Reflections from the Wrong Side of the Tracks: Class, Identity, and the Working Class Experience in Academe
C. Vincent Samarco, Stephen L. Muzzatti
Rowman & Littlefield, 2006 - Education - 276 pages
In this edited collection of narrative-based, critically situated essays, each contributor explores how class has affected his/her personal and academic lives. The collection is divided into three sections: i) narratives that critique the meritocracy; ii) narratives that trace the effects of middle class cultural capital on relatively new academics from the working class, and; iii) narratives that explore the effects of class on longtime academics from the working class. The effect of the collection will be cumulative. By choosing contributors from multiple disciplines, including both established and emerging voices, the text articulates the pervasiveness of class bias in this country and fleshes out the mechanisms that mask how class and power work. Such a text is critically important, both inside and outside academia, because it demystifies the academic world for those who have been restricted by it, but also engages critically trained academics and academics-in-waiting to understand and respond to the experiences of working class students. Finally, the authors hope this text will encourage other working class students to consider an academic career as an option.
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Page 260 - Such a perspective, while it would insist on the self as a site for politicization, -would equally insist that simply describing one's experience of exploitation or oppression is not to become politicized. It is not sufficient to know the personal but to know — to speak it in a different way.
Page 259 - Gramsci's view of hegemony, that "domination is exercised as much through popular 'consensus' achieved in civil society as through physical coercion (or threat of it) by the state apparatus, especially in advanced capitalist societies where education, the media, law, mass culture, etc. take on a new role."26 This notion of hegemony was a significant breakthrough in the debates about the role and function of ideology.