I started the historical research that is the basis for my article in the upcoming Gender and Education issue (23:6) in 2007. At this time, New Labour’s policy emphasis on ‘empowerment’ through community cohesion, regeneration and community-oriented schools, had attracted significant critique within research literature. Examining New Labour’s policy paradigm, and the schooling practices promoted by their policy ensemble, many had demonstrated the tendency to privilege middle-class modes of educational agency. Concurrently, despite being the specific target of a proliferation of policies, working-class children and parents have been routinely constructed as perpetually lacking. Spurred on by this, when starting my research, my primary interest lay in uncovering – and better understanding – the history of working-class educational agency that had appeared to be lost in dominant policy discourse. Interestingly, whilst completing my research, New Labour came to the end of its 13-year rule, and in swept the Conservative/Liberal Democratic Coalition, bringing with it a new (though perhaps not radically reformulated) reiteration of community ‘empowerment’. With David Cameron’s heralding of the ‘Big Society’ and Michael Gove’s ‘free schools’, community participation appears to continue to have significant rhetorical utility in contemporary education policy. Continue reading “Gender, community and education: cultures of resistance in Socialist Sunday Schools and Black Supplementary Schools”
Learner identity, space and Black, working class young women
“It’s almost like she’s two different people; one in English Literature class and another in song-writing club. I’d like to think the second one is the true her” (English teacher, inner London post-16 college)
This comment refers to a student who appeared to inhabit very different learner identities within two distinct contexts in her college: her academic English Literature class and an extra-curricular song-writing group. Within her English Literature class she had a reputation among her teachers for being disengaged, unproductive and sometimes disruptive; she was at risk of being removed from the course and frequently expressed her own desire to “drop out”. Within her song-writing club, she impressed staff members with her commitment, patience and creativity; she expressed positive feelings about this learning experience and the work she was producing. Continue reading “Learner identity, space and Black, working class young women”