Education and Working-Class Youth

Chapter 1. Where is class in the analysis of working-class education?; John Smyth and Robin Simmons.- Chapter 2. Revisiting the 'zombie stalking English schools': the continuing failure to embrace social class in working-class education; Diane Reay.- Chapter 3. Counternarratives to neoliberal aspirations: White working-class boys' practices of value-constitution in formal education; Garth Stahl.- Chapter 4. Performance, choice and social class: theorising inequalities in educational opportunity; Ron Thompson.- Chapter 5. 'A chance to talk like this': gender, education and social haunting in a UK coalfield; Geoff Bright.- Chapter 6. The re-composition of class relations: neoliberalism, precariousness, youth and education; James Avis.- Chapter 7. An intersectional approach to classed injustices in education: gender, ethnicity, 'heavy' funds of knowledge and working-class students' struggles for intelligibility in the classroom; Louise Archer.- Chapter 8. Education social class and Marxist theory; Dave Hill.- Chapter 9. Beyond the vocational/academic divide: inclusion through craftwork and embodied Learning; Terry Hyland.- Chapter 10. Education and social class: how did we get to this and what needs to change?; Robin Simmons and John Smyth.

Robin Simmons is Professor of Education at the University of Huddersfield, UK. His research interests include the sociology of education, educational policy, and education and social justice.
John Smyth is Visiting Professor of Education and Social Justice at the University of Huddersfield, UK. He is also Professor Emeritus at Flinders University, Australia and Federation University, Australia.

"A particular feature of this book is that it draws on the work of leading scholars whose own experiences of class-based inequalities contribute to their understandings of the relationship between education and social class. ... this book is thought provoking and makes an important contribution to the discipline of education and social class. It is highly recommended: educators, researchers, policy makers and students would certainly benefit from the contributions in this book." (Carlene Cornish, British Journal of Educational Studies, October 22, 2019)