This paper is about the struggle for value by those who live intensified devaluation in the new conditions of legitimation and self-formation, by which the self is required to repeatedly reveal its value through its accrual and investment in economic, symbolic, social and cultural capitals. It explores how this value struggle is experienced: felt affectively, known and spoken through discourses of injustice. Drawing on a small research project, which uses the British New Labour government's Respect Agenda as an evocative device to provoke discussion, the paper details how those positioned as already marginal to the dominant symbolic, presented as 'useless' subjects rather than 'subjects of value' of the nation, generate alternative ways for making value. It examines how the experience of injustice generates affective responses expressed as 'ugly-feelings'. The conversion of these 'ugly feelings' into articulations of 'just-talk' reveals how different understandings of value, of what matters and what counts, come into effect and circulate alongside the dominant symbolic. The issue that most angered working-class respondents is how they are positioned, judged, blamed and held responsible for an inheritance over which they have no control, 'an accident of birth'. They were acutely aware of how they were constantly judged and de-legitimated and how practices such as selfishness and greed were legitimate for others. Showing how they refuse to authorize those they consider lacking in value but with authority and in a position to judge, the paper demonstrates how class relations are lived through a struggle, not only against economic limitation but a struggle against unjustifiable judgment and authority and for dignified relationality. The paper reveals a struggle at the very core of ontology, demonstrating how the denigrated defend and make their lives liveable; an issue at the heart of current austerity politics which may have increased significance for the future.
Based on empirical research with participants from working-class backgrounds studying and working in higher education in England, this article examines the lived experience of shame. Building on a feminist Bourdieusian approach to social class analysis, the article contends that ‘struggles for value’ within the field of higher education precipitate classed judgements, which have the potential to generate shame. Through an examination of the ‘affective practice’ of judgement, the article explores the contingencies that precipitate shame and the embodiment of deficiency. The article links the classed and gendered dimensions of shame with valuation, arguing that the fundamental relationality of social class and gender is not only generative of shame, but that shame helps in turn to structure both working-class experience and a view of the working classes as ‘deficient’.
What does it mean to attribute success to 'luck', but failure to personal deficiency? In 2015/16, more than 34 per cent of academic employees in UK higher education institutions were employed on temporary contracts, and the sector itself has undergone a substantial transformation in recent years in terms of expansion, measurement, and marketization. Based on two waves of interviews conducted with fixed-term academic employees at different career stages, the article explores the narrativization of success and failure amongst staff working at the 'sharp end' of the so-called neoliberal academy. Arguing that precarious employment situations precipitate the feeling of being 'out of control', the majority of the participants' narratives were characterized by a distinct lack of agency. The paper explores the recourse to notions of chance and the consolidation of 'luck' as an explanatory factor in accounting for why good things happen; however, in tandem with this inclination is the tendency to individualize failure when expectations have been thwarted. While accounts of fixed-term work are suffused with notions of chance and fortune, 'luck' remains an under-researched concept within sociology. The article thus concludes by considering what the analysis of 'luck' might offer for a fuller, politicized understanding of processes at work in the contemporary academy.
This paper interrogates the relationship between working-class participation in higher education (HE) in England and social and cultural mobility. It argues that embarking on a university education for working-class people has been construed in governmental discourses as an instrumental means of achieving upward mobility, or of aspiring to 'become middle class'. Education in this sense is thus not only understood as having the potential to confer value on individuals, as they pursue different 'forms of capital', or symbolic 'mastery' (Bourdieu, 1986), but as incurring a form of debt to society. In this sense, the university can be understood as a type of 'creditor' to whom the working-class participants are symbolically indebted, while the middle classes pass through unencumbered. Through the analysis of empirical research conducted with staff from working-class backgrounds employed on a university Widening Participation project in England, the article examines resistance to dominant educational discourses, which understand working-class culture as 'deficient' and working-class participation in HE as an instrumental means of securing upward mobility. Challenging the problematic notion of 'escape' implicit in mobility discourses, this paper concludes by positing the alternative concept of 'fugitivity', to contest the accepted relationship in HE between creditor and debtor.
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