Class consciousness, power, identity, and the motivation to teach
Lambirth, Andrew (2010) Class consciousness, power, identity, and the motivation to teach. Power and Education, 2 (2). pp. 209-222. ISSN 1757-7438 (doi:10.2304/power.2010.2.2.209)Full text not available from this repository.
This article reports on a small-scale research project that explored the class-consciousness and working-class identities of a small group of student teachers in a university in south-east England. It describes and uses classic Marxist perspectives and sociological theory as an analytical framework to interpret the views of eight student teachers who provide their perspectives in a series of in-depth interviews. It is argued that these student teachers' identities and class experiences have sculpted their motivations to become teachers and that the form of class-consciousness that they exhibit ultimately acts to mould attitudes and perspectives that suit the objectives of twenty-first-century primary education in a capitalist society. Power relations are played out through the struggle between the potential social power that working-class-conscious teachers possess and the forms of professional labour power that are fostered through initial teacher education courses and the habitus from which these students emerge.
|Additional Information:|| First published: 2010.  This an online-only journal, associated with the Discourse, Power, Resistance (DPR) annual conference.  Published as: Power and Education, (2010), 2 (2), pp. 209-222.|
|Uncontrolled Keywords:||class, consciousness, power, identity, motivation, teach|
|Subjects:||L Education > L Education (General)|
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
|School / Department / Research Groups:||School of Education|
School of Education > Department of Primary Education
|Last Modified:||10 Jul 2013 15:59|
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