Jenkins, Celia and Canaan, Joyce and Filipakkou, Ourania and Strudwick, Katie (2011) The troubling concept of class: reflecting on our ‘failure’ to encourage sociology students to re-cognise their classed locations using autobiographical methods. Enhancing Learning in the Social Sciences (ELiSS), 3 (3). ISSN 1756-848X

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Abstract

This paper provides a narrative of the four authors‟ commitment to auto/biographical methods as teachers and researchers in „new‟ universities. As they went about their work, they observed that, whereas students engage with the gendered, sexualised and racialised processes when negotiating their identities, they are reluctant or unable to conceptualise „class-ifying‟ processes as key determinants of their life chances. This general inability puzzled the authors, given the students‟ predominantly working-class backgrounds. Through application of their own stories, the authors explore the sociological significance of this pedagogical „failure‟ to account for the troubling concept of class not only in the classroom but also in contemporary society.

Item Type:	Article
Keywords:	autobiographical methods, social class, critical pedagogy, teaching, learning, ref22, refoaj
Subjects:	L Social studies > L300 Sociology X Education > X342 Academic studies in Higher Education
Divisions:	College of Social Sciences > Faculty of Health & Social Sciences > School of Social & Political Sciences
Depositing User:	Alison Wilson
Date Deposited:	12 Jan 2012 21:12
Last Modified:	16 May 2013 16:21
URI:	http://eprints.lincoln.ac.uk/id/eprint/4849

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