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kiraascottie's review against another edition
5.0
Eloquently illustrates the marginalisation and demonisation of the working-class and state schools. Interestingly Reay also explores the working-class pupils who “succeed against all odds” and yet their newfound ‘social mobility’ still alienates them from the middle class. Great questions posed and discussion about working-class students attending university, a hostile and unfamiliar environment, and the heavy psychological toil that is has on them whilst navigating a system which has been designed and upheld by the middle- and upper-classes. Such as, is a working-class student’s first class degree of the same value as a middle-class student’s first class degree? Short answer: no. And this book delves into the many socio-economical reasons as to why that is.
This is a disheartening read which highlights in excruciating detail the way in which the entire education system is set up to fail the working- and lower-class yet benefit and alleviate the middle- and upper-class. The interviews with the middle-class children and parents was incredibly difficult to read: blatant ignorance and discrimination was evident in each and every choice of their words. Of course, not all middle-class students and parents will possess these same beliefs and attitudes, but this book shows that clearly the majority do.
It’s worth noting that this was quite a white-centric perspective. Although Reay does acknowledge multiple times that BAME working-class pupils are at a further disadvantage than their white working-class peers, nearly all interviews were conducted with white students; giving only a white perspective of how the working-class navigate the educational system.
I have so much else to say, but will keep it for a blog post :)
https://www.kirareadsandwrites.wordpress.com
This is a disheartening read which highlights in excruciating detail the way in which the entire education system is set up to fail the working- and lower-class yet benefit and alleviate the middle- and upper-class. The interviews with the middle-class children and parents was incredibly difficult to read: blatant ignorance and discrimination was evident in each and every choice of their words. Of course, not all middle-class students and parents will possess these same beliefs and attitudes, but this book shows that clearly the majority do.
It’s worth noting that this was quite a white-centric perspective. Although Reay does acknowledge multiple times that BAME working-class pupils are at a further disadvantage than their white working-class peers, nearly all interviews were conducted with white students; giving only a white perspective of how the working-class navigate the educational system.
I have so much else to say, but will keep it for a blog post :)
https://www.kirareadsandwrites.wordpress.com
nklv's review against another edition
challenging
informative
reflective
sad
slow-paced
4.0
A well-written sociology research book on education with in-depth insight on the current failing education system in the UK.
It is truly a tragedy how the education system currently works and sets up pupils for a life of failure. I recommend this book to anyone wishing to learn more about the dark side of the education system as Diane Reay covers it really well with first-hand opinions of real students, metadata analyses and longitudinal studies all written in an organised, formal yet interesting way.
It is truly a tragedy how the education system currently works and sets up pupils for a life of failure. I recommend this book to anyone wishing to learn more about the dark side of the education system as Diane Reay covers it really well with first-hand opinions of real students, metadata analyses and longitudinal studies all written in an organised, formal yet interesting way.
alfboyreads's review against another edition
4.5
working class issues told by a (formerly) working class person..... we love to see it. also england is probably the most classist society on earth and it is awful
shellbybranch's review against another edition
informative
medium-paced
4.0
The author is a Cambridge professor who grew up working class. She intertwines her personal experience with her research throughout the book, making compelling statements about the current state of education inequality. The rest of this review are my thoughts and quotes that I may want to reference in the future.
Chapter 1: education alone cannot make up for the economic system and all of the issues within the system. "...some of the working class still make enormous efforts to succeed educationally in an education system that holds little prospect of a positive academic outcome" (p. 15). The middle class interactions with schooling is characterized by their "degree of confidence and sense of entitlement" (p. 16). "Education cannot compensate for society because our educational system was never set up to do that, any more than it was established to realise working-class educational potential" (p. 26).
Chapter 2: TS Eliot's Definition of Culture (1948) that the function of schooling is "to preserve the class and select the elite." "The schooling of the working classes was always to