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Journal articles on the topic 'Working class experience'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Lovett, Trevor, and Nadia Lovett. "Academic Alien: Portrait of a Working-Class Man‟s Higher Education Experience." International Journal of Social Science and Humanity 6, no. 2 (February 2016): 145–48. http://dx.doi.org/10.7763/ijssh.2016.v6.634.

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2

Archibald, W. Peter, and Simon J. Charlesworth. "A Phenomenology of Working Class Experience." Canadian Journal of Sociology / Cahiers canadiens de sociologie 26, no. 3 (2001): 521. http://dx.doi.org/10.2307/3341902.

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3

Taylor, Katharine. "A Phenomenology of Working Class Experience." Sociological Review 50, no. 2 (May 2002): 303–6. http://dx.doi.org/10.1111/1467-954x.t01-1-00368.

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Crossley, Nick. "A Phenomenology of Working Class Experience." International Journal of Epidemiology 32, no. 4 (August 2003): 675–76. http://dx.doi.org/10.1093/ije/dyg234.

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5

Thelin, William. "How the American Working Class Views the “Working Class”." Humanities 8, no. 1 (March 12, 2019): 53. http://dx.doi.org/10.3390/h8010053.

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This article reviews the complications in understanding some of the conflicting tenets of American working-class ethos, especially as it unfolds in the college classroom. It asserts that the working class values modesty, straightforwardness, and hard work and has a difficult time accepting an ethos based in formal education. The article also discusses some of the performance aspects of working-class texts and explores the difficulties that outsiders face in trying to analyze/critique working-class experience.

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Soria, Krista, and Mark Bultmann. "Supporting Working-Class Students in Higher Education." NACADA Journal 34, no. 2 (December 1, 2014): 51–62. http://dx.doi.org/10.12930/nacada-13-017.

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Utilizing data from the multi-institutional Student Experience in the Research University survey, we examined self-identified working-class students' experiences in higher education. The results suggest that working-class students experience a lower sense of belonging, perceive a less welcoming campus climate, and pursue fewer social engagements than their peers who self-identify as middle/upper-class. Specific suggestions direct academic advisors to promote working-class students' success.

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7

Licht, Walter, Eric Arnesen, Julie Greene, Bruce Laurie, and Calvin Winslow. "Labor Histories: Class, Politics, and the Working-Class Experience." Journal of American History 86, no. 4 (March 2000): 1808. http://dx.doi.org/10.2307/2567663.

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8

Dominique, Chloe. "A Lesson in Class: the working-class experience of Anthropology." Teaching Anthropology 10, no. 1 (August 3, 2021): 60–70. http://dx.doi.org/10.22582/ta.v10i1.586.

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This paper focusses on socio-economic class structures, as they relate to the study and practice of anthropology. More specifically, it discusses the ways that working-class or financially precarious anthropologists (students, researchers and teachers) negotiate tensions found within the British university. It is concerned with the current climate of ‘diversity’ in education, and the role that socio-economic inequity plays in these discussions. This paper seeks to make room for class; it asks what we can learn from giving voice to the insidious silence that plagues it, in a context of neoliberal identity politics (Wrenn, 2014), ensuing ethnicist diversity practices (Brah, 1991), and what I would call ‘cursory diversity’ - what Sara Ahmed refers to as a ‘hopeful performative’ (2010, p.200). It is argued that anthropology as a discipline must start attending to the ways that financial precarity and social class impact the subjects that study, not just the subjects of study, by reflecting on the venacularity of the academy and the discipline itself. It achieves this through exploring the vernacularity of the working-class anthropologists’ experiences in relation to the prism of ‘diversity’; how class refracts to produce multiple forms of experience, of assimilation, and of exclusion - as well as resistance to such enclosure.

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Kotkin, Stephen. "Class, the Working Class, and the Politburo." International Labor and Working-Class History 57 (April 2000): 48–52. http://dx.doi.org/10.1017/s0147547900212696.

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The experience of socialist countries, which Geoff Eley and Keith Nield do not address, raises fundamental questions about their argument. Class-based thinking and rhetoric under Soviet socialism served as a weapon in the hands of the authorities, not as a vehicle for critical analysis, let alone for human emancipation. Before 1917, class-based ways of looking at the world presented enormous, indeed insurmountable obstacles for a liberal-based politics. Eley and Nield, while embracing liberalism, want to retain a role for class, but their vague proposals are almost exclusively rooted in historiographical polemics of overblown significance.

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10

Shotwell, Gregg. "A Working-Class Sherlock." Monthly Review 68, no. 5 (October 7, 2016): 62. http://dx.doi.org/10.14452/mr-068-05-2016-09_7.

