‘Sticking together!’ Policy activism from within a UK coal-mining community

Bright, N. Geoffrey

doi:10.1080/00220620.2012.683395

Cited by 9 publications

(11 citation statements)

References 2 publications

(1 reference statement)

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“…What needs to be appreciated is that “meaning‐making in communities such as these [deindustrialized] occurs within a powerful framework of social memory” (Bright, , p. 69) and expectations and valuations of behaviour, appearance, and economic activity are historically conditioned. Bright (, see also , ) found that traumatic and difficult histories of deindustrialization have disrupted intergenerational transfers of identity and belonging as older generations struggle to communicate class and place identities in changing circumstances. This is compounded by neoliberalized conceptions of aspiration and what constitutes success.…”

Section: Deindustrialization: Themes Concerns and Agendasmentioning

confidence: 99%

Geographies of deindustrialization and the working‐class: Industrial ruination, legacies, and affect

Emery

2018

Geography Compass

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Sections of the post‐industrial working‐class have made a notable return to media and political discourses in the context of the rise of populism across Europe and the United States. These narratives, which exclude women and BAME working‐class people, suggests the (white, male) working‐class are angry and resentful of being left behind by increasingly globalized political economies, nostalgic for the industrial ordering of work, home, and community. It seems that the political and media establishment are, selectively, understanding what has long been realized by researchers of deindustrialization. In the first, this paper surveys and critiques recent discourses on the post‐industrial working‐classes. The paper then traces the development of industrial ruination as an interdisciplinary area of academic focus, highlighting the themes of memory and temporal factors that have come to dominate the literature. The next section reviews contestations surrounding the affordances of landscapes and industrial ruins for the analysis of memory and history. Finally, the paper proposes interrelated ways to advance future study which historical–cultural geographers are well placed to carry forward. Here, I call for greater attention toward the affective and embodied dimensions of classed experience and the intersectionalities of race and gender in working‐class subjectivities. Further, I suggest there is an imperative to a deeper understanding of constitutive “affective” histories to mediate enduring social inequalities and their political and socially divisive mobilizations.

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Section: Deindustrialization: Themes Concerns and Agendasmentioning

confidence: 99%

Geographies of deindustrialization and the working‐class: Industrial ruination, legacies, and affect

Emery

2018

Geography Compass

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“…As time has gone by, my overall ethnographic inquiry (see Bright, 2011a;2011b;2012a;2012b;2012c) has effectively grown into an investigation of two parts, punctuated by a change of UK government in 2010. While the geographical field of inquiry -former pit villages in South Yorkshire and the northern part of Derbyshirehas remained the same throughout, it has become increasingly clear with hindsight that the character of much of the data that I've gathered has steadily changed, particularly during the last three or four years.…”

Section: Introductionmentioning

confidence: 99%

‘The lady is not returning!’: educational precarity and a social haunting in the UK coalfields

Bright

2015

Ethnography and Education

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Drawing on research in de-industrialised coal-mining communities in the north of England, this article focuses on how experiences of some young people might be approached through a notion of precarity linked to the idea of a 'social haunting' of the coalfields. Concentrating on data gathered in the period after the 2010 change of UK government, the article considers how localities suffering under the impact of 'austerity' measures have also witnessed moments of vivid, carnivalesque resurgence linked to celebrations of the death of former British Prime Minister Margaret Thatcher in April 2013 and of the thirtieth anniversary of the 1984-85 UK miners' strike during 2014-2015. These celebrations mark a watershed in the cultural and affective life of the communities, one aspect of which relates to how young people with very different educational trajectories have become involved alongside each other in those events as a result of their different experiences of precarity.

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“…Similarly, it has been noted that education is by no means bound by the physicality of a school / college (Illich cited in Love, 2012), but is staked across all spaces (Illich, 1971 in www.nybooks.com;Illich, 1971cited in Love, 2012 (Bright, 2011: 63, 70, 75, Bright, 2012 that is retro-activated by genealogical resistances (Bright, 2011(Bright, , 2012) that haunt the present in an un-known way (Bright, 2011;Bright, 2012;Pillay and Ragpot, 2010).…”

Section: Resistance and Educationmentioning

confidence: 99%

“…Social haunting as an educative concept has been utilised elsewhere (Bright, 2011(Bright, , 2012(Bright, , 2016, although it has never been considered in relation to gangs.…”

Section: Educationmentioning

confidence: 99%

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Educating 'Gangsters': Social space, informal learning and becoming 'Gang' involved

McHugh¹

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This research focuses on the previously neglected topic of how people are educated into groups commonly described as 'gangs'; in particular, this thesis outlines the role that social space plays in such educative processes. This focus enables both a new contribution to knowledge in the field of 'gang' studies and understandings of the way social space is used, understood and perceived by those involved in 'gangs'.Much research exists in the field of 'gang' studies spanning various disciplines and sub-fields. The existing literature on 'gangs' predominantly engages with typographies, definitions and prevention; the majority of which stems from a criminological perspective. There has been no direct attempt to explore the ways in which people are educated into 'gangs' thus far. Rather than begin from any predetermined assumptions, this research centred on people who have been involved with or affected by 'gangs' in order to begin from the lived experiences of those involved or affected.In-depth interviews were carried out with twenty-two participants who are, or were: involved in 'gangs'; family members of 'gangs'; and professionals who work with 'gangs' (most of whom were previously involved in such groups themselves). Other ethnographic methods were utilised alongside interviews: primarily overt, with some covert participant observations. Ethnographic aspects of the research were undertaken during a twelve-month period in social spaces that were highlighted by participants as being synonymous with, and frequented, by 'gangs'. This thesis highlights the conditions, structures, agentive responses and social spaces that form the educative processes for becoming involved in 'gangs'. My contribution to knowledge herein demonstrates how: education within 'gangs' takes place through stories, social haunting and reflection within third places and the wider community; occurs under structural conditions but is mediated by agentive choice; social space fosters a community spirit and offers the opportunity to become someone. Word count: 299iii

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‘Sticking together!’ Policy activism from within a UK coal-mining community

Cited by 9 publications

References 2 publications

Geographies of deindustrialization and the working‐class: Industrial ruination, legacies, and affect

Geographies of deindustrialization and the working‐class: Industrial ruination, legacies, and affect

‘The lady is not returning!’: educational precarity and a social haunting in the UK coalfields

Educating 'Gangsters': Social space, informal learning and becoming 'Gang' involved

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