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Qualitative research for education: An introduction to theories and methods

Learning to Labour: How Working Class Kids Get Working Class Jobs

The future of nostalgia: Revindicating Spanish actors and acting in and through Cine de barrio

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Imperial Leather: Race, Gender and Sexuality in the Colonial Contest

The Dialectics of Seeing: Walter Benjamin and the Arcades Project

This paper is about the struggle for value by those who live intensified devaluation in the new conditions of legitimation and self-formation, by which the self is required to repeatedly reveal its value through its accrual and investment in economic, symbolic, social and cultural capitals. It explores how this value struggle is experienced: felt affectively, known and spoken through discourses of injustice. Drawing on a small research project, which uses the British New Labour government’s Respect Agenda as an evocative device to provoke discussion, the paper details how those positioned as already marginal to the dominant symbolic, presented as ‘useless’ subjects rather than ‘subjects of value’ of the nation, generate alternative ways for making value. It examines how the experience of injustice generates affective responses expressed as ‘ugly-feelings’. The conversion of these ‘ugly feelings’ into articulations of ‘just-talk’ reveals how different understandings of value, of what matters and what counts, come into effect and circulate alongside the dominant symbolic. The issue that most angered working-class respondents is how they are positioned, judged, blamed and held responsible for an inheritance over which they have no control, ‘an accident of birth’. They were acutely aware of how they were constantly judged and de-legitimated and how practices such as selfishness and greed were legitimate for others. Showing how they refuse to authorize those they consider lacking in value but with authority and in a position to judge, the paper demonstrates how class relations are lived through a struggle, not only against economic limitation but a struggle against unjustifiable judgment and authority and for dignified relationality. The paper reveals a struggle at the very core of ontology, demonstrating how the denigrated defend and make their lives liveable; an issue at the heart of current austerity politics which may have increased significance for the future.

Struggles for value: value practices, injustice, judgment, affect and the idea of class.

Based on empirical research conducted with academic staff working on fixed-term contracts, the article explores the subjective experience of anxiety in the UK’s ‘neoliberalising’ higher education (HE) sector. As HE undergoes a process of marketisation, and the teaching and research activities of academics are increasingly measured and scrutinised, the contemporary academy appears to be suffused with anxiety. Coupled with pressures facing all staff, 34% of academic employees are currently working on a fixed-term contract and so must contend with the multiple forms of uncertainty associated with their so-called ‘casualised’ positions. While anxiety is often perceived as an individualised affliction for which employees are encouraged to take personal responsibility, the article argues that it should be conceptualised in two ways: firstly, as a symptom of wider processes at work in the neoliberalising sector; and secondly, as a ‘tactic’ of what Isin (2004) refers to as ‘neuroliberal’ governance. The article concludes by proposing that the figure of the ‘neurotic academic’ is emblematic of the contradictions facing the contemporary academy.

The neurotic academic: Anxiety, casualisation and governance in the neoliberalising university

This paper interrogates the relationship between working-class participation in higher education (HE) in England and social and cultural mobility. It argues that embarking on a university education for working-class people has been construed in governmental discourses as an instrumental means of achieving upward mobility, or of aspiring to ‘become middle class’. Education in this sense is thus not only understood as having the potential to confer value on individuals, as they pursue different ‘forms of capital’, or symbolic ‘mastery’ (Bourdieu, 1986), but as incurring a form of debt to society. In this sense, the university can be understood as a type of ‘creditor’ to whom the working-class participants are symbolically indebted, while the middle classes pass through unencumbered. Through the analysis of empirical research conducted with staff from working-class backgrounds employed on a university Widening Participation project in England, the article examines resistance to dominant educational discourses, which understand working-class culture as ‘deficient’ and working-class participation in HE as an instrumental means of securing upward mobility. Challenging the problematic notion of ‘escape’ implicit in mobility discourses, this paper concludes by positing the alternative concept of ‘fugitivity’, to contest the accepted relationship in HE between creditor and debtor.

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Working-Class Participation, Middle-Class Aspiration? Value, Upward Mobility and Symbolic Indebtedness in Higher Education

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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Embodying Deficiency Through 'Affective Practice': Shame, Relationality, and the Lived Experience of Social Class and Gender in Higher Education.

The article contends that working-class identities in Britain today are increasingly positioned as ‘valueless’. Emerging from empirical research with students and staff from working-class backgrounds based in higher education institutions, the article explores how some of the male participants in the project continue to identify in class-based terms. Arguing that a tendency to dwell on the past has opened up the possibility of a ‘valuable’ identification for these participants in the present, the article focuses on the critical dimensions of nostalgia and collective memory by exploring two particular kinds of ‘mnemonic imagination’ (Keightley and Pickering, 2012; Pickering and Keightley, 2013): ‘flat-capping it’ and ‘family folklore’. Far from being regressive, it is concluded that a recourse to the past in this particular context can be seen as a retroactive strategy, which enables the negotiation of gendered working-class subjectivities in the present, as well as providing a critical perspective on the future for those whose classed identities are so often rendered as ‘valueless’.

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Vik Loveday

Papers

Struggles for value: value practices, injustice, judgment, affect and the idea of class.

The neurotic academic: Anxiety, casualisation and governance in the neoliberalising university

Working-Class Participation, Middle-Class Aspiration? Value, Upward Mobility and Symbolic Indebtedness in Higher Education

Embodying Deficiency Through 'Affective Practice': Shame, Relationality, and the Lived Experience of Social Class and Gender in Higher Education.

‘Flat-capping it’: Memory, nostalgia and value in retroactive male working-class identification