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Timothy Sheard, the Lenny Moss mystery series (New York: Hardball).At its best, the art of fiction reveals the underlying truth of human relations: we are communal and collaborative by nature. Selfishness and greed are social aberrations because, ultimately, they violate the principle of self-preservation. No wonder we are drawn to crime stories: they mirror our common experience. Capitalism is high crime disguised as church doctrine. Conspiracy is evident, though the evidence is concealed. Hence, our fascination with the detective genre. We are in dire need of Timothy Sheard's scrutiny—a detective who peers through a working-class eyeglass.Click here to purchase a PDF version of this article at the Monthly Review website.

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11

Saville, John, and D. G. Wright. "Popular Radicalism: The Working-Class Experience, 1780-1880." Economic History Review 42, no. 1 (February 1989): 134. http://dx.doi.org/10.2307/2597057.

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12

Charlesworth, Simon J. "Reflections on Working-Class Space,Being,and Experience." Space and Culture 7, no. 3 (August 2004): 327–42. http://dx.doi.org/10.1177/1206331204266198.

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13

Savage, Mike. "Book Review: A Phenomenology of Working-Class Experience." Sociological Research Online 5, no. 3 (December 2000): 106–7. http://dx.doi.org/10.1177/136078040000500303.

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14

Zweig, Michael. "Rethinking Class and Contemporary Working-Class Studies." Journal of Working-Class Studies 1, no. 1 (December 1, 2016): 14–22. http://dx.doi.org/10.13001/jwcs.v1i1.6035.

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The field of working class studies is forming in the context of dramatic changes in the labor process and crises in capitalist economies. Workers have historically been slow to adjust to such changes with new organizing strategies. As we seek our bearings among the changes in order to develop the field in ways that enhance the organizational and intellectual capacity of working people, we should hold onto a key point of continuity: whatever the new labor processes or changes in the economy, the working class continues to exist in capitalist societies, within capitalist class dynamics, in which the organization of production underlies material, cultural, and political experience. Race and class continue to be mutually determined. While each is distinct, neither can be properly understood or challenged in isolation from the other.

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Shrivastava, Jaya, Prabhat Kumar Jha, and Ankur Collectives. "Creative Expressions from the architectural landscape of working-class settlements. The Experience of Ankur-Delhi." Astrágalo. Cultura de la Arquitectura y la Ciudad 1, no. 1 (2020): 87–96. http://dx.doi.org/10.12795/astragalo.2020.i27.06.

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16

Dunk, Thomas. "Remaking The Working Class: Experience, Class Consciousness, and the Industrial Adjustment Process." American Ethnologist 29, no. 4 (November 2002): 878–900. http://dx.doi.org/10.1525/ae.2002.29.4.878.

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17

Penney, Emma, and Laura Lovejoy. "Navigating Academia in the ‘Welfare-class’." Journal of Working-Class Studies 2, no. 2 (December 1, 2017): 54–65. http://dx.doi.org/10.13001/jwcs.v2i2.6085.

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The growing field of working-class studies provides a valuable narrative of the experiences of working-class academics, illustrates commonalities among such experiences and provides a space for dismantling the structural class-based disenfranchisement which proves detrimental to working-class scholars’ careers. Recent articles in The Journal of Working-class Studies have identified and named the specific experiences of alienation faced by working-class scholars, which include issues of financial disenfranchisement, issues of taste, accent, and ‘respectability’ (Attfield 2016), issues of ‘passing’, the imposter syndrome, and feelings of class betrayal (Warnock 2016). However, as Nicola Wilson (2016) and others have noted, ‘working-class is a fluid category and grouping’. For many scholars living in or emerging from a background of poverty, the term ‘working-class’ is limited. The term ‘welfare-class’ more appropriately describes the experience of some poor and welfare-reliant scholars. Considering the welfareclass as a distinct category within the working or poor classes, this article documents some of the specific experiences of alienation which pertain to being welfare-class in academia by focusing on the lived experiences of the authors, two academics at postgraduate and postdoctoral level. The article aims to contribute to the representation of poor and welfare-class academics among the growing body of autobiographical and autoethnographic knowledge (Warnock 2016) in working-class studies.

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18

Schwalbe, Michael L., and Clifford L. Staples. "Class Position, Work Experience, and Health." International Journal of Health Services 16, no. 4 (October 1986): 583–602. http://dx.doi.org/10.2190/k7jh-elvc-6qmg-h64n.

