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Dissertations / Theses on the topic 'Working class experience'
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1
Stahl, Garth. "White working-class boys' negotiations of school experience and engagement." Thesis, University of Cambridge, 2012. https://www.repository.cam.ac.uk/handle/1810/290017.
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This thesis investigates how white working-class boys experience social and learner identities in three educational sites. It presents the findings of an in-depth sociological study of teenage boys from one locality in South London, focusing on the practices of ‘meaning-making’ and ‘identity work,’ the boys’ experience and the various disjunctures and commonalities between the social and learner identities. Working-class boys are often presented in homogeneous terms and this study explores the heterogeneity of being a working-class boy and the diversity of their experiences in education. The work is positioned within the debates regarding masculinity in schooling and working-class disadvantage; my focus is on how boys’ ‘lifeworlds’ are created in contrast and in relation to their schooling experience. How boys contend with neoliberal educational processes which are fundamentally about “continually changing the self, making informed choices, engaging in competition, and taking chances” (Phoenix 2004: 229) and the construction of what I call ‘egalitarianism’ was an important homogenous feature in the data. The methodological approach employed is integral to gaining this understanding. I draw on Bourdieu’s signature concepts and theoretical framework in order to understand the complexities and negotiations surrounding reconciling educational success with working-class values. To further my understanding, I also utilise elements of intersectionality questioning, in order to address the interplay between class, gender and ethnicity in the social and learner identities the boys constitute and reconstitute through the various discursive practices in which they participate.
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Roberts, William. "Learning your way out? : a sociology of working class educational experience." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.563998.
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This study examines the intersections of class, social exclusion and education policy during New Labour’s time in office, with the bulk of its focus falling upon secondary schooling. Working against wider political, academic and popular effacements and recodifications of class, and with a particular focus upon its marginalisation within both political and academic discourses of social exclusion, both concepts are mapped out in ways which allow them to be understood in tandem and as rooted within the structures, processes and relations of society and its constitutive institutions. Qualitative in approach, and set within the ebb and flow of long running educational struggles heavily imbued with issues of class, the study uses semistructured interviews with 21 education professionals to explore the impact of the current market-based education policy regime upon the institutional structures, processes and professional practices which confront working class pupils on a daily basis. In turn, it examines the ways in which working class pupils and the shaping of their educational experiences are understood by those trained and charged to teach in an education system intimately bound to the re/production of class inequalities and social exclusion. Parallel to this, the project uses biographically orientated interviews with 17 working class young people in order to explore the variegated ways in which class and social exclusion intersect within their schooling careers as they are shaped along shifting axes through, within, and against the kinds of contexts and conditions mapped out by education professionals. The study provides key insights into the contemporary circulation of class within schools: invoked through crosscutting narratives of ‘ability’, ‘deficiency’ and ‘social constructivism’ by education professionals caught within systemic pressures to perform, and a ubiquitous facet of working class educational experience which is continually stirring, settling, straining to be re/made, and wrought through shifting layers and dimensions of in/exclusion.
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Fisher, Timothy James. "Fatherhood and the experience of working-class fathers in Britain, 1900-1939." Thesis, University of Edinburgh, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538108.
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Morris, Myla Bianca. "Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/377822.
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Urban EducationPh.D.
This study was designed to build on the existing research on teaching and learning in community college contexts and the literature of college writing in two-year schools. The work of Pierre Bourdieu formed the primary theoretical framework and composition theory was used to position this study in the literature of the college writing discipline. Employing qualitative research methods and a critical working-class perspective, this study reflects a combined data set of participant observation, in-depth personal interview, and document analysis, giving shape to the experiences of fourteen students in one section of a first-year college writing course. This ethnographic study provided fruitful data regarding the nature of student/teacher relationships and students’ negotiation of authority in the classroom and in their writing. The results showcase the value of in-depth, qualitative research in college writing classrooms, a perspective with great potential to reveal underlying factors for student behaviors and outcomes in two-year literacy education.
Temple University--Theses
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Jones, Benjamin. "Neighbourhood, family and home : the working class experience in mid-twentieth century Brighton." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496938.
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This thesis focuses on the working class in Brighton in the period c.1920-1970. I argue that despite rising living standards and increasing mobility rates (among men) classes remained culturally and spatially distinct. While working and middle class lifestyles converged somewhat, class differences were maintained and classes themselves reproduced through the uneven accumulation of economic and cultural capital. Foregrounding the analysis of life histories, class processes are seen to work structurally and biographically; shaping life chances and subjectivities. While work is conceived as significant in configuring social trajectories I demonstrate the degree to which occupational experiences intersect with domestic, familial, associative and neighbourhood cultures to mould social identities. I further investigate how class intersects with gender and generation to mediate experience, and evaluate the relationship between experience, discourse and memory in the formation of accounts of the past.
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Elliott, Amber Grace. "How do working-class parents experience Webster-Stratton based group parenting programmes? : an investigation of parenting values and class culture." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432443.
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Feesey, Terrence James. "An investigation of variables influencing the experience of unemployment for blue collar and white collar workers." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26811.
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This study was designed to probe the experience of white collar unemployment. Some research results suggest that white collar people have an easier time with unemployment than do blue collar people while other findings suggest the contrary. A questionnaire format instrument was designed to record self-reported changes of an affective and behavioural nature in a sample of 66 white collar and 24 blue collar unemployed adults.
It was hypothesized that on the whole, the blue collar sample would report a more difficult response to unemployment than the white collar sample. It was further hypothesized that after an unspecified period of time the unemployed white collar sample would become passive and depressed.
Twelve variables focusing on learned helplessness, self-esteem, depression, locus of control, social interaction, time structure, personal meaning and perceived measures of health and finances were recorded and intercorrelated in this relationship study. Correlation matrices were constructed for the general sample, the white collar and the blue collar sub-samples. Reliability and validity coefficients of the instrument were calculated on each variable and were found to be acceptable for the purpose of this study. The relationships among the variables supported the notion that generally, the people in the blue collar unemployed sample experienced more difficulty with unemployment than did those people in the white collar sample. The white collar sample subjects did not, however, show a significant disposition toward passivity and depression as a function of time. Instead, the data suggested the presence of a second white collar subgroup who appeared to be experiencing great personal difficulties regardless of the duration of their unemployment. It was suggested that the appearance of a bi-modal white collar sample was the result of the sampling technique, and further that these results may reflect the state of the real world. This position is offered as a possible justification for the contradictory white collar unemployment findings in the past.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Souza, Roberio Santos 1978. "Experiencias de trabalhadores nos caminhos de ferro da Bahia : trabalho, solidariedade e conflitos (1892-1909)." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/281969.
