Lambirth, Andrew (2010) Class consciousness, power, identity, and the motivation to teach. Power and Education, 2 (2). pp. 209-222. ISSN 1757-7438 (doi:https://doi.org/10.2304/power.2010.2.2.209)

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Abstract

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.

Item Type:	Article
Additional Information:	[1] First published: 2010. [2] This an online-only journal, associated with the Discourse, Power, Resistance (DPR) annual conference. [3] 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
Pre-2014 Departments:	School of Education School of Education > Department of Primary Education
Related URLs:	Publisher Organisation
Last Modified:	14 Oct 2016 09:16
URI:	http://gala.gre.ac.uk/id/eprint/6572

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