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This paper develops a Marxist analysis of the relationships between class position, work experience, the psychological effects of this experience, and subsequent health outcomes. Specifically, it is argued that the structural imperatives of capitalist production make work for those in working-class positions subject to greater routinization and less control than work for those in other class positions. Routinization and control are argued, in turn, to predictably affect two key psychological variables, self-esteem and stress, which are further argued to affect health in predictable ways. Position in the capitalist labor process is thus linked to health via the psychological consequences of the immediate work experience it engenders. Survey data from workers, managers, supervisors, and semi-autonomous employees in five capitalist firms are used to test the descriptive adequacy of this model linking capitalism to ill health for those in working-class positions.

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19

Morgan, Bobbette M. "The Lived Experience: A Study In Teaching Online." Contemporary Issues in Education Research (CIER) 11, no. 2 (March 27, 2018): 83–88. http://dx.doi.org/10.19030/cier.v11i2.10151.

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A researcher with five years’ experience of teaching online classes shares what she has seen and experienced while working with her students. Through the evolution of working with Tegrity, Collaborate, and ZOOM the author shares the lived experience. The work of Max van Manen, a phenomenological researcher, serves as the framework. Descriptions are included of experiences from actual online classes. Research supports the findings: communication is essential in online classes; establishing a community of learners provides support to all involved; and students need to be accountable to themselves, the class and to the professors.

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20

Benjamin, Esther, and Toni L'Hommedieu. "The Divorce Experience of Working and Middle-Class Women." Contemporary Sociology 14, no. 6 (November 1985): 745. http://dx.doi.org/10.2307/2071457.

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21

Vaaranen, Heli. "The Emotional Experience of Class: Interpreting Working-Class Kids’ Street Racing in Helsinki." ANNALS of the American Academy of Political and Social Science 595, no. 1 (September 2004): 91–107. http://dx.doi.org/10.1177/0002716204267494.

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22

Todd, Selina. "Phoenix Rising: Working-Class Life and Urban Reconstruction, c. 1945–1967." Journal of British Studies 54, no. 3 (June 5, 2015): 679–702. http://dx.doi.org/10.1017/jbr.2015.55.

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AbstractBetween 1945 and 1967, England's town and city centers were reconstructed. This article argues that this process of civic redevelopment transformed working-class people's experience of urban life. Frequently represented as a social problem or simply ignored by prewar planning and political rhetoric on civic participation, working-class people were treated as vital to civic life in postwar England. This change had profound implications for people's experience of civic life and for class identity. However, historians of urban change have focused on planners and politicians, while the few histories of postwar working-class life that exist concentrate on selfhood, home, and neighborhood life. Drawing on personal testimonies, press reports, and planning documents this paper argues that working-class people were active agents of change in England's civic centers. Moreover, the experience of civic reconstruction encouraged the development of a sense of entitlement for a more secure and fuller life than earlier generations had experienced. The rebuilding of the civic centers was widely recognized as an achievement of ordinary working-class people, and the rebuilt centers were understood as places that should and could provide for their needs.

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23

Behagg, Clive, and John Belchem. "Industrialization and the Working Class: The English Experience, 1750-1900." Economic History Review 45, no. 2 (May 1992): 423. http://dx.doi.org/10.2307/2597642.

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24

Richards, L. "Rethinking U.S. Labor History: Essays on the Working-Class Experience." Journal of American History 99, no. 3 (December 1, 2012): 881–82. http://dx.doi.org/10.1093/jahist/jas375.

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25

Miller, Peggy J., Grace E. Cho, and Jeana R. Bracey. "Working-Class Children’s Experience through the Prism of Personal Storytelling." Human Development 48, no. 3 (2005): 115–35. http://dx.doi.org/10.1159/000085515.

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26

de Almeida, Ana Nunes. "Industry, Family, and Class: The Working-Class Community in Barreiro." Journal of Family History 19, no. 3 (September 1994): 197–212. http://dx.doi.org/10.1177/036319909401900301.

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Frequently placed on the edges of scientific debate and analyzed in relation to problems or theoretical constructs specific to other social groups, the portrait of the “working-class family” is too often the product of logical deductions and a sort of no-man's land. The research project described by the present article concerns factories, working-class groups, and family strategies in Barreiro, a Portuguese industrial town near Lisbon, the Portuguese capital. Special attention is given to reconstructing the industrial experience at a regional level and to the study of workers in the cork and heavy metallurgical industries of Barreiro. The results suggest the internal diversity of the working-class world and two different kinds of linkeage between family and workplace life—the survival strategy of cork workers in the 1920s, and the promotion strategy of the metal workers in the 1950s.