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Orientador: Fernando Teixeira da SilvaDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
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Resumo: A história da estrada de ferro da Bahia ao Francisco, desde a segunda metade do século, foi marcada por diversas experiências de trabalhadores. Naquele período, imigrantes, nacionais e escravos estiveram presentes no mundo de trabalho ferroviário. Enquanto alguns desses homens lutaram para garantir direitos, segundo suas tradições culturais, outros enfrentaram os domínios senhoriais em busca da liberdade de ¿viver por si¿. Nos anos que se seguiram à abolição, outros personagens, diante da experiência da exploração, também se organizaram, desenvolveram práticas associativas e formas de auxílio mútuo, criaram espaços de sociabilidades e construíram mobilizações grevistas na Bahia. Assim, além de buscar compreender as relações de trabalho, esse estudo procura reconstituir algumas dessas experiências de trabalhadores da estrada de ferro da Bahia ao São Francisco, entre o final do século XIX e início do XX
Abstract: The history of the railway from Bahia to Francisco, since the second half of the century, was marked with several workers¿ experiences. Immigrants, nationals, slaves were present in the universe of railway work at that time. While same of these workers struggled to guarantee their rights according to their cultural traditions, others faced the power of owners in search of liberty of ¿self-living¿. The following years after abolition, others, in the face of exploration experience, also organized, developed associate practices and ways of mutual help, creating places of solidarity, struggled for rights and justice in Bahia. Therefore, this study search to understand work¿s relationship, search to rebuild same of these experiences of railway workers, between the end of XIX century and beginning of XX century
Mestrado
Historia Social
Mestre em História
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Ohl-Gigliotti, Christine Ann. "Social networks and social class how Caucasian, working class parents of first-generation college students experience their child's first year of college /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.
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Balestra, Alisa. "Shift in Work, Shift in Representation: Working-Class Identity and Experience in U.S. Multi-Ethnic and Queer Women's Fiction." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303080667.
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Martin, Claire Pauline Lucie. "Bodies of knowledge : science, popular culture, and working-class women's experience of the life cycle in Yorkshire, c.1900-1940." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/21490/.
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The production and diffusion of knowledge are heavily classed and gendered practices. This thesis examines some of the processes and power relations at the heart of the creation and diffusion of knowledge on sexuality and female physiology in the period 1900-1940. More specifically, it explores the tensions inherent to these processes along the lines of gender and class, by focussing on scientific discourse, popular culture, and the experience of Yorkshire working-class women in relation to menstruation, sex, pregnancy, and menopause. Spanning four decades marked by significant social, political, scientific, and cultural changes, this thesis reflects on the complex and ambivalent relationships between working-class women’s knowledge and experience, scientific or otherwise ‘expert’ knowledge, and cultural understandings and representations of women and their bodies in this period. By deliberately focussing on women’s voices and active contribution to these shifts and competing discourses, this thesis seeks to foreground their agency, and raises questions about what constitutes knowledge and expertise, the power relations which sustain those definitions, and how they are reproduced in the historical record. Through its regional focus, this thesis also engages with recent developments in the history of health and medicine and in the history of sexuality, and contributes to a more nuanced understanding of the lived experience of working-class sexuality in the past. Region, as well as class and gender, determined the material, social, and cultural conditions which shaped working-class women’s experience of sexuality and the life cycle, as well as their access and relationship to various forms and sources of knowledge.
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Rawlinson, Diane. "The experience of working-class students in a new dual-sector university : an extension of extant structural inequalities or transformative opportunities." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8508/.
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This study investigates the experiences of first-in-family participants in a dual-sector university in the Highlands and Islands of Scotland. In the context of the continuing debate around inequality in participation rates in higher education in Scotland and on-going concern with the attainment gap between working and middle-classes, I ask whether a dual-sector university could be perceived as being more relevant to the lives of non-traditional learners and provide an experience less alienating than a traditional university. I ask whether this dual sector environment can provide access to a valued higher education experience without causing the same sense of disjuncture and discomfort reported by many studies of working-class students’ experience in the middle-class world of higher education (Reay at al. 2009b, Keane 2011, He Li 2013, Lee and Kramer 2013, He Li 2015). The study was designed within an interpretivist paradigm, acknowledging the role of participant and researcher in co-creating knowledge and understanding. Using semi-structured interviews, towards the end of their first year, the experience of nine under-graduate students was explored. The methodological design and data analysis were informed by Pierre Bourdieu’s concepts of habitus, capital and field. These concepts were employed as a framework within which the positioning of the students in relation to higher education and their interaction with the University could be considered. The data evidenced an alignment between the habitus of the students and that of the University that eased their transition to higher education and sustained a motivational focus on the students’ future career choice. Furthermore, the University prompted some students to extend their learning beyond the institution into vocational settings providing opportunities to begin to develop a professional identity from an early stage. While the University provided local access to higher education to many who would otherwise have no opportunity to participate, the modest ambitions of the students and evidence of the continued pull of their primary habitus, suggested that the University offered opportunities for development and attainment that stopped short of transformation.
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Santos, Diego Tavares dos. "A fábrica em que o Lula nunca entrou: um mundo meio isolado no coração do novo sindicalismo." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8132/tde-13112015-124315/.
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A narrativa sociológica que tentei construir sobre a Termomecanica (TM) partiu de uma retomada dos vários tons que compuseram a experiência de classe dos peões do ABC e a identidade operária combativa que daí resultou. Em seguida, me enveredei na desmontagem da teia simbólica do discurso paternalista que o patrão (Salvador Arena) articulou com vistas a bloquear o desenvolvimento de uma consciência de classe rebelde nos operários de sua fábrica, formatando-lhes, ao contrário, uma identidade resignada, leal ao patrão e à empresa. Após, procurei destacar como, apesar das estratégias de esterilização sindical empreendidas por Salvador Arena, o conflito fabril sempre foi latente. Neste ponto, a ideia foi dar voz àqueles que são cotidianamente obrigados a se calar, conferindo destaque à operários desconhecidos cujas vidas foram indelevelmente marcadas pela TM e por Salvador Arena. Por fim, tentei recuperar as tradições sociais que, num quadro socioeconômico e histórico específico, desembocaram no processo produtivo da Termomecanica e engendraram por meio da referida dominação simbólica paternalista o notável envolvimento do grupo operário, isto é, criaram o fator decisivo que permitiu à TM se colocar de forma singular diante dos concorrentes, dos demais empresários industriais e do Estado.The sociological narrative about the Termomecanica factory (TM) that I tried to build were started with a reflection about the various aspects of the working class experience in the ABC and about the combative identity that was resulted of this experience. Afterwards, I aimed dismantling the web of symbolic ties which constitutes the patronizing speech of its founder (Salvador Arena), developed in order to hinder the establishment of a rebellious working class consciousness among his factorys workers, being able to create a subdued workers identity, loyal to their boss and company. Later, I tried to highlight the fact that the labor conflict has always been latent, in spite of Salvador Arenas strategies to make the trade unions impotent. At that point, my intention was to acknowledge the ones forcefully silenced, especially the anonymous workers who had TM and Salvador Arena printed in their lives. Finally, I tried to recover the social traditions that in a specific historical and socio-economic panorama culminate in Termomecanicas production process and engender through the patronizing symbolic domination mentioned above the remarkable workers\' engagement, creating a decisive factor to make the Salvador Arena\'s factory a case unique faced with the competitors, the others enterprises and the State.
