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Class consciousness, power, identity, and the motivation to teach

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: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:
Last Modified: 14 Oct 2016 09:16
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/6572

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