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27

Towers, George W., Joan R. Poulsen, Darrin L. Carr, and Aimee N. Zoeller. "Mentoring for Faculty from Working-Class Backgrounds." Journal of Working-Class Studies 5, no. 1 (June 1, 2020): 101–18. http://dx.doi.org/10.13001/jwcs.v5i1.6255.

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Faculty mentoring across gender, race, and culture is facilitated by formal mentoring programs. Mentoring across the cultural differences associated with social class, however, represents a largely unaddressed gap in the provision of formal faculty mentoring. Based on a pre-program needs survey, we designed and delivered a pilot program that served working-class faculty with mentoring on career self-efficacy. Assessment showed that working-class faculty mentees made gains in this important construct. Our concluding discussion reflects upon the role of mentoring in the experience of working-class faculty.

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28

BURGER, LISA K., and PEGGY J. MILLER. "Early talk about the past revisited: affect in working-class and middle-class children's co-narrations." Journal of Child Language 26, no. 1 (February 1999): 133–62. http://dx.doi.org/10.1017/s0305000998003675.

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This study contributes to our understanding of sociocultural variation in children's early storytelling by comparing co-narrations produced by children and their families from two European-American communities, one working-class and one middle-class. Six children from each community were observed in their homes at 2;6 and 3;0 years of age, yielding a corpus of nearly 400 naturally-occurring co-narrations of past experience. Analyses of generic properties, content, and emotion talk revealed a complex configuration of similarities and differences. Working-class and middle-class families produced co-narrations that were similar in referential/evaluative functions and temporal structure, with a preponderance of positive content. Working-class families produced twice as many co-narrations as their middle-class counterparts, produced more negative emotion talk, and used more dramatic language for conveying negative emotional experience. These findings suggest that (1) differentiation between working-class and middle-class communities in the content of early narratives may occur primarily with respect to negative experience and (2) researchers need to go beyond emotion state terms in order to accurately represent sociocultural variation in personal storytelling.

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29

Matthews, David. "The Working-Class Struggle for Welfare in Britain." Monthly Review 69, no. 9 (February 3, 2018): 33. http://dx.doi.org/10.14452/mr-069-09-2018-02_3.

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The experience of the British working class from the late nineteenth century to the current era of austerity illustrates that for labor, the welfare state is not just a mechanism to enhance the accumulation of capital or reinforce oppression. From the beginning, it was a vital part of the class struggle—and so it remains today.Click here to purchase a PDF version of this article at the Monthly Review website.

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30

Danysk, Cecilia, and Bryan D. Palmer. "Working Class Experience: Rethinking the History of Canadian Labour, 1800-1991." Labour / Le Travail 32 (1993): 296. http://dx.doi.org/10.2307/25143738.

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31

Teeple, Gary, and Bryan D. Palmer. "Working Class Experience: Rethinking the History of Canadian Labour, 1800-1991." Canadian Journal of Sociology / Cahiers canadiens de sociologie 21, no. 1 (1996): 126. http://dx.doi.org/10.2307/3341448.

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32

Millington, Gareth, and Andrew Wallace. "Editorial: Working-class heritage and the city." Journal of Urban Cultural Studies 6, no. 2 (September 1, 2019): 183–97. http://dx.doi.org/10.1386/jucs_00009_1.

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Abstract Here, we introduce a series of concepts and debates that provide a meta-context for the papers on the topic of working-class heritage and the city that follow. We propose Henri Lefebvre's seminal work on the dissolution of the city as a theoretical framing device via brief detours through notions of museification, authenticity and 'communicity'. The fundamental problematic, as we see it, is that urban working-class heritage is symptomatic of the dissolution of the industrial city and an attempt ‐ conditioned by economic, social, cultural and political imperatives ‐ to reimagine and/or reconfigure the legacies of this city. While we agree that heritage is an active process ‐ it is selected, curated, narrated and interpreted, or 'decoded' by individuals and social groups in a reflexive manner ‐ we also suggest, on the evidence of the papers collected here, that working-class heritage delivers an ambivalent experience and response.

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33

Krebs, Angela S., and Eileen L. Kaller. "Supporting Teacher Learning: Using Nested Lessons in a Methods Class." Teaching Children Mathematics 13, no. 1 (August 2006): 50–55. http://dx.doi.org/10.5951/tcm.13.1.0050.

