I was thrilled to present my research at the BERA ECR Journey: At Crossroads of Becoming Conference at the University of Leeds in June 2024. This event gave me the opportunity to discuss the uniqueness of my methodology and the obstacles I encountered during my research. My research, guided by the invaluable supervision of Dr Pete Bennett, builds on our shared experiences of navigating educational barriers as individuals from working-class backgrounds.

Inspiration and focus: Educating Rita and beyond

Drawing inspiration from Willy Russell’s timeless work, Educating Rita, my research investigates the complex journey of mature students negotiating their scholarly ‘becoming’ within the context of lifelong education. My study specifically focuses on contemporary Ritas – students from disadvantaged backgrounds – while also delving into the broader issue of working-class disenfranchisement in education. By scrutinising social class as a persistent barrier, my research examines the historical and ongoing challenges faced by the working class in educational settings.

‘By scrutinising social class as a persistent barrier, my research examines the historical and ongoing challenges faced by the working class in educational settings.’

Intertwining literature and film analysis

My undergraduate research also incorporated an analysis of Karel Reisz’s adaptation of Alan Sillitoe’s Saturday Night and Sunday Morning, titled Saving Arthur Sillitoe from Himself: Why working-class education doesn’t work, where I explored the portrayal of the anti-hero Arthur Seaton. Through this lens, I aimed to understand the historical and present challenges faced by working-class individuals within the education system. Arthur’s representation serves as a mythic archetype, simplifying the complexities of working-class life and education. My study acts as a mythologist, referencing Bennett and McDougall’s (2013, p. 143) Barthes’ Mythologies Today: Reading of Contemporary Culture and reveals the damage inflicted by these myths and the persistent disenfranchisement experienced by working-class individuals within the educational framework.

Methodology and ethical considerations

Incorporating Foucault’s approach, my research utilises the discursive traces of the past to write a ‘history of the present’, diagnosing critical issues of working-class representation in contemporary society. The study aligns with Vicky Duckworth’s (2013) exploration of Learning Trajectories among adult learners, highlighting themes of violence and empowerment that extend beyond basic skills education. Basic skills education can be defined as the ability to read, write and speak in English and to use mathematics at a level necessary to function and progress at work and in society in general. I also referenced Diane Reay’s notion of the ‘zombie stalking English education’. Both Duckworth and Reay’s methods involve using aesthetically authentic representations of working-class experiences to structure a broader investigation.

John Lennon’s song ‘Working Class Hero’ (1970) from his first solo album also influences this research. Lennon’s stripped-back version of the song, reflecting his own working-class experiences, metaphorically represents how I approached finding the essence of these stories told by the participants. ‘A working-class hero is something to be’ problematises the notion of meritocracy instead of a society where people are valued and rewarded based on their accomplishments, not on their wealth or social background. Referring to a period of social mobility in the 1960s and 1970s when working-class individuals could access higher education and professional careers. However, Berardi (2019) notes that this period of social mobility was temporary and not destined to last.

Autoethnographic approaches play a central role in my methodology, enabling me to intertwine personal experiences with broader social and cultural contexts. This approach provides valuable insights into the lived experiences of marginalised groups within the educational system.

To enrich the data pool, I leveraged social media platforms such as Instagram and WhatsApp, which allowed me to gather diverse perspectives and narratives.

Amid the pandemic, ethical considerations remained paramount. The shift to virtual interactions posed challenges in maintaining participant privacy, obtaining informed consent, and ensuring the wellbeing of those involved. I navigated these ethical complexities with care, prioritising integrity, respect and sensitivity throughout the research process.

Conclusion: A call for grassroots education

My research suggests that getting education right the first time is crucial. Consistent support for all children – allowing teachers to focus on teaching without the pressure of league tables and performance targets – is essential. Drawing on the ideas of Berardi (2019), I argue that competition, often seen as a driver of success, actually promotes failure and ignorance. A return to grassroots education, emphasising collective solidarity and individual growth, is needed to create a more equitable educational landscape.

References

Bennett, P., & McDougall, J. (Eds.). (2013). Barthes’ Mythologies today: Readings of contemporary culture. Routledge. https://www.taylorfrancis.com/books/9781136743726  

Berardi, F. (2017). Futurability: The age of impotence and the horizon of possibility. Verso.

Duckworth, V. (2013). Learning trajectories, violence and empowerment amongst adult basic kkills learners (1st edn). Routledge.

Reay, D. (2006). The zombie stalking English schools: Social class and educational inequality, British Journal of Educational Studies, 54(3), 288–307. https://doi.org/10.1111/j.1467-8527.2006.00351.x