Class Experiences: A Lifelong Educational Journey to Political Consciousness

Autor/in	Black, Stephen
Titel	Class Experiences: A Lifelong Educational Journey to Political Consciousness
Quelle	In: Journal for Critical Education Policy Studies, 18 (2020) 2, S.30-69 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Foreign Countries; College Faculty; Social Class; Political Issues; Social Influences; Elementary Secondary Education; Preservice Teacher Education; Secondary School Teachers; Correctional Education; Adult Literacy; Teacher Researchers; Autobiographies; Social Bias; United Kingdom (London); Australia + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Social classes; Soziale Klasse; Politischer Faktor; Sozialer Einfluss; Lehramtsstudiengang; Lehrerausbildung; Fürsorgeerziehung; Lehrerforschung; Autobiography; Autobiografie; Autobiographie; Australien
Abstract	This paper features the first-hand 'lived' experiences of one current university researcher on how social class across his lifelong educational journey has impacted his political dispositions. Written in an autobiographical style, the paper examines four successive life phases, beginning with working-class life in East London in the 1950s, failure at the eleven-plus exam and experiences in a secondary modern school. Phase two examines the shift to middle-class educational milieu -- attendance at a private school, a grammar school and then a teacher training college in the early 1970s. Phase three features the beginnings of class consciousness during secondary teaching in working-class schools in the UK and Australia, followed by post-graduate studies in radical education and teaching in prisons. The final phase features political dispositions in teaching and managing adult literacy programmes in Technical and Further Education (TAFE) and then university research. The article indicates how, for this researcher, early life working-class experiences are embodied in later life political dispositions and how this is atypical of the life world of most university academics. The paper argues for the centrality of social class in educational research as the key to understanding power in society and redressing educational inequalities and inequities. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01