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Doing working-class history : research, heritage, and engagement
\"Economic and political uncertainty has brought the language of class-especially discussion of the working class-to a broad audience across scholarship and social debate. This introductory volume shows how the history of the working class has, is, and can be researched, written, and represented. The book is structured in three parts: Perspective, Context, and Application. Each offers an introduction to both classic historiography and new ideas and methodologies. With chapters covering a span of the years c.1750 - present, the book focuses on three essential questions: 1. What is working-class history and what should it become? 2. What can a focus on working-class history reveal? 3. What are the possibilities of this research in the University classroom, the heritage world, and beyond? Doing Working-Class History will appeal to students and scholars of working-class history, whether relative newcomers to the field or veteran researchers interested in new approaches and material. It will also be of interest to local and family historians, museum and heritage professionals, and general readers\"-- Provided by publisher.
BOOK
Routledge International Handbook of Working-Class Studies
The Routledge International Handbook of Working-Class Studies is a timely volume that provides an overview of this interdisciplinary field that emerged in the 1990s in the context of deindustrialization, the rise of the service economy, and economic and cultural globalization. The Handbook brings together scholars, teachers, activists, and organizers from across three continents to focus on the study of working-class peoples, cultures, and politics in all their complexity and diversity.
The Handbook maps the current state of the field and presents a visionary agenda for future research by mingling the voices and perspectives of founding and emerging scholars. In addition to a framing Introduction and Conclusion written by the co-editors, the volume is divided into six sections: Methods and principles of research in working-class studies; Class and education; Work and community; Working-class cultures; Representations; and Activism and collective action. Each of the six sections opens with an overview that synthesizes research in the area and briefly summarizes each of the chapters in the section. Throughout the volume, contributors from various disciplines explore the ways in which experiences and understandings of class have shifted rapidly as a result of economic and cultural globalization, social and political changes, and global financial crises of the past two decades.
Written in a clear and accessible style, the Handbook is a comprehensive interdisciplinary anthology for this young but maturing field, foregrounding transnational and intersectional perspectives on working-class people and issues and focusing on teaching and activism in addition to scholarly research. It is a valuable resource for activists as well as working-class studies researchers and teachers across the social sciences, arts, and humanities, and it can also be used as a textbook for advanced undergraduate or graduate courses.
eBook
Civic labors : scholar activism and working-class studies
\"Labor studies scholars and working-class historians have long worked at the crossroads of academia and activism. The essays in this collection examine the challenges and opportunities for engaged scholarship in the United States and abroad. A diverse roster of contributors discuss how participation in current labor and social struggles guides their campus and community organizing, public history initiatives, teaching, mentoring, and other activities. They also explore the role of research and scholarship in social change, while acknowledging that intellectual labor complements but never replaces collective action and movement building. Contributors: Kristen Anderson, Daniel E. Atkinson, James R. Barrett, Susan Roth Breitzer, Susan Chandler, Sam Davies, Dennis Deslippe, Eric Fure-Slocum, Colin Gordon, Michael Innis-Jimأƒآ©nez, Stephanie Luce, Joseph A. McCartin, John W. McKerley, Matthew M. Mettler, Stephen Meyer, David Montgomery, Kim E. Nielsen, Peter Rachleff, Ralph Scharnau, Jennifer Sherer, Shelton Stromquist, Emily E. LB. Twarog, and John Williams-Searle\"-- Provided by publisher.
Book
Habitus Transformation and Hidden Injuries: Successful Working-class University Students
As the numbers of working-class students at university grow, we need to gain a better understanding of the different ways in which they consolidate their working-class habitus with the middle-class culture of the academic field. Drawing on data from a four-year longitudinal, qualitative study of working-class students at a large, research-intensive Canadian university, I focus on the experiences of those participants who fully embraced, became integrated, and achieved academic success at university. They not only spoke about gaining new knowledge, but also about growing personally, changing their outlooks on life, growing their repertoire of cultural capital, and developing new dispositions and tastes about a range of issues, from food to politics and their future careers. Yet, the interviews also reflect a complex and complicated mix of allegiances to and dismissal of their working-class roots, as many recognize this transformative process as having made relationships with parents or former friends and peers more difficult. The article concludes with a discussion of the implications for working-class students who increasingly distance themselves from the class culture in which they grew up, but who are still likely to find themselves in adult situations in which they are perceived as cultural outsiders.