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In recent years, elementary school preservice teachers often have a fieldwork experience before student teaching. However, the quality of these experiences varies greatly (Wilson, Floden, and Ferrini-Mundy 2002). What supports a good fieldwork experience? Certainly we want students to be taught in classrooms in which they are asked to reason, represent, and communicate. At the University of Michigan–Dearborn, we strive to find these sorts of placements—first, by working with districts using reform-based materials and, second, by asking local district leaders to identify exemplary teachers. Moreover, our future teachers have experienced inquiry-based lessons in the mathematics and science courses they take as university students. Even with this careful design, when we observe classrooms in the field we find that future teachers focus on surface aspects rather than on mathematical thinking. This experience concurs with the findings of Moore (2003) and Putnam and Borko (2000), who found that novices focus on management and procedures, not on learning. So we asked ourselves, How do we sharpen the future teachers' focus?

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Schofield, Anne. "An Investigation into the Practices of a Class of Field-Based Student Educators Working in Linguistically Diverse Early Childhood Centres." Australasian Journal of Early Childhood 32, no. 2 (June 2007): 23–27. http://dx.doi.org/10.1177/183693910703200205.

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TWENTY EARLY CHILDHOOD STUDENT educators were surveyed on their teaching practices when working with children learning English as a second language in early childhood centres in New Zealand. The bilingual and trilingual participants stated that their practices were based on their own language learning experiences, theories learned in class and practices modelled by experienced educators. Monolingual participants, with no second language learning experiences, stated that their practices were based on theories and observations of other teachers. This seems to highlight the importance of experiences in the field for all student educators, but especially for those with no personal experience of second-language learning. The field-based mode of study is identified as a successful way of providing this experience, as it requires students to work at a centre during their training. This provides them with ongoing opportunities to apply and consolidate knowledge gained in the classroom, and to observe and critically analyse their own practice and that of others.

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Sparks, Tabitha. "WORKING-CLASS SUBJECTIVITY IN MARGARET HARKNESS'SA CITY GIRL." Victorian Literature and Culture 45, no. 3 (August 25, 2017): 615–27. http://dx.doi.org/10.1017/s1060150317000092.

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One of the obvious strengthsof Margaret Harkness's 1887 novelA City Girlis its comprehensive visual record of London's East End. Harkness depicts Whitechapel's geography and public and residential spaces with an authority derived, as we know, from her voluntary residence in the Katharine Buildings, thinly disguised in the novel as the Charlotte Buildings. The Katherine Buildings were a block of apartments for working class tenants built by the East End Dwelling Company; Harkness lived in them for a few months in 1887 and was one of a wave of middle-class women who ventured into such residences, sometimes as employees (“lady rent collectors”) and sometimes, as with Harkness and her cousin Beatrice Potter (later Webb) as writers determined to document in fictional or non-fictional form the conditions in which the poor lived. Harkness's first-hand experience and descriptive acuity has inspired some rich and productive scholarship onA City Girl, which in the form of two scholarly editions (one recent and one forthcoming) is the subject of a modest renaissance. From a literary perspective, most scholars have grappled with the novel's generic affiliation, describing it variously as a New Woman novel, a socialist novel, a sentimental novel, and an example of English naturalism. Some of these critics – principally John Goode and Rob Breton – combine a study of the novel's generic signs with historical attention to Socialism, one of Harkness's many ambivalent and abbreviated political and institutional affiliations in the 1880s and 90s; they use the literary lens of genre study to better understand the author's political consciousness in the context of late-Victorian reform politics. Pursuing another horizon of inquiry, I turn away from the novel's documentary evidence and generic and political loyalties to its elusive but revealing study of artistic representation. It is not the sociological or political milieu of Harkness's East End heroine, Nelly Ambrose, that interests me, but the link that Harkness establishes between Nelly's impoverished mind and her impoverished world, which I read principally through her unfamiliarity with narrative representation. Harkness sustains two discrete perspectives inA City Girl: Nelly experiences the world in episodic moments, and her inability to shape these moments into a purposeful or predictive sequence makes her effectively powerless to control the events that shape her life. Her distance from a narrative consciousness alerts us to the second perspective in the novel which might otherwise escape special notice: the narrative realism thatA City Girlparticipates in, that the experience of reading the novel activates, and that is self-consciously followed by Arthur Grant, Nelly's seducer. Arthur's class-based narrative advantage over Nelly enables him to write the story of their affair and control its outcome much in the way that the readers ofA City Girlhave worked to make sense of Nelly's detached and inexpressive character, and have often made their own determinations about the novel's ending. The medium of the novel's hostility to Nelly's particular kind of consciousness is a metaliterary reflection, then, of the subjugation by narrative disadvantage that we see play out in the story.

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Dave, Paul. "Choosing Death: Working-Class Coming of Age in Contemporary British Cinema." Journal of British Cinema and Television 10, no. 4 (October 2013): 746–68. http://dx.doi.org/10.3366/jbctv.2013.0173.

