Precarity

Crew, Teresa

doi:10.1007/978-3-030-58352-1_3

Cited by 5 publications

(21 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…, 2007; Hurst and Warnock, 2015; Butler, 2021), inadequate – i.e. non-middle class – demeanor, clothing, language, taste (Skeggs, 2004; Oldfield, 2007; Case, 2017; Lee, 2017; Crew, 2020), lack of cultural knowledge (Mckenzie, 2016; Crew, 2020) or unfamiliarity with academic norms and customs (Oldfield, 2007), insufficient self-confidence (Reddin, 2012; Warnock and Hurst, 2016; Case, 2017), “survival guilt” (Walkerdine, 1994; Walkerdine et al. , 2001), to lacking social relations with gatekeepers and key figures in a given field (Crew, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…non-middle class – demeanor, clothing, language, taste (Skeggs, 2004; Oldfield, 2007; Case, 2017; Lee, 2017; Crew, 2020), lack of cultural knowledge (Mckenzie, 2016; Crew, 2020) or unfamiliarity with academic norms and customs (Oldfield, 2007), insufficient self-confidence (Reddin, 2012; Warnock and Hurst, 2016; Case, 2017), “survival guilt” (Walkerdine, 1994; Walkerdine et al. , 2001), to lacking social relations with gatekeepers and key figures in a given field (Crew, 2020). One of Teresa Crew's interlocutors summed these accounts up very concisely: “I am playing catch up, economically and culturally, in comparison to those who had a smoother transition into academia” (Crew, 2020: 40).…”

Section: Literature Reviewmentioning

confidence: 99%

“…, 2001), to lacking social relations with gatekeepers and key figures in a given field (Crew, 2020). One of Teresa Crew's interlocutors summed these accounts up very concisely: “I am playing catch up, economically and culturally, in comparison to those who had a smoother transition into academia” (Crew, 2020: 40).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This study builds on Tara Yosso's (2005, see: Crew, 2020 for a revealing discussion of these concepts in the context of social class) theory of “community cultural wealth.” She challenges the traditional interpretations of cultural capital made from the point of view of a critical race theory (CRT). More specifically, Yosso opposes the view that students of color come to the classroom with cultural deficiencies.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Another positive side of belonging to the working class is what Teresa Crew (2020, p. 133) refers to as “working-class academic pedagogy,” defined in terms of an innovative approach to teaching. Crew argued that this teaching approach had “social justice at its heart, it engaged with students from a strength's perspective, embraced shared experiences and encouraged students as co-creators of knowledge.” Moreover, her working-class interlocutors supported students in higher education by providing advice and guidance regarding HE in informal community settings and being visible signs of presence in academia, especially for those considering STEM subjects.…”

Section: Literature Reviewmentioning

confidence: 99%

See 4 more Smart Citations

Social class as a blessing in disguise? Beyond the deficit model in working-class and higher education studies

Łuczaj

2022

EDI

View full text Add to dashboard Cite

PurposeThe overarching question of this paper is, “What are the advantages of being an upwardly mobile academic?” The extant academic research on working-class academics has usually emphasized various kinds of “deficits” of working-class academics. In this paper, the author demonstrates that although class positions can constitute a formidable burden, they can translate into specific advantages in academia.Design/methodology/approachThis study is based on the narrative, phenomenological approach, which has been applied in working-class studies and higher-education research. The empirical material comprises the collection of 25 narrative interviews conducted and analyzed according to the biographical narrative interpretive method (BNIM).FindingsThis paper looks at the experience of working-class academics from a holistic perspective, including both the downsides and upsides of being an “outsider within,” or “insider without.” It uncovers four assets of a working-class background – referred to as “navigational capital,” “revolutionary potential,” “wisdom” and a distinct “working-class pedagogy.”Practical implicationsThe working-class pedagogy can be turned into support programs for working-class individuals. Their navigational capital can foster evolutionary changes and small improvements for the benefit of the entire academic community. Their revolutionary dispositions can trigger major reforms, and their unique experiences can be utilized as case studies in teaching.Originality/valueThis paper engages with the literature on the cultural mismatch and cleft habitus in the academic context. It analyzes the positive but rarely discussed aspects of being an upwardly mobile academic with a working-class background. By recognizing these unique assets, it engages with the literature on inclusive universities and can help make higher education more inclusive and sustainable.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Social class as a blessing in disguise? Beyond the deficit model in working-class and higher education studies

Łuczaj

2022

EDI

View full text Add to dashboard Cite

show abstract

Shifting power dynamics in interviews with children: a minority ethnic, working-class researcher’s reflections

Kostet

2021

Qualitative Research

View full text Add to dashboard Cite

This article aims to contribute to the literature on power dynamics and researchers’ positionality in qualitative research, by shedding light on the experiences of a minority ethnic researcher with a working-class background. Drawing on Bourdieusian concepts, it discusses how middle-class children confronted the researcher with language stigma and how they, while drawing boundaries vis-à-vis those who ‘lack’ cultural capital, (unintentionally) drew boundaries against the researcher herself. In turn, it illustrates how during interviews with working-class children, manners had to be adopted with which the researcher is no longer familiar. This article calls on ethics committees to more strongly consider how researchers might become ‘vulnerable’ themselves during fieldwork and to acknowledge intersectional experiences that potentially cause power dynamics to shift, even in research involving groups that are socially believed to have little power, such as children.

show abstract

No time to read? How precarity is shaping learning and teaching in the humanities

Kadmos

Taylor

2023

Arts and Humanities in Higher Education

View full text Add to dashboard Cite

Humanities educators are frequently frustrated by students’ poor engagement in reading. The contemporary student experience is characterised by disruption and precarity. Similarly, is that of teachers who work in casual employment. This discussion is located within broader conversations around the neoliberal university, but aims to make more visible ways that teaching and learning are increasingly shaped by precarity, and consequences for the humanities. It describes what precarity in higher education looks like and considers the kinds of strategies that students and their teachers are positioned to develop by virtue of engaging in education under such conditions, amid chaos, making these meaningful through the learning theory of connectivism. This discussion points to some examples of humanities-based pedagogical innovations that seek to strengthen reading skills, while also acknowledging the changing circumstances of students to point towards avenues for ongoing consideration, reflection, and innovation in the humanities.

show abstract

Precarity

Cited by 5 publications

References 10 publications

Social class as a blessing in disguise? Beyond the deficit model in working-class and higher education studies

Social class as a blessing in disguise? Beyond the deficit model in working-class and higher education studies

Shifting power dynamics in interviews with children: a minority ethnic, working-class researcher’s reflections

No time to read? How precarity is shaping learning and teaching in the humanities

Contact Info

Product

Resources

About