Journal Article
Cultural capital as whiteness? Examining logics of ethno-racial representation and resistance
There is a significant, longstanding tradition in British sociological research that renders cultural capital synonymous with whiteness. This article suggests that one substantive factor that contributes to the enduring relationship between whiteness and cultural capital is the paucity of research on the Black and ethnic minority middle classes. Studies of social class in the United Kingdom frequently render middle-class life synonymous with whiteness and all too often fix ethno-racial identities to the working classes. The article draws on a 14-month comparative ethnography as a case study to provide an asset-based reading of cultural capital among the Black Caribbean middle classes in Britain. The findings suggest that the seemingly exclusive link between whiteness and cultural capital is problematised by Black Caribbean young people, and therefore should be further critiqued in sociological and educational research, especially when developing cultural capital analyses.
Journal Article
Education, opportunity and the prospects for social mobility
There has been renewed policy interest in intergenerational social mobility as a route to a fairer society, but in ignoring the sociological evidence this article will argue that the current policy agenda will fail to achieve its goal. Based on an analysis of 'social congestion', 'social exclusion', and 'social justice', it also argues that existing sociological research on education and social mobility needs to be extended. In the early decades of the twenty-first century, the experiences of working-class and middle-class students and families are not defined by intergenerational social mobility, but by social congestion and an opportunity trap.
Journal Article
\I Need Help!\ Social Class and Children's Help-Seeking in Elementary School
What role do children play in education and stratification? Are they merely passive recipients of unequal opportunities that schools and parents create for them? Or do they actively shape their own opportunities? Through a longitudinal, ethnographic study of one socioeconomically diverse, public elementary school, I show that children's social-class backgrounds affect when and how they seek help in the classroom. Compared to their working-class peers, middle-class children request more help from teachers and do so using different strategies. Rather than wait for assistance, they call out or approach teachers directly, even interrupting to make requests. In doing so, middle-class children receive more help from teachers, spend less time waiting, and are better able to complete assignments. By demonstrating these skills and strategies, middle-class children create their own advantages and contribute to inequalities in the classroom. These findings have implications for theories of cultural capital, stratification, and social reproduction.
Journal Article
Higher education, social class and the mobilisation of capitals: recognising and playing the game
Strategies employed by middle-class families to ensure successful educational outcomes for their children have long been the focus of theoretical and empirical analysis in the United Kingdom and beyond. In austerity England, the issue of middle-class social reproduction through higher education increases in saliency, and students' awareness of how to 'play the game' of enhancing their chances to acquire a sought-after graduate position becomes increasingly important. Using data from a longitudinal study of working-class and middle-class undergraduates at Bristol's two universities (the Paired Peers project), we employ Bourdieu's conceptual tools to examine processes of capital mobilisation and acquisition by students to enhance future social positioning. We highlight middle-class advantage over privileged access to valued capitals, and argue that the emphasis on competition, both in terms of educational outcomes and the accrual of capital in the lives of working-class and middle-class students, compounds rather than alleviates social inequalities.
Journal Article
Intensive Mothering and the Unequal School-Search Burden
Expanded school-choice policies have weakened the traditional link between residence and school assignment. These policies have created new school options and new labor for families to manage and divide. Drawing on interviews with 90 mothers and 12 fathers of elementary-age children, I demonstrate that mothers across class, racial, and ethnic backgrounds absorb the labor of school decision-making. Working-class mothers emphasize self-sacrifice and search for schools that will keep their children safe. Middle-class mothers intensively research school information and seek niche school environments. Working-class and middle-class black and Latinx mothers engage in ongoing labor to monitor the racial climate within schools and to protect their children from experiences of marginalization. Partnered fathers and single primary-caregiver fathers invest less time and energy in the search for schools. These findings identify an important source of gender inequality stemming from modern educational policies and suggest new directions for research on school choice.
Journal Article
From Labouring to Learning
Since the late 1970s, global industrial changes have affected the transition to adulthood, particularly for working-class men who now require more educational qualifications than previously to gain employment. This book examines how the young men in a de-industrialized community are adapting to this situation and the problems they face.
eBook