Dig where you stand

Working life biographies as a challenge to the neoliberal classroom

Bibliographic Data

ID4997935
AuthorsCraig Stephenson (0000-0002-6072-9296, University of Northumbria, UK), John Stirling (0000-0003-1189-8306, Universities of Bradford and Northumbria, UK), David Wray (0000-0002-2584-5443, University of Hertfordshire)
Year2014
Volume38
Issue2
Pages399-412
Publication date2014-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCapital & Class (JOURNAL)
Journal identifiersISSN: 0309-8168 • E-ISSN: 2041-0980
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0309816814533173
OpenAlexW1986388730
LanguageEN
Citations received3
References cited10

Neoliberal interpretations of the social world reject structural explanations in favour of those that see agency as primary. This orthodoxy presents a challenge to teachers who seek to support the development of a sociological understanding, particularly where disadvantaged students are undermined by the stigma associated with these interpretations. This article explores a teaching strategy which draws upon readings of auto/biography on the part of both teachers and students to develop a critical understanding of the relationship between agency and structure. We argue that such an approach can take sociology back to its radical roots as a transformative and radicalising discipline

Biography · Disadvantaged · Epistemology · Orthodoxy · Pedagogy · Political science · Social science · Sociology · Transformative learning · Critical Race Theory in Education · Gender Studies · Global Educational Policies and Reforms · Law · Social and Cultural Dynamics

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