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AraÃjo, Jormana Maria Pereira. "Tecendo memÃrias: resistÃncia e luta das operÃrias da fÃbrica Santa CecÃlia (Fortaleza, 1998-1993)." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10485.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorO ponto de partida desta investigaÃÃo à a experiÃncia das operÃrias tÃxteis da fÃbrica Santa CecÃlia na cidade de Fortaleza, entre os anos de 1988 e 1993, observando os nexos da migraÃÃo, do emprego domÃstico e da vida na cidade. AtravÃs de suas memÃrias, analiso de modo articulado, as dimensÃes do mundo do trabalho feminino examinando a cultura operÃria baseada em laÃos de confianÃa e de solidariedade em meio à segregaÃÃo social vivida na cidade, no bairro e nas vilas operÃrias onde moravam e trabalhavam. Num contexto de elevado recrutamento de mÃo-de-obra feminina na indÃstria, e de transferÃncia industrial tÃxtil para o CearÃ, destaca-se na fÃbrica Santa CecÃlia as pÃssimas condiÃÃes de trabalho, a rotina, os ritmos e as normas, o adoecimento e a mutilaÃÃo dos corpos operÃrios. Face ao duro cotidiano dessa experiÃncia fabril, este estudo tambÃm examina os processos de resistÃncia e luta por direitos face à conjuntura de construÃÃo de um novo vocabulÃrio de educaÃÃo sindical quando da incorporaÃÃo das demandas femininas e politizaÃÃo do cotidiano. Metodologicamente fundamentado na HistÃria Social do Trabalho, este estudo congrega variada tipologia de fontes: entrevistas, fotografias, documentos sindicais, leis, processos, jornais, atas de assembleia do Grupo UNITÃXTIL, anuÃrios, cadastros e recenseamento industrial, dados do IBGE, estudos monogrÃficos, dentre outros.
This study examines the experience of women textile workers in the Santa Cecilia factory in the city of Fortaleza (Ceara, Brazil) between 1988-1993 and how issues of migration, domestic work and urban life shaped thier experience as workers. Drawing on thier memories I explore the muliple demensions of the female world of work based on notions of trust and solidarity within a broader structure of social segregation experienced within the working class communities and the city, where they lived and worked. Their experience, shaped by high levels of employment in the textile industry spurred by the transfer of large sectors of the textile industry to Ceara. Specifically factory life at Santa Cecilia was shaped by harsh working conditions, the deadening routine and ever demanding productive process which in turn caused large scale illness and mutilation among women workers. Focusing on the harsh working condition this study explores the processes of resistence and the struggles for basic rights within the larger context of expanding trade union activity and the incorporation of specific female demands and political activity in daily life. Methodolgically, this study is based on the social history of labor and intertwines a variety of sources, such as interviews, photographs, labor union, and legal documents, proccedings from UNITEXTIL, data bases, census data from IBGE and academic studies.
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Araújo, Jormana Maria Pereira. "Tecendo memórias: resistência e luta das operárias da fábrica Santa Cecília (Fortaleza, 1998-1993)." www.teses.ufc.br, 2013. http://www.repositorio.ufc.br/handle/riufc/6152.
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ARAÚJO, Jormana Maria Pereira. Tecendo memórias: resistência e luta das operárias da fábrica Santa Cecília (Fortaleza, 1998-1993). 2013. 239f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em História, Fortaleza (CE), 2013.Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-10-11T12:13:08Z No. of bitstreams: 1 2013-DIS-JMPARAUJO.pdf: 3204652 bytes, checksum: 9fe049da16a59f1b822c2fee2fcfae7a (MD5)
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This study examines the experience of women textile workers in the Santa Cecilia factory in the city of Fortaleza (Ceara, Brazil) between 1988-1993 and how issues of migration, domestic work and urban life shaped thier experience as workers. Drawing on thier memories I explore the muliple demensions of the female world of work based on notions of trust and solidarity within a broader structure of social segregation experienced within the working class communities and the city, where they lived and worked. Their experience, shaped by high levels of employment in the textile industry spurred by the transfer of large sectors of the textile industry to Ceara. Specifically factory life at Santa Cecilia was shaped by harsh working conditions, the deadening routine and ever demanding productive process which in turn caused large scale illness and mutilation among women workers. Focusing on the harsh working condition this study explores the processes of resistence and the struggles for basic rights within the larger context of expanding trade union activity and the incorporation of specific female demands and political activity in daily life. Methodolgically, this study is based on the social history of labor and intertwines a variety of sources, such as interviews, photographs, labor union, and legal documents, proccedings from UNITEXTIL, data bases, census data from IBGE and academic studies.
O ponto de partida desta investigação é a experiência das operárias têxteis da fábrica Santa Cecília na cidade de Fortaleza, entre os anos de 1988 e 1993, observando os nexos da migração, do emprego doméstico e da vida na cidade. Através de suas memórias, analiso de modo articulado, as dimensões do mundo do trabalho feminino examinando a cultura operária baseada em laços de confiança e de solidariedade em meio à segregação social vivida na cidade, no bairro e nas vilas operárias onde moravam e trabalhavam. Num contexto de elevado recrutamento de mão-de-obra feminina na indústria, e de transferência industrial têxtil para o Ceará, destaca-se na fábrica Santa Cecília as péssimas condições de trabalho, a rotina, os ritmos e as normas, o adoecimento e a mutilação dos corpos operários. Face ao duro cotidiano dessa experiência fabril, este estudo também examina os processos de resistência e luta por direitos face à conjuntura de construção de um novo vocabulário de educação sindical quando da incorporação das demandas femininas e politização do cotidiano. Metodologicamente fundamentado na História Social do Trabalho, este estudo congrega variada tipologia de fontes: entrevistas, fotografias, documentos sindicais, leis, processos, jornais, atas de assembleia do Grupo UNITÊXTIL, anuários, cadastros e recenseamento industrial, dados do IBGE, estudos monográficos, dentre outros.
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Orner, Phyllis. "Perception of menopause : black and white working-class women's experiences." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/10645.
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Bibliography: leaves 138-146.This thesis aimed to address the ways in which class, race, culture, gender and power shape experiences of menopause by exploring the experiences of South African black and white working-class women. The main implications for theorization on menopause from this study are that (1) there is no single comprehensive model or perspective which alone adequately explains the meanings of menopause for women, and (2) that it is essential to understand the ways in which bodies (the "lived body") shape experiences of menopause when conceptualising theory, taking into account the specific historical and socioeconomic conditions in South Africa. Health policy recommendations in this thesis are aimed towards promotion of more equitable health care for older women, but also to help promote gender equity more generally.
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Reddin, Galen C. "Struggles and achievements: experiences of working-class white male academics who attain tenure." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2970.
