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ERIC Number: EJ825494
Record Type: Journal
Publication Date: 2008
Pages: 38
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1467-9620
Social Class and Social Action: The Middle-Class Bias of Democratic Theory in Education
Schutz, Aaron
Teachers College Record, v110 n2 p405-442 2008
Background: This article examines the emergence of the middle and working classes in America and describes key characteristics of these cultures as they manifest themselves today. It then explores the effects of social class on our conceptions of democracy. Purpose: To help educators understand the relationship between social action strategies and social class in American society. Conclusions: Middle-class educators tend to prefer a form of "discursive democracy" that focuses on the enhancement of individuality within group activity. In contrast, working-class people are more likely to embrace a strategy of collective action that I call "democratic solidarity," which responds to the limited resources and cultural practices specific to working-class life. Recommendations: Educators who seek to support working-class students in their efforts to resist oppression must better understand the limitations of our tendency to focus on discursive democracy to the exclusion of forms of democratic solidarity.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A