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Starting with Franco Moretti's hypothesis of a relationship between the experience of modernity and the coming of age narrative in the European novel, this article explores representations of the working-class Bildung in contemporary British films that can be seen as responding to social and economic changes generally associated with neoliberalism. Contrasting the emphasis on the individual negotiation of social space in the films of Danny Boyle with work from a range of directors, including Ken Loach, Penny Woolcock, Shane Meadows and Anton Corbijn, along with recent production cycles such as the football film, the article seeks to identify representations of working-class experiences, both limiting and liberating, which mark the inherently problematic attempt to imagine a successful working-class coming of age. In doing so, the article considers the usefulness of Raymond Williams’ class-inflected account of traditions of the social bond, in particular his notion of a ‘common culture’. At the same time, it examines how such representations of working-class life often emphasise the experience of class conflict, distinguished here from class struggle, and how, formally, this emphasis can result in narratives which are marked less by what Moretti describes as the ‘novelistic’, temporising structures of the classical Bildungsroman and more by the sense of crisis and trauma found in the late Bildungsroman and modern tragedy. Ultimately, the article argues for the relevance of the long view of the social history of Britain, as a pioneer culture of capitalism, in understanding these aspects of the representation of class cultures in contemporary British film.

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McCall Howard, Penny. "Workplace cosmopolitanization and "the power and pain of class relations" at sea." Focaal 2012, no. 62 (March 1, 2012): 55–69. http://dx.doi.org/10.3167/fcl.2012.620105.

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This article examines the "power and the pain of class relations" (Ortner 2006) through the experience of Scottish men working in the global shipping, offshore oil, and fishing industries: industries in which the nationality of workers has changed significantly since the 1980s. It combines recent anthropological literature on subjectivity and cosmopolitanism with a Marxist understanding of class as generated through differing relationships to production. The article describes how British seafarers have experienced the cosmopolitanization of their workplaces, as workers from Portugal, Eastern Europe, and the Philippines have been recruited by employers in order to reduce wages, working conditions, and trade union organization. Drawing on Therborn (1980), it concludes that the experiences gained through this process have led to the development of multiple and often contradictory subjectivities, which people draw on as they choose how to act in moments of crisis, and as they imagine possible futures.

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38

Clark, Brittany. "I Was a Retail Salesperson: An Examination of Two Memoirs About Working in Retail." Journal of Working-Class Studies 3, no. 1 (June 1, 2018): 40–49. http://dx.doi.org/10.13001/jwcs.v3i1.6115.

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This article considers Barbara Ehrenreich’s Nickel and Dimed (originally published in 2001) and Caitlin Kelly’s Malled (2011) as representational narratives of working-class retail workers. The display of working-class experience in each work is considered in the context of the authors’ lives and experiences, considering use of language, events and broader expectations of the working life of retail salespeople. Using Stuart Hall’s concept of the ‘Other’ (2013) as a theoretical key point, the article also considers, for an American perspective specifically, how these workers are constructed in the broader ideology of the nation state.

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Kirk, John. "‘I don't think that does leave you, because it's about where you come from’: Exploring Class in the Classroom." Sociological Research Online 13, no. 1 (January 2008): 54–66. http://dx.doi.org/10.5153/sro.1686.

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This article examines a teacher identity through the context of class background and habitus. It considers the significance of class transition, probing how a teacher's working-class history informs and helps define the emergence and consolidation of a teacher identity – to shape what is called here a particular ‘teacherly self.’ It explores some of the difficulties the working-class actor may experience on entering a largely middle-class profession. This transitional experience has generally gone by the term upward mobility, but the word mobility, with its largely favourable connotations of positive movement, is substituted for the notion of transition, which suggests a more complex and complicated process. The article shows how a working-class background informs class practice; in particular, how a class structure of feeling shapes attitudes and approaches to working-class pupils and their needs. By using oral history methods and aspects of narrative theory, the article seeks to underline how the continued significance of class finds complex expression in British culture.

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Foweraker, Joe, and Luisa Passerini. "Fascism in Popular Memory: The Cultural Experience of the Turin Working Class." British Journal of Sociology 40, no. 1 (March 1989): 167. http://dx.doi.org/10.2307/590315.

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Frisone, Anna. "‘Wandering Thoughts’; The Writing Experience of Working-Class Housewives in 1970s Milan." Gender & History 30, no. 1 (March 2018): 177–95. http://dx.doi.org/10.1111/1468-0424.12332.

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Whiting, R. C. "Taxation and the Working Class, 1915–24." Historical Journal 33, no. 4 (December 1990): 895–916. http://dx.doi.org/10.1017/s0018246x00013807.