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This study investigated a little known topic: the experiences of working-class, white male, professors, who have attained tenure. Academics who have immigrated from working class backgrounds have reported experiences of navigating culturally confusing interactions within their professional settings, even years after their class migrations. Working-class, white, male, tenured academics were selected for the present study in order to ascertain findings intended to contribute to understandings of their pre-tenure experiences, and strategies that they believed were most significant for tenure attainment. Ethnographic research methods were employed in this study. Research questions guiding the study were: "What do first-generation, white male college professors identify as the key factors which helped them achieve tenure?" and, "To what extent did their class background help or hinder the process?" The data analysis chapter divides participants' experiences into three themes; Theme 1 addresses some of the formal and informal social contexts of the tenure process. Themes 2 and 3 focus on the participants' psychological and social challenges and successes that were also part of the process. This study analyzed data regarding social contexts that participants believed were relevant to their tenure attainment. Participants experienced academic culture in ways connected to important issues of diversity and exclusion found in the literature on the experiences of other, more traditionally recognized marginalized groups in American higher education. Seemingly routine work related events often transpired according to unwritten social rules informed by academic culture. Most participants reported significant cultural outsider experiences, and although they experienced cultural based success challenges, they gradually developed strategies that incorporated working-class background experiences into their pre-tenure period experiences in ways that they believed constituted unique professional strengths. Findings were generalized in four statements: most participants experienced social class-related struggles toward gaining tenure attainment; most participants had entered academia without adequate cultural knowledge; most participants experienced academic work and social related practices as contentious with their working-class sensibilities; and most participants gradually developed internal truces between their past and present cultural orientations toward their eventual goal of tenure attainment. Directions for future study and concluding thoughts are included.
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Binns, Carole L. "Experiences of Academics from a Working-Class Heritage: Ghosts of Childhood Habitus." Cambridge Scholars Publishing, 2019. http://hdl.handle.net/10454/17250.
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NoHigher 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. They also reveal their experiences of university, both as students and academics from their early careers to the present day. This book will be of interest to an international audience that includes new and aspiring academics who come from a working-class background themselves. The multifaceted findings will also be relevant to established academics and students of sociology, education studies and social class.
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Wise, Nathan History & Philosophy Faculty of Arts & Social Sciences UNSW. "A working man???s hell: working class men's experiences with work in the Australian imperial force during the Great War." Awarded by:University of New South Wales. School of History and Philosophy, 2007. http://handle.unsw.edu.au/1959.4/32462.
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Historical analyses of soldiers in the Australian Imperial Force (AIF) during the Great War have focused overwhelming on combat experiences and the environment of the trenches. By contrast, little consideration has been made of the non-combat experiences of these individuals, or of the time they spent behind the front lines. Far from military experiences revolving around combat and trench warfare, the letters, diaries, and memoirs of working class men suggest that daily life for the rank and file actually revolved around work, and in particular manual labour. Through a focus on working class men???s experiences in the AIF during the Great War, this dissertation seeks to discover more about these experiences with work in an attempt to understand the broader aspects of life in the military. In this environment of daily work, many working class men also came to approach military service as a job of work, and they carried over the mentalities of the civilian workplace into their daily life in the military. This dissertation thus seeks to understand how workplace cultures were transferred from civilian workplaces into the military. It explores working class men???s approaches towards daily work in two different theatres of war, Gallipoli and the Western Front, in order to highlight the significance of work within military life. Furthermore, it evaluates aspects of this workplace culture, such as relations with employers, the use of workplace skills, and the implementation of industrial relations methods, to understand the continuities between the lives of civilians and soldiers. Finally, this dissertation is not a military history: it adopts a culturalist approach towards the lives of people in the AIF, and in the environment of the Great War, in an effort to place the military experiences of these working class men within the context of their broader civilian lives.
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Rahnavard, Daniel. "The expectations and experiences of working-class law students at a 'new' university." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/34160/.
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This research investigates the experiences and expectations of working-class law students at a ‘new’ university. It critically examines the influence of cultural, social, linguistic and academic capital on working-class law students and their chances of success in the legal labour market. Statistics show that the number of working-class students beginning a legal education continues to grow despite the rising cost of qualification; continuing class prejudice and decline in number of training contracts and pupillages. With supply consistently exceeding demand in a middle-class dominated legal labour market, working-class students face ongoing and increasing difficulties in negotiating the barriers to entry, often with very little chance of success. This thesis presents the findings from a case study employing semi – structured interviews and focus groups used to collect qualitative data. Bourdieu’s theories on class, field and habitus are used to illuminate the findings and the data. Students describe their thoughts and experiences about their legal education and their attempts to enter the legal labour market; about why they chose to study law and why Middlebridge was their preferred university. The data suggests that the difficulties they face become apparent and their expectations begin to change as they progress through their legal education. However, instead of attempting to overcome the barriers they face, in the main, participants adjusted their sights downwards and were prepared to settle for employment at the lower-end of the legal labour market. This study suggests that universities like Middlebridge may, perhaps inadvertently, encourage inequality in law because those who enter with the lowest stock of capital benefit the least. Higher education masks how power within the legal profession is distributed, instead allowing students to believe it is based upon merit and ability.
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Pascoe, Dane A. "The Lived Experiences of Poor And Working-Class Students at a Wealthy University." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582642204.
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There are several universities in the US that are highly selective and attended by students from very wealthy backgrounds. In recent years, many of these selective, wealthy universities have faced public pressure to enroll higher numbers of poor and working-class students. Not much is known, however, about the experiences of poor and working-class students who attend these universities. My research sought to shed light on this by asking, “What are the lived experiences of poor and working-class students who attend a wealthy university?” I answered this question with a hermeneutic phenomenological study of poor and working-class students who attended a university composed mostly of students from wealthy backgrounds. I gathered data from 20 poor and working-class students by conducting in-depth interviews and collecting essays written by the students about their backgrounds and experiences at the university. I found that poor and working-class students are much more agentic and capable of self-advocacy than indicated by previous research. Students saw themselves as in control of the trajectories they were on and as responsible for achieving their goals. No one else could be relied upon to initiate movement toward a goal. This agency came at a cost, however, as the students described difficulty in managing their responsibilities and experiences of mental health issues. I conclude that wealthy universities have a moral obligation to better support their poor and working-class students and make several recommendations that were informed by this study.
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Borges, Angela Marie. "Psychologists' Experiences Working with Clients in Poverty: A Qualitative Descriptive Study." Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:103740.
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Thesis advisor: Lisa A. GoodmanThose in poverty face myriad stressors, traumatic events, and ongoing hardships; and not surprisingly, struggle with a range of mental health issues. Yet, they are less likely to access mental health services than their middle-income counterparts, and when they do, they are more likely to drop out of treatment prematurely. Although researchers have found that when interventions are tailored to address poverty-related stressors outcomes are dramatically improved, the perspectives of those providing such treatment is rarely described. This qualitative descriptive study of twelve experienced psychologists working with clients in poverty aimed to fill this gap. The study explored the extent to which psychologists develop unique practices for working with low-income clients, as well as the personal and contextual factors that support or hinder these efforts. Findings can be distilled into three categories: Practices unique to working with low-income clients include strategies for addressing power dynamics, managing boundaries, and addressing external stressors as part of the therapeutic process. Therapist attributes key to working with low-income clients include possessing a values-based commitment to working with marginalized groups; possessing experience with, knowledge of, and empathy for the realities of living in poverty; possessing a high degree of self-awareness related to poverty; and possessing a willingness to be deeply affected by the work and cope with negative feelings. Contextual obstacles to working with low-income clients include agency-level and social service system-level challenges. Perhaps the most striking finding was participants' understanding of how conceptualizations of appropriate boundaries need to change in the context of work with this population. Many participants described, for example, giving food to their clients when they were hungry or giving them small amounts of money to help them take care of their most basic needs. The discussion section explores these findings in the context of ecological and feminist theoretical models and current research and describes the implications of the results for research, training, and practice
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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McGrail, Brendan Joseph. ""The Things They Carried|" The Experiences of Working-class White Students at an Independent School." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839458.
