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This article seeks to explore the ways in which education functioned as a core tenet of the anti-tuberculosis (TB) movement in early twentieth-century Britain. Education can be seen to have taken on a unique role in the therapeutic regimes for TB from the late 1880s with Robert Philips’s Edinburgh Dispensary system. The focus on the ‘social management’ of the disease, however, continued to evolve throughout this period as it interacted with a broad and varied landscape of therapeutic provision for TB. By looking at the case of the Post Office Sanatorium Society (POSS), this article brings to light the ways in which themes of working-class sociability, respectability and autonomy created and sustained a unique system of therapeutic pedagogy for the tuberculous worker. Such pedagogy was emblematic of what Melanie Keene has termed ‘familiar science’, a mode of scientific education with its origins in early nineteenth-century educational practice. [ABSTRACT FROM PUBLISHER]

This article explores poverty from the perspective of the intergenerational transmission. That is, it suggests that communities, and specifically a post-industrial community in South Wales, had developed coping strategies to manage the precarious character of employment associated with the mining and steel industries. These post-industrial communities are now marked by poverty. Part of the way schools are currently adapting to changes in the economic base is to offer more vocationally oriented courses especially in the upper school. This article asks whether this kind of provision is enough for young people in post-industrial communities. To understand achievement in education, it is becoming increasingly important to recognise the cultural values that young people inherit from the industrial past and how these still act as survival strategies today. [ABSTRACT FROM PUBLISHER]

This paper argues that working-class widening participation in education is not necessarily new. While it can be argued that it was established in the late twentieth century as a concept and government strategy, aspects of its origins can be traced back to movements such as the mechanics' institute movement, first established by the 1850s. Such developments provide some evidence of working-class individuals accessing general, vocational, elementary, and even higher education which would otherwise have been denied to them. However, what this paper argues is that, whilst there were some comparable features between the two centuries, others reveal a policy environment and discourse in the twenty-first century that serves to maintain the position of working-class individuals, rather than supporting social mobility. Adult, informal and vocational courses at various levels can provide alternative routes to that of higher education. It also provides an example of how awareness of historical developments can be illuminating of today's policy discourse. [ABSTRACT FROM AUTHOR]

This article explores the learning experiences and learner identity of working class adult students in an elite UK university using biographical approaches. The stories of the adult students are used to illuminate their highs and lows of being a university student while also juggling with their other life roles. It argues that university life offers the potential for a changed identity while still maintaining their working class identity. In looking at what 'keeps them going on' with their studies the importance of support, particularly from lecturers is highlighted not only in terms of academic support but also in terms of lecturers understanding their life and personal experiences and the struggles and hardships which these may entail. Without this support and sense of belonging at the university it is difficult to develop a learner identity and succeed with their studies. [ABSTRACT FROM AUTHOR]

The article discusses the history of educational sociology in Great Britain, with particular focus given to the impact of sociologist and educator Karl Mannheim on the development of the field. The author explains the importance of working-class life and social class inequality and their impact on children's educational outcomes to the study of educational sociology, along with the development of a U.S.-influenced neo-Marxist sociology of education concerned with the detriments of neoliberalism. The author also explains the need for sociology to inform the creation of educational policy.

Since its emergence in the early 1970s, glam rock has been theoretically categorised as a moment in British popular culture in which essentialist ideas about male gendered identity were rendered problematic for a popular music audience. Drawing on a Bourdieusian theoretical framework, the article argues that while this reading of glam is valid, insufficient attention has been given to an examination of the relevance of educational capital vis-à-vis the construction of self-identity in relation to glam. It is therefore concerned with raising questions about social class in addition to interrogating questions of gender. The article draws on the ethno-biographies of a sample of glam's original working class male fans: original interviews with musicians and writers associated with glam, as well as published biographical accounts. In doing so it contends that glam's political significance is better understood as a moment in popular culture in which an educationally aspirant section of the male working-class sought to express its difference by identifying with the self-conscious performance of a more feminised masculinity it located in glam. [ABSTRACT FROM PUBLISHER]

This paper presents data collected in individual case studies that aimed to investigate children and their families who succeeded against the usual 'odds' of disadvantage. Funded as an extension of EPPE 3-11 by the Cabinet Office for the Equalities Review, the study focused particularly closely upon the performance of disadvantaged children from White and minority ethnic groups. The study found that disadvantaged families often have high aspirations for their children and provide significant educational support through 'concerted cultivation'. The paper discusses the implications for policy and for practice and argues that much of the popular criticism of state policies related to social exclusion fail to acknowledge the need to engage with the policy in action as well as in theory. It is also argued that these policies offer significant and valuable contexts for supporting efforts on the part of families and individuals to achieve success in education 'against the odds'. [ABSTRACT FROM AUTHOR]

