the potential to unsettle and reinvigorate our thinking about these texts and about the larger questions of literacy and class in the period.\" - Victorian Studies
Jean Fernandez is Assistant Professor of English and Women's Studies at the University of Maryland, Baltimore County, US.
eBook
Educational upward mobility : practices of social changes
\"Most working-class people still do not enter higher education, but some do. What enables them to achieve against the odds? In Educational Upward Mobility Antonia Kupfer explores the reasons behind the exceptional educational upward mobility of working-class people in Austria and England to offer answers as to what enables such mobility. With the help of Bourdieu's concept of habitus and by analyzing biographical narrative interviews, this book reveals the social structures and contexts that enable successful working-class participation in education up to university degrees. Although national educational systems and policies may differ, cultural changes, such as attitudes towards women's participation in higher education, are greatly similar. Country-specific patterns also emerge. In Austria, an upper vocational school providing vocational education and access to university is decisive. In England, the Open University, despite its shortcomings, is a second chance for higher education. Surprisingly, however, similarities outweigh differences and point to deeper layers critical to breaking barriers. The deepest is an intriguing mental process by which people with precarious childhoods find security and comfort in higher education by seeking truth. \"-- Provided by publisher.
Book
Moving : a memoir of education and social mobility
Social mobility--the chance, through education, to achieve greater success compared to one's parents--is one of the most compelling issues of our time. In Moving, renowned professor, government adviser, and global change agent Andy Hargreaves shares candid, poignant and occasionally hilarious personal experiences of social mobility. Deeply revealing, emotionally direct, and intellectually insightful, the book begins in 1950s Northwest England and takes readers up to Hargreaves's university education in the late 1960s and early 1970s. Hargreaves openly shares how class movement has affected him throughout life, links his narrative to classic and contemporary research and realities, and calls on society to reverse the increasing levels of social immobility and inequity worldwide.
Use this resource to inspire your work in increasing learning for every student:
* Learn, through the author's research and firsthand account, how issues surrounding mobility, equity, and education in the 20th century are still reflected in 21st-century life.
* Understand the obstacles of socially mobile students as they negotiate schoolwork, poverty, cultural collisions, and personal hardship.
* Witness how Hargreaves's experiences of testing, selection, ADHD, inspiring and uninspiring teaching, whole-child inclusion, and elitist exclusion are still alive and well in education today.
* Study three alternative scenarios for the future of social mobility that highlight the best ways to address both mobility and equity and to deal with the strains experienced by students who succeed in becoming mobile.
Contents:
Preface and Acknowledgments
Table of Contents
About the Author
Chapter 1: Move On Up
Chapter 2: No One Likes Us; We Don't Care
Chapter 3: How the Light Gets
Chapter 4: End of Eden
Chapter 5: Worlds Apart
Chapter 6: Higher Loves
Chapter 7: The Full Monty
Chapter 8: The Bigger Picture
Index
Endnotes
eBook
Experiences of academics from a working-class heritage : ghosts of childhood habitus
This book is a twist on the current discourse around 'inclusivity' and 'widening participation'. Higher education is welcoming students from diverse educational, social, and economic backgrounds, and yet it predominantly employs middle-class academics. Conceptually, there appears, on at least these grounds alone, to be a cultural and class mismatch. This work discusses empirical interviews with tenured academics from a working-class heritage employed in one UK university. Interviewees talk candidly about their childhood backgrounds, their school experiences, and what happened to them after leaving compulsory education.
Book
Learning to Labor in New Times
Learning to Labor in New Times foregrounds nine essays which re-examine the work of noted sociologist Paul Willis, 25 years after the publication of his seminal Learning to Labor, one of the most frequently cited and assigned texts in the cultural studies and social foundations of education.
eBook
Working Class Girls, Education and Post-Industrial Britain
This book explores the aspirations of 'working class' girls' in an ex-mining community in the UK. It highlights the difficulties present in these 'post-industrial' settings, which are often areas of severe deprivation, and questions whether these place limitations on the achievements of the girls within the community. Based on an eight-year longitudinal study of girls in three primary schools and two secondary schools which differed in levels of attainment, the book examines the girls' initial aspirations, decision-making, and later achievements when in post-compulsory education. It will be compelling reading for students, academics and practitioners in Education, offering a unique appreciation of how working-class girls balance their own aspirations with the educational opportunities perceived to be available to them.
eBook
Education and the Working Class
When first published this book had a significant influence on the campaign for comprehensive schools and it spoke to generations of working-class students who were either deterred by the class barriers erected by selective schools and elite universities, or, having broken through them to gain university entry, found themselves at sea. The authors admit at the end of the book they have raised and failed to answer many questions, and in spite of the disappearance of the majority of grammar schools, many of those questions still remain unanswered.
eBook