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U.S. independent schools, once exclusively the domain of the White, male, upper class, have recently focused on diversifying their student bodies in greater numbers. With an expanded demographic base, a reexamination is necessary to be certain that independent schools are supporting students from non-traditional backgrounds. My experience as an administrator, admission officer, and teacher at elite independent schools has taught me that working-class, White students represent an invisible diversity that is often underserved and understudied at these schools.
For this study, I attempt to make the invisible visible. Student voices were the heart of this investigation and data collection methods included both extensive individual and focus group interviews. I interviewed students who received at least 50% need-based financial aid and self- identified as White at a K-12 independent school in the North-Eastern part of the United States. In this qualitative exploratory study, I asked these students to tell me their stories. I wanted to learn what they “carried” with them when they first arrived at the school. I also sought to learn more about the supports and barriers that shaped their transition into the school.
What I learned was that the students each experienced a difficult transition into the school, but eventually created a generally positive school experience. They made meaning of their experience by developing a sense of determination and resiliency, all the while recognizing that their school experience was different than most of their peers. In addition, the students developed high level self-advocacy skills and learned to ask for what they wanted. Absent an organized affinity group, these students found connections with athletic teams, music groups and in advisory. They made authentic connections with adult mentors in the community. These connections to groups and adults eventually helped them to feel a sense of belonging and to find their places in their new school environment.
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Cubukcu, Soner. "Making And Unmaking Of Class: An Inquiry Into The Working Class Experiences Of Garment Workers In Istanbul Under Flexible And Precarious Conditions." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615104/index.pdf.
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This thesis analyzes class experiences of workers under flexible and precarious conditions of global neoliberal capitalism and tries to answer to what extent these conditions erode their capacities to develop antagonistic class consciousness and collective struggles. Specifically, based on a fieldwork consisting of semi-structured in-depth interviews with 24 workers living in slums of Istanbul, it deals with cultural analysis of working and daily-life experiences of workers involved in the global production of garments. Three categories of analysis are used: experiences of shame, time and necessity, which respectively suggest that, under conditions of precarity and flexibility, the workers, 1. perceive their class positions as personal and feel themselves inadequate, leading to questioning of self-worth, injuries in the self and individual - but not collective - emancipation attempts to escape from the injuring effects of class2. have lost not only their control over their present time through extremely long and irregular working hours
but also are ripped of their capacity to plan/organize their future
3. live under the burden of continuous and persistent concern over necessities, which results in deep-seated sense of deprivation, impoverishment of life experiences, lack of meaning in this life, killing of hopes and consequentially experience of powerlessness. Yet, despite all these alienating experiences, there are also inchoate seeds of revolt and an alternative worldview, which confirms that class struggle exists even &ndash
and indeed (!) &ndash
in most severe conditions of alienation and will be decisive on the emancipatory dialectics of alienation / nonalienation and making / unmaking of class.
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Thurman, Heather Victoria. "Slumming America: Exploring Childhood Experiences in Nineteenth Century New York City." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1591283630830989.
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Drummond, Susan Margaret. "The experiences of middle-class professional working mothers from Central and Southern Cape Town with regard to work-family conflict." University of the Western cape, 2011. http://hdl.handle.net/11394/5392.
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Magister Psychologiae - MPsychWomen's roles in the workplace have increased but expectations within their family roles have not diminished. Work-family conflict (WFC) occurs when work and family roles are mutually incompatible in some respect. Mothers' representations of their own particular personal contexts seem largely absent from the cultural iconography and so motivations for the study included bringing to light the phenomenological experiences of contemporary full-time working mothers by developing a rich description of their lived experience. These ideas have not been widely explored in South Africa. The study aimed to explore how full-time working mothers experience work-family conflict, including how they conceptualise their dual roles, how salient each role is to them, the factors in the work and family domains which are particularly pertinent for them and any coping strategies they might employ. The study used as a theoretical framework the model of work-family conflict developed by Greenhaus and Beutell in 1985, together with an extension from the work of Amstad, Meier, Fasel, Elfering and Semmer in 2011. The study used a phenomenological methodology. Eight middle-class, professional, full-time working mothers from the Southern Suburbs and City Bowl of Cape Town were interviewed individually, using a semi-structured interview schedule. A qualitative paradigm was used to analyse the interviews. Emotional and cognitive repercussions of WFC were many, including feelings of unsustainability. Some participants acknowledged a need to compromise in order to cope, but the current normative messages are not conducive to this. Participants aspire, not to stop working, because the role of worker is regarded as important for self-definition, but to reduce their overall load. The generalisability of this study was reduced because of its localised ambit, its small size and some similarities in socio-economic profile among the participants. Future studies could further explore the choices or strategies which are successful in reducing WFC.
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Williams, Robert. "Solitary practices or social connections? : a comparative study of fathering and health experiences among white and African-Caribbean working class men." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/4061/.
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This study addresses the following research question: what are the implications of African- Caribbean and White working class men's experiences within social connections (within families, friendships, communities and workplaces), for fathering and health experiences? The purposes of this study were to undertake a primary piece of intensive qualitative research, and also to analyse, critically, the study's findings, in order to identify implications for theory, policy, practice and research. This investigation was critical, interpretative and exploratory, informed by the principles of phenomenology and ethnography. Six African-Caribbean and seven White working class men were recruited, using purposive sampling, for two semi-structured individual interviews. This enabled the exploration of the interactive effects and processes of structure and agency, in relation to social class, gender, and ethnicity. The study did not find major differences between the experiences of these two groups of men, although the assets and constraints related to African-Caribbean men's experiences of ethnicity and racism within social connections were evident. Study findings, for both groups of men, indicated that social connectedness within families, communities and workplaces was highly valued, but social connections, material and structural factors also influenced the health of the men interviewed. Furthermore, findings indicated that men's experiences of social connectedness have limitations. Specifically, men's limited insights into the links between social connectedness and health, men's perceived limitations with their communication skills, their solitary methods of dealing with perceived vulnerability, but also the uncertainty associated with their identities as men were significant findings. Indeed, men's experiences of both solitary discourses and practices and social connectedness, regarding fathering and health, were associated with discourses about masculinities. Implications for existing theory, for example Connell's (1995) work regarding masculinities, and Putnam's (1995) work regarding `social capital', are identified. In addition, implications for research, policy and practice are examined, with specific reference to the opportunities for mental health promotion with working class men who are fathers.