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The working class's experience of the tax system is an important aspect of its relationship with the state. This article examines the nature of this connexion during the First World War and its aftermath when fiscal policy was subject to intense political pressure. Two themes are paramount, those of resistance and appropriation. From the point of view of governments the less tax collection encouraged class-based opposition the better. Because the level of tax payments depended on varied circumstances within social groups – caused by family size or patterns of consumption, for example – the lines of differentiation were more finely drawn than the contours of social class. Many tax payments affected the individual as a citizen within the political system rather than as a producer within the economy. The articulation of resentment about tax burdens with conflicts in the economy was not therefore automatic. However, when governments were closely involved in the running of the economy, as in the First World War, it was helpful to use the tax system as an instrument of social justice, so that efforts to generate a common purpose might not be impaired by resentment of the disproportionate gains of others. In these circumstances taxpayers might well be encouraged to see the tax system as a way of appropriating or limiting the wealth of other classes, in a way which did bring it into closer relationship with the economy.

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Byrne, George. "Individual weakness to collective strength: (Re)creating the self as a ‘working-class academic’." Journal of Writing in Creative Practice 12, no. 1-2 (April 1, 2019): 131–50. http://dx.doi.org/10.1386/jwcp.12.1-2.131_1.

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This article is an autoethnographic account of my experience of becoming a working-class academic. I have found that, in addition to overcoming structural inequalities, ‘escaping’ a working-class home to seek a new life in a strange world has required the construction of a new identity that is neither entirely ‘academic’ nor entirely ‘working-class’. I discuss my perspective on class privilege and inequality through my experience of being part of a group of people who tend to exist in academia as invisible individuals. I have written this article as a practical exercise that contributes to increasing this visibility because, by becoming a more visible and collective community, it is possible to challenge existing notions of what it means to be working-class, to be an academic or to be both.

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Hui, Bryant P. H., Pun Ngai, Jack Linchuan Qiu, and Anita Koo. "Having Less But Giving More: Work Experience and Prosocial Behavior of Chinese Working-Class Youth." Youth & Society 52, no. 8 (April 3, 2019): 1582–601. http://dx.doi.org/10.1177/0044118x19840239.

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Adolescent behavior is often negatively viewed especially regarding work experience. By introducing a concept of prosocial behavior, our study attempts to provide an alternative view on the effects of teenage job and work experience. We hypothesized that work experience could generate more prosocial behaviors. By surveying a large group of working-class youth ( N = 2,860) from eight Chinese vocational schools and using structural equation modeling, we confirmed that the pattern of “having less, giving more” could be found in our sample. Our findings revealed that work experience could facilitate prosocial behavior via the increase of knowledge of both contract-based rights and labor action. By understanding working-class youth’s prosocial behavior as a positive outcome of work experience, this study calls for further research on other positive outcomes, such as cooperation, civic engagement, and solidarity, among working-class youth.

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McKenzie, Joanne. "‘The Person God Made Me to Be’: Navigating Working-Class and Christian Identities in English Evangelical Christianity." Sociological Research Online 22, no. 1 (February 2017): 213–25. http://dx.doi.org/10.5153/sro.4262.

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This article explores the lived experience of class in relation to English evangelical Christianity. It examines how the subjective, affective impacts of class are felt, navigated and negotiated by working-class evangelical church leaders in the context of everyday ministry. Recent class analysis ( Abrahams and Ingram 2013 ; Friedman 2016 ; Reay 2015 ) has mobilized and developed the Bourdieusian concept of ‘cleft’ or divided habitus ( Bourdieu 2000 ) in empirical study of the emotional impact of movement across class fields. Examining data produced in interviews with evangelical leaders, this article draws on this work, exploring how working-class evangelical leaders experience cleft habitus as they engage with different class fields in the course of their work in ministry. It is argued that, whilst often overlooked in research on classed subjectivities, religious identity plays a critical role in provoking distinctive responses to the everyday experience of class. The accounts suggest that, in the negotiation of feelings of cleft habitus, interviewees’ Christian subjectivity prompts a proactive seeking of an integrated identity that is both evangelical and working-class.

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Gavriliuk, Vera V. "Class solidarity of working youth in the service sector." Siberian Socium 5, no. 1 (2021): 81–91. http://dx.doi.org/10.21684/2587-8484-2021-5-1-81-91.

