By Jane Thompson
Utilizing conception, mirrored image, narrativity and auto/biographical writing, Jane Thompson offers a finished knowing of what studying particularly skill, and what schooling can give a contribution to the struggles of operating type girls purpose on altering the situations in their lives. geared up into 3 parts, in the 1st part, Thompson attracts on autobiographical adventure to root theoretical realizing within the authority of private wisdom. partially , she illustrates how theoretical research can tell arguments approximately women's altering relationships to category, group, recognition and schooling. within the ultimate half, she offers unique examples of academic paintings she has been interested by with operating category ladies. Containing bright autobiographical narratives from girls in England and northern eire, ladies, classification and schooling explores compelling own narratives that underline the significance of feminism as a resource of political proposal, social research and alter.
Read or Download Women, Class and Education (Women and Social Class (G. Routledge & Co.).) PDF
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Extra resources for Women, Class and Education (Women and Social Class (G. Routledge & Co.).)
Example text
To stand together . . to stand firmly with kindness, firmly with consideration. Only this way can we hope to show the men folk the error of their ways and stay uncorrupted ourselves. (Sturdy c. 1971) In the event the optimism of Pat Sturdy and her co-workers was misplaced and met with considerable hostility from the official trade union movement, revealing the difficulties of trying to build up a strong workers’ organisation for women outside official union structures. I forget at which Women’s Liberation conference I met May Hobbs, the main spokeswoman for the Cleaners’ Action Group, but she had already established close relations with Dalston Women’s Liberation Workshop – a Marxist feminist group – and began to send us cyclostyled copies of The Cleaner’s Voice, which got distributed to 1,000 night cleaners in London offices.
In retrospect, they were informed by liberal humanist beliefs about encouraging self-actualising individuals to flourish in positive and enabling, rather than negative, environments, more accurately than a Marxist recognition of the economic and structural determinants of social class. As socialist teachers we met on Sunday evenings at the Haworth Arms pub to debate the intransigence of the class struggle. But on Monday mornings we pinned our faith in individuals being able to rise above the disadvantages of their material circumstances with the assistance of comprehensive education.
It was a relief, as a working class girl, to have my initiation into the requirements of compulsory heterosexuality (Rich 1980) artificially postponed by the exigencies of education, class and gender ideologies, although not all my school friends escaped as lightly as I did. Illegal abortions and enforced adoptions were a part of the unspoken culture of girls’ grammar schools like mine, and of the sudden and unexplained disappearance of those who contested or fell foul of the school’s class and gender requirements about virginity and sexual modesty.