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Carrubba-Whetstine, Christina R. "INTEGRATING LOCAL AND ACADEMIC KNOWLEDGE: AN EXPLORATION OF LOW-INCOME AND WORKING-CLASS COLLEGE STUDENT EXPERIENCES EMPLOYING AUTOETHNOGRAPHY AND INDIGENOUS EPISTEMOLOGIES." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1437570487.
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Miyasaka, Cristiane Regina 1982. "Viver nos suburbios : a experiencia dos trabalhadores de Inhauma (Rio de Janeiro, 1890-1910)." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/281795.
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Orientador: Claudio Henrique de Moraes BatalhaDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
Made available in DSpace on 2018-08-11T09:20:38Z (GMT). No. of bitstreams: 1 Miyasaka_CristianeRegina_M.pdf: 12744624 bytes, checksum: 91b6076afee1ee9e4d0c2197ed7e21a8 (MD5) Previous issue date: 2008
Resumo: Essa dissertação tem como objetivo contribuir com o debate acerca das reformas urbanas que ocorreram no Rio de Janeiro, na virada do século XX. Para tal, investiga o impacto delas na vida dos trabalhadores que moravam em Inhaúma, um distrito suburbano carioca. A partir da análise de diversos tipos de fontes, identifica como o distrito em questão passou por mudanças significativas nesse período, destacando-se o crescimento predial e demográfico. O estudo apresenta também dados sobre as condições de vida desses trabalhadores, bem como quais problemas enfrentavam, por residirem nessa região da cidade. Além disso, explora as relações estabelecidas entre esses sujeitos históricos e funcionários municipais, com base na leitura de recursos enviados ao Prefeito, devido à aplicação de multas por infração de posturas. Por fim, trata dos conflitos entre os suburbanos e a polícia, através da investigação dos processos criminais por ofensas físicas leves e de contravenção por vadiagem
Abstract: This dissertation has the aim of contributing to the discussion regarding the urban renovations that took place in Rio de Janeiro during the turn of the twentieth century. To this end, it investigates the impact of the renovations on the lives of workers who lived in Inhaúma, a suburban district of Rio de Janeiro. Through the analysis of a variety of sources, it identifies how the aforementioned district underwent major changes during this period, in particular the growth in the number of buildings as well as in population. This study also presents data related to the lives of those workers and the problems they encountered by living in that region. Moreover, it explores the relations that were established between those historical subjects and the civil servants, based on the reading of appeals sent to the mayor contesting fines, which were received for infractions. Finally, this dissertation also deals with the conflicts between the suburbanites and the police, through the investigation of criminal lawsuits for battery and vagrancy
Mestrado
Historia Social do Trabalho
Mestre em História
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Attfield, Sarah. "The working class experience in contemporary Australian poetry." 2007. http://hdl.handle.net/2100/615.
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University of Technology, Sydney. Faculty of Humanities and Social Sciences.The Working-Class Experience in Contemporary Australian Poetry Contemporary Australian poetry neglects its working-class voices. Literary journals rarely publish poetry that focuses on working-class life and there is little analysis of the poetics of class in contemporary Australian scholarship on poetry. It may well be argued that notions of class are outdated and no longer relevant in literary criticism; alternatively, working-class poetry might be seen to lack the kind of literary merit and linguistic innovation that invites scholarly review. It may even be the case that working-class poetry is seen as closer to propaganda than art. However, this thesis takes a different view. It argues that there is a strong and vibrant body of contemporary Australian working-class poetry that merits greater public attention and more incisive critical review. We need to know if and how this poetry builds on important Australian literary traditions; we need to evaluate whether working-class poets have earned a rightful place in the contemporary poetry field. We need a poetic for analysing the cultural discourse of the working class. Therefore, this thesis offers an analysis of the content and poetics of contemporary Australian working-class poetry and of the context in which it has been produced. It presents works that to date have been ignored or dismissed by the literary mainstream. It proposes that working-class poetry can be regarded as a distinctive genre of poetry, distinguished by its themes, use of language and authors’ intentions. It argues that working-class poetry is not unsophisticated but rather a specific expressive form that provides important insights into the ways in which class relations continue to reproduce inequalities. This argument is developed by reference to literature from the discipline of working-class studies in Australia and overseas. It is supported by the literature on class relations in Australia and there is also a small body of scholarship on working-class writing that contributes to the discussion. The main body of the thesis presents the work of individual working-class poets and provides detailed readings of their works that highlight the ways in which the poems exemplify the proposed category of working-class poetry. In short, this thesis creates a poetic for approaching the academic analysis of working-class cultural discourse. The conclusions I have drawn from my analysis of poetry and lyrics are that working-class poetry displays significant literary and artistic merit, and functions not only as a way for working-class people to express themselves creatively, but also provides a valuable insight into the ways in which class affects Australians on a daily basis. It is an important cultural achievement to give full and meaningful voice to disadvantaged Australians at a time of political and cultural upheaval where class cleavages and notions of identity are in a state of flux.
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Huang, Chang-Ling. "Labor militancy and the neo-mercantilist development experience : South Korea and Taiwan in comparison /." 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9934068.
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Lockington, Anne F. "The career decision making experience of five working class men." Thesis, 1993. http://hdl.handle.net/2429/1926.
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Five working class men described the experience of decision-making related to their participation in paid employment. Each man was interviewed in depth. The interviews were audio taped and transcribed, from this data an account of the subject’s experiences were generated. Each account was validated by the subject as accurate and complete. The five accounts were then compared to theories of decision making to determine how theory would explain the men's experience. The three theories were; The Conflict Model by Janis and Mann, The Rational Model by Horan and The Deciding in Context Model by Sloan. The divergence between theory and experience, rather than the agreement was more informative. The comparison of the two rational models highlighted the importance of treating the decision moment as consequential: of focusing one's attention with deliberation and awareness. When the decision situation is not clearly defined and where meaning and significance must be drawn from the context of a life history these models are limited. Sloan's deciding in context model provided a more complex and complete understanding of the five decisions. Further study is needed to understand the decision making behavior of working class men as they participate in paid employment. The findings suggest that the context in which the decision is made is a significant factor. For the counsellor and working class client understanding the importance of the context of class may be one of the most critical factors in career decision making.
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CHANG, CHIA-CHI, and 張嘉祺. "Fighting! Girl! A Working-Class Teenager's Experience Going Through Alternative Education." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/6ctyk9.