Drawing on case studies of 27 working-class students across four UK higher education institutions, this article attempts to develop a multilayered, sociological understanding of student identities that draws together social and academic aspects. Working with a concept of student identity that combines the more specific notion of learner identity with more general understandings of how students are positioned in relation to their discipline, their peer group and the wider university, the article examines the influence of widely differing academic places and spaces on student identities. Differences between institutions are conceptualised in terms of institutional habitus, and the article explores how the four different institutional habituses result in a range of experiences of fitting in and standing out in higher education. For some this involves combining a sense of belonging in both middle-class higher education and working-class homes, while others only partially absorb a sense of themselves as students. [ABSTRACT FROM AUTHOR]

The literature suggests that members of the working class value informal ('hot') information rather than formal ('cold') information. They are also said to lack a future orientation; have a fatalistic (and pessimistic) attitude to life; and have low aspirations. These values should influence the way students from working-class backgrounds approach career decision-making. Thirty in-depth interviews with full-time undergraduates in their final year of study were carried out to find out if this was the case. The research found that students from working-class backgrounds did not possess many of the values indicated in the literature. They did, however, show a reluctance to make use of formal sources of information from places like the university careers service. Their failure to utilise such sources appears to be a key factor contributing to significant gaps in the students' knowledge and understanding of the graduate labour market. It also means they are inadequately prepared for making the transition into graduate employment. The article concludes by suggesting that the provision of better careers information is not enough. There is a need to make university careers services more welcoming so that they become a source of 'hot' information. The article also suggests that students should be encouraged to reflect critically on how they undertake career decision-making and planning. By getting students to engage in activities that challenge their taken-for-granted assumptions and biases, they are more likely to develop alternative approaches to career decision-making. [ABSTRACT FROM AUTHOR]

The White Paper on Education (2006) re-emphasises the importance of parents within education policy and, in particular, the key role of parental choice. However, this article argues that parental choice is an inequitable process in which privileged parents are far more likely to have and exercise choice than their less privileged counterparts. The consequences are geographies of schooling which are highly class differentiated. Compounding these inequitable geographies of schooling are invidious representations of inner-city comprehensives as unruly places, characterised by poor performance and bad behaviour. Drawing on Rob Shield's conceptualisation of 'places on the margin' and the voices of working-class students, this paper attempts to present a different perspective on inner-city comprehensives from those represented in dominant middle-class imaginaries. [ABSTRACT FROM AUTHOR]

This research note aims to address concerns about schools as sites where students wrestle, materially and subjectively, with classed based notions of femininity, the promotion of heterosexuality, and the support of hetero‐normative, middle class families against and in contrast with their own working class families, identities and experiences. Two relatively neglected issues in education, those of sexuality and class, are addressed in order to highlight the interconnections in living out these often analytically separated categories. This piece draws upon the findings of an ESRC funded project ‘Working class lesbians: classed in a classless climate’, which examines the life experiences and identities of self‐identified working class lesbians in the UK. [ABSTRACT FROM AUTHOR]

This study reviews recent innovations in three countries--Canada, Great Britain, and the U.S.--toward the provision of education and training for labor's professional staff, officials, and leaders. It highlights the overall approach and several of the initiatives adopted in each country, and then discusses some opportunities and barriers toward the development of this important facet of labor education. It complements recent discussions about the forms and purposes of labor education, in general, and current debates about the revitalization of the labor movement. The study concludes with a call for more systematic discussion of these issues and further analysis of different approaches. [ABSTRACT FROM AUTHOR]

This article investigates the political career of the British legislator John Turner Walton Newbold in the early 1930s in Great Britain. Among of his idiosyncratic political development were as follows: as a Marxist intellectual and revolutionary propagandist, active in support of the Russian Revolution; as a force in independent working class education through the Plebs League and Labour College movements; as a member of the Macmillan Committee on Finance and Industry set up by the 1929 Labour government; and others were mentioned by the authors.

Describes the effect of a working class background on the author while she was enrolled in a British university during the late 1940s. Requirement to transcend the subtleties of taboo and the limits of discretion; Vulnerability to objectification and anger; Harassment of male colleagues.

A chapter of the book "Labour/Le Travail" is presented. It explores the educational provision for trade unionists in Great Britain. It highlights review on the development of the education of workers and trace the establishment and purposes of the centralized Trades Union Congress (TUC) shceme. Additionally, understanding on how industrial studies has developed to help Canadian scholars and trade union educators are also offered.

Provides a detailed analysis of developments in the education of workers in Great Britain from 1986-1996. Dominance of skills training; Increase in marginalization of universities; Decline in number of staff, resources and programs.