ERIC Number: EJ1448661
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0142-5692
EISSN: EISSN-1465-3346
Available Date: N/A
Exploring Student Support, Class Solidarity and Transformative Pedagogy: Insights from Working Class Academics
British Journal of Sociology of Education, v45 n7-8 p1042-1058 2024
This article aims to deepen understanding of the assets within working-class academics (WCA). It is organised into three themes: 1) Class Solidarity, 2) Supporting Students, and 3) A WCA Pedagogy. Within Class Solidarity, the study reveals class unity demonstrated through shared experiences and joint efforts in creating spaces for working-class voices. Supporting Students discusses how WCAs provide unique support, addressing the challenges faced by nontraditional students and aiding in the construction of professional identities. The findings also suggest the possibility of a distinctive WCA pedagogy. This potential approach to teaching includes elements such as incorporating lived experiences, adopting a strengths-based perspective, encouraging the co-creation of knowledge, and integrating social justice principles. These components, if indeed characteristic of WCA teaching methods, could represent a transformative pedagogical framework. However, further comparative research is needed to confirm the extent to which these elements are unique to or more prevalent among WCAs.
Descriptors: Group Unity, Social Class, Transformative Learning, Working Class, Faculty, Student Personnel Services, Nontraditional Students, Barriers, Professional Identity, Teaching Methods, Self Concept, Identification (Psychology), Foreign Countries, Teacher Attitudes, Teaching Styles, Social Justice
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: N/A