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碩士輔仁大學
心理學系
106
The thesis is the author’s quest for her personal identity, and a thorough reflection on her past experience as a student with a working-class family background in a high school of alternative education. The author was raised by blue-collar worker parents, did her primary education within the mainstream system, and was enrolled into the first alternative high school in the country during the first wave of educational system reform in Taiwan in the 90’s. The author examines her frustrations in pursuing peer acceptance during her six-year studentship in “Holistic Education School”, and the hardship in earning her livelihood without a mainstream diploma after graduation from the high school. When dealing with her long and hard working hours for a restaurant, what she learned from the alternative high school such as aesthetic appreciation, self-awareness and adventures in Nature served no use at all. The graduation certificate from this school was not a degree to qualify her for higher education either, heightening the level of the difficulties that she was faced with. The author adopts the action research method to discover new and clarified perspectives through her narrative on this part of her personal history. The author develops the view that due to disagreement with the mainstream educational system, this alternative education institute isolated invented their own educational ideology and environments behind closed doors, attempting to stay away from the limits of mainstream educational pedagogy and values. However, the seemingly Utopia-like school bases its education on castles in the air, overlooking the individual context of each student’s social status and social resources. When the school avoids the question of bridging the gap between the education it provides and the reality of the society and the differences between its student backgrounds, the educational institute is unable to identify and solve the problems caused by such a gap. These problems range from interpersonal conflicts between student groups to the frustrating and disorientating impacts of circumstances and survival difficulties that the students are faced with immediately after graduation, not to mention that some students’ self-identities became detached from their original selves and backgrounds because of the school surrounding. Through her personal eyes as a former student in this alternative high school, the author presents her reflection on the limitations and challenges of the development of alternative education in Taiwan.
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"Down the Rabbit Hole: Perceptions of Identity Formation In and Through the Educative Experience of Women from Working-Class Backgrounds." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.9302.
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abstract: ABSTRACT There is a body of literature--albeit largely from the UK and Australia--that examines the ways in which class and gender influence life course, including educational attainment; however, much of this literature offers explanations and analyses for why individuals choose the life course they do. By assuming a cause-effect relationship between class and gender and life course, these studies perpetuate the idea that life can be predicted and controlled. Such an approach implies there is but one way of viewing--or an "official reading" of--the experience of class and gender. This silences other readings. This study goes beneath these "interpretations" and explores the phenomenon of identity and identity making in women who grew up working-class. Included is an investigation into how these women recognize and participate in their own identity making, identifying the interpretations they created and apply to their experience and the ways in which they juxtapose their educative experience. Using semi-structured interview I interviewed 21 women with working-class habitués. The strategy of inquiry that corresponded best to the goal of this project was heuristics, a variant of empathetic phenomenology. Heuristics distinguishes itself by including the life experience of the researcher while still showing how different people may participate in an event in their lives and how these individuals may give it radically different meanings. This has two effects: (1) the researcher recognizes that their own life experience affects their interpretations of these stories and (2) it elucidates the researcher's own life as it relates to identity formation and educational experience. Two, heuristics encourages different ways of presenting findings through a variety of art forms meant to enhance the immediacy and impact of an experience rather than offer any explanation of it. As a result of the research, four themes essential to locating the experience of women who grew up working class were discovered: making, paying attention, taking care, and up. These themes have pedagogic significance as women with working-class habitués navigate from this social space: the downstream effect of which is how and what these women take up as education.Dissertation/Thesis
Ph.D. Curriculum and Instruction 2011
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Appio, Lauren Marie. "Poor and Working-Class Clients' Social Class-Related Experiences in Therapy." Thesis, 2013. https://doi.org/10.7916/D84174D9.
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This investigation explored how poor and working-class people experience, understand, and negotiate class issues and class differences with their therapists. Data were collected through semi-structured interviews with 22 self-identified poor and working-class people with experience as clients in individual counseling. Interviews were transcribed and analyzed using constructivist grounded theory methodology (Charmaz, 2006). A core narrative emerged that depicted a dynamic, interactional process of seeking mutual understanding to navigate class issues in therapy. Participants played an active role in this process by making decisions to share or withhold information or their reactions to therapy experiences. Participants' sociocultural awareness provided the context for their observations of class cues and perceptions of therapists' social class, which in turn influenced their reactions and behaviors towards their therapist. Seeking mutual understanding emerged as a process that allowed poor and working-class clients to build connections with therapists of shared and different social class backgrounds. Participants shared positive, meaningful interactions with therapists who demonstrated genuineness and attended to class issues in the therapeutic encounter. When working with therapists who engaged in these mutuality-enhancing actions, participants felt deeply understood and connected to their therapists, which contributed to growthful therapeutic outcomes. Participants also described feeling misunderstood and disconnected from therapists who appeared inauthentic and neglected to attend to class issues. These participants reported feeling "stuck" and unhelped through counseling. The findings of this study suggest that social class issues are salient for poor and working-class clients in their interactions with therapists. Further, therapists can promote positive therapeutic outcomes in work with class-oppressed clients by a) fostering authenticity and mutuality within the working alliance and b) openly addressing clients' material concerns and thoughtfully exploring class differences and other class issues present in the therapeutic relationship. Additional implications for training and practice are provided and include the need for counselors to incorporate social justice advocacy into their work. Suggestions for future research include further exploration of the ways social class and classism operate within the psychotherapeutic process, emphasizing the need for researchers to attend to intersections of identity and position poor and working-class people's voices and perspectives at the center of their inquiry.
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Thomson, Marion Arthur. "Researching Class Consciousness: The Transgression of a Radical Educator Across Three Continents." Thesis, 2011. http://hdl.handle.net/1807/29889.
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This study addresses the topic of class consciousness and the radical educator. Using the theory of revolutionary critical pedagogy and Marxist humanism I examine the impact of formative experience and class consciousness on my own radical praxis across three continents.
The methodology of auto/biography is used to interrogate my own life history. I excavate my own formative experience in Scotland, Canada and my radical praxis as a human rights educator in Ghana West Africa. The study is particularly interested in the possibility of a radical educator transgressing across race, whiteness and gender while working in Ghana, West Africa.
Chapter One begins by discussing the theory of revolutionary critical pedagogy, Marxist
humanism and theories of the self. Chapter Two assesses the methodology of auto/biography,research methods and an introduction to formative experience. Chapter Three, Four and Five contain excavation sites from Scotland, Canada and Ghana with accompanying analysis. Chapter
Six concludes with a summary of research findings.
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Craddock, P. W., V. Archer, Carole L. Binns, R. Coogan, and C. Johnston. "Being working class in the academy." 2018. http://hdl.handle.net/10454/16739.
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YesWhile widening access is high on universities' agendas at undergraduate level, class barriers still prevail in the academy. Here, ... working-class scholars describe their experiences of 'otherness'
A section of the article 'Being working class in the academy' is reproduced here in line with the publisher's copyright restrictions.
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Lin, Hsin-Mei, and 林心梅. "Working-Class Single fathers’ experiences of involving in children’s schooling." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/82246382390139364248.