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The purpose of this article is to show the peculiarities of the class self-awareness and solidarity formation among the new working class youth occupied in the service sector of the economy. The main tasks include revealing the correlation between the traditional content and forms of class solidarity of workers and their manifestations among the new working class youth; substantiating the use of a class approach to the analysis of the problems of young people employed in the service sector of the economy; and revealing the contradictions between the class interests and corporate habitus of the young customer service workers. The research methodology is grounded in the traditional institutional approach adopted in Russian sociology. This article is based on the materials of an empirical study using quantitative and qualitative sociological methods: a mass survey of working-class youth in the Ural Federal District (a target multistage sample model according to four objective criteria: age, gender, place of residence, and employment). Additionally, a biographical interview was conducted, the informants of which are employed in the real sector of the economy and the service sector. The results have revealed that a new working class is being formed in modern Russia, a significant part of which is employed in the service sector of the economy. The active formation of the sphere of customer service reflects the global patterns of the traditional working class tranformation. In the service sector, in contrast to the traditional working class, a significant proportion of young people lack the experience of the class solidarity of previous generations. A new generation of young workers is shaping their own experience of class solidarity in the face of conflicting demands of corporate culture and social status.

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Loveday, Vik. "Embodying Deficiency Through ‘Affective Practice’: Shame, Relationality, and the Lived Experience of Social Class and Gender in Higher Education." Sociology 50, no. 6 (July 11, 2016): 1140–55. http://dx.doi.org/10.1177/0038038515589301.

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Based on empirical research with participants from working-class backgrounds studying and working in higher education in England, this article examines the lived experience of shame. Building on a feminist Bourdieusian approach to social class analysis, the article contends that ‘struggles for value’ within the field of higher education precipitate classed judgements, which have the potential to generate shame. Through an examination of the ‘affective practice’ of judgement, the article explores the contingencies that precipitate shame and the embodiment of deficiency. The article links the classed and gendered dimensions of shame with valuation, arguing that the fundamental relationality of social class and gender is not only generative of shame, but that shame helps in turn to structure both working-class experience and a view of the working classes as ‘deficient’.

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Taylor, Yvette. "The Gap and how to Mind It: Intersections of Class and Sexuality (Research Note)." Sociological Research Online 10, no. 3 (November 2005): 45–53. http://dx.doi.org/10.5153/sro.1120.

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This research note is grounded in the findings of my PhD thesis ‘Working-class lesbians: classed in a classless climate’ (2004), which examines the significance of class and sexuality in the lives of women who self-identify themselves as working-class and lesbian, who are necessarily, unavoidably, painfully and pleasurably, living out the intersection of class and sexuality. I aim to offer an oversight of the project, taking account of the material and subjective inputs into working-class lesbian identity. Drawing on data collected from a series of interviews I will highlight the interconnections between class and sexuality and the role they play in relation to identities and experiences. By drawing on and critically evaluating previous work in the field and related fields I will illustrate the various ways in which working-class lesbians may be seen to constitute a gap in the literature. Hoping to address this gap and this invisibility, I will examine the ways in which class and sexuality are negotiated and represented by my interviewees. I contrast lived experience with notions of a ‘queer identity’ and the material constraints imposed upon the normative expression of identity.

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Croteau, David. "Reflections from the Wrong Side of the Tracks: Class, Identity, and the Working Class Experience in Academe." Contemporary Sociology: A Journal of Reviews 36, no. 2 (March 2007): 133–35. http://dx.doi.org/10.1177/009430610703600209.

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King, Colby. "Counting the Working Class for WorkingClass Studies: Comparing Three OccupationBased Definitions." Journal of Working-Class Studies 4, no. 1 (June 1, 2019): 116–46. http://dx.doi.org/10.13001/jwcs.v4i1.6197.

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A wide variety of definitions of the working class are in use across disciplines and even within working-class studies (Cohen 2001; Zweig 2001; Metzgar 2003; Wilson 2016; Wilson and Roscigno 2018). Responding to Zweig’s (2016) call to maintain continuity in thinking about the working class in working-class studies by recognizing that ‘the working class continues to exist in capitalist societies, within capitalist class dynamics, in which the organization of production underlies material, cultural, and political experience’ (14), I delineate several definitions of the working class and take a close look at three operationalizations of the working class by occupational aggregations, one each suggested by Metzgar (2003) and Cohen (2001) and one I define, inspired by Florida (2002). Using 2017 American Community Survey data, I compare the demographics and geography of the working class through each of these definitions. I illustrate that by many definitions, the working class is a broad and diverse group of workers who live and work in rural, urban, and suburban places, while inequalities both within the working class and between it and other social classes remain pressing issues for investigation. This paper provides a guide for understanding definitions of the working class that will be useful for working-class studies scholars from all disciplines, regardless of methodologies.

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