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碩士國立陽明大學
衛生福利研究所
105
Due to the impact of globalization, Taiwanese government set up the Education Reform Committee in 1994. Many non-governmental organizations and parents have participated in the education reform movement to deregulate and free the education system. In 2006, the Ministry of Education enacted “Regulations Regarding Parents’ Participation in Educational Affairs in Compulsory Education”, which implies that parents are responsible for successful school education of their children. It assumes that the parents’ experiences of participating in children’s schooling are universal. The policy fails to take class, gender and family types into account. Using qualitative interviews, the study aims to explore how current education system and arrangement influence working-class single fathers’ experiences in participating their children’s schooling. It demonstrates that the ideology of education system and policy emphasizes the importance of parents’ involvement. The assumption not only ignores the family diversity, but also reproduces social class inequalities. The research participants are working-class single fathers with at least one elementary school child. In addition, they are the main caregivers of their children and receive little help from other family members or relatives. Through telling their stories, the study demonstrates the unique experiences of atypical families (single-parent families), non-traditional gender-role divisions (male caregivers and male breadwinner) and working class. In order to strike a balance between family life and children's education, most of the research participants choose flextime or part-time work. There are five main findings of this study. First, the main reason for working-class single fathers participating in school affairs is to provide mental support to their children and fulfill children's expectation. Second, they use the strategy of outsourcing to help with children’s homework and assignments, such as free after-school care classes provided by either schools or the market, and the assistance of their older children. Third, working-class single fathers are able to deal with the conflicts between school affairs and paid work through training their children to be independent. Forth, teachers’ attitude plays an important role for working-class single fathers to communicate and collaborate with school. Finally, school staff’s high expectations for parents’ involvement put lots stress and anxieties on these fathers’ shoulders. Influenced by the school education system and arrangements, working-class single fathers have to strike a balance between work, family and parents’ involvement in children’s school. They develop their copying strategies with little support. The policy assumption of parents’ participation results in the unexpected consequence on the group of working-class single fathers. They cannot understand the purpose of policy and feel stress and the feeling of exclusion when they participate in children’s schooling. The policy enlarges the gaps between parents with different social class background.
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DeSouza, Daphne. "Gender, class and generation: a comparative study of working and middle class Indian women's household and work experiences in Ekuhuleni." Thesis, 2009. http://hdl.handle.net/10539/7193.
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This study focuses on the ways in which gender, class, generation, and religion intersect to shape women’s perceptions and experiences of work and household relations. Given the minimal research conducted on Indian communities in South Africa, this research focuses on Indian women living in Benoni, Ekurhuleni, demonstrating the importance of the intersection of different axes of identity. Differences in perceptions between older and younger generations were looked at in terms of how they viewed gender relations and work. Finally the implications of religion were examined in relation to these women’s subjective experiences.
The literature review unraveled the theory of intersectionality and located the dynamics of overlapping social categories within the household and in relation to work experiences. Drawing primarily from Beverley Skeggs’ notion of respectability, the research uncovered points of similarity and difference along these varying axes as they intersect at different levels and enable women to create meaningful identities for themselves. Qualitative semi-structured interviews were used to obtain the first-hand, subjective perceptions of the respondents regarding their experiences both within the home and outside.
The research findings demonstrate that respectability comes to mean different things for working class and middle class women, older and younger generations, and Muslim and Hindu women. Thus for the most part, working class Muslim women derived respectability from being full-time housewives and mothers, while middle class Hindu women overall felt that respectability was achieved through establishing individuality from formal employment while simultaneously being there for their children.
This study may, hopefully, contribute to the growing body of literature on intersectionality by highlighting the importance and necessity of looking at different social categories as they combine and coexist to inform and shape the identities and lived experiences of different groups of people.
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Dielmann, Karen McMillen Flannery Daniele D. "A foot in two worlds a narrative inquiry of the experiences of working class women managers /." 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3732/index.html.
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Roldão, Cristina. "Fatores e perfis de sucesso escolar “inesperado”: trajetos de contratendência de jovens das classes populares e de origem africana." Doctoral thesis, 2015. http://hdl.handle.net/10071/9342.
Full textAbstract:
Na presente pesquisa procurou-se conhecer os perfis e processos subjacentes aos trajetos escolares bem-sucedidos de alguns jovens das classes populares e descendentes de africanos (trajetos de contratendência) por forma a contribuir para o entendimento das desigualdades sociais perante a escola. Exploraram-se várias pesquisas sobre esse tipo de trajetos, muitas delas interessadas nas estratégias e estilos educativos das famílias, mas também trabalhos, parte deles enquadráveis nas “teorias da reprodução”, que se dedicam aos processos de “exclusão relativa” que perpassam a massificação escolar e às especificidades da experiência escolar dos “novos alunos”. Os dados do Observatório de Trajetos dos Estudantes do Ensino Secundário e as 20 entrevistas realizadas a jovens de origem africana em trajetos de contratendência permitem observar que a construção desses percursos está ancorada em combinações variáveis e suficientemente duráveis de fatores que procurámos organizar numa tipologia. Do ponto de vista do debate das desigualdades, saem realçados os desafios de fundo da exclusão económica; as desigualdades nas condições de “continuidade cultural” de partida; mas também aspetos que têm que ver propriamente com a experiência escolar dos estudantes e com a capacidade excludente ou integradora dos “circuitos de escolarização” em que se encontram. De diferentes formas, esses aspetos contribuem para que os jovens das classes populares, especialmente das franjas mais instabilizadas e marginalizadas, muitos deles de origem africana, encontrem, à partida e ao longo do trajeto escolar, maiores obstáculos à (re)construção de um sentido significativo para o projeto e sucesso escolares.The present research focuses on the profiles and processes underlying successful educational paths of some students with working class background and of African descent (school counter-trend paths) in order to contribute to the understanding of school social inequalities. We explore the results of several researches on this kind of paths, many of them interested in the families educational strategies and styles, but also studies, some of them related with the "theories of reproduction," dedicated to the processes of "relative exclusion" that permeate the school massification and the specificity of the school experience of the "new students". The data from the Observatório de Trajetos dos Estudantes do Ensino Secundário and 20 interviews with protagonists of counter-trend paths allowed us to observe that the construction of these paths are anchored at a varying and sufficiently durable combinations of factors that we organize in a typology. From the point of view of the school inequalities debate, we highlight the deep challenges of economic exclusion; disparities in conditions of "cultural continuity" of departure; but also aspects that have to do specifically with the school experience of students and the inclusive or exclusive potential of the 'circuits of schooling'. In different ways, these aspects constitute important obstacles, in the outset and along the school pathways, to the (re) construction of a meaningful sense for the educational project and school success of the working class students, especially the most marginalized segments of it, many of them of African descent.
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Parry, Bianca Rochelle. "Eating burnt toast : the lived experiences of female breadwinners in South Africa." Diss., 2014. http://hdl.handle.net/10500/18433.
Full textAbstract:
In modern South African society, many women have overcome traditional notions of gender by becoming breadwinners in their homes and providing primary financial support for their families. Employing a Phenomenological Feminist viewpoint, this dissertation contextualises the meaning that South African female breadwinners (FBW) ascribe to their experiences within their lived environment, utilising data collected from in-depth, unstructured interviews with FBW from the Mpumalanga and Gauteng provinces. While taking into consideration their intersectional experiences of gender, race, as well as cultural and traditional societal pressures, this study represents these womens’ voices in order to understand how they make meaning of and negotiate their spaces and roles as breadwinners. In the course of interviews and analysis, the realities faced by FBW revealed experiences, individual and communal, shared and unique, which expose archaic divisions of gender within our society, which have been hiding behind constructions of reform advocating equality among the sexes.Psychology
M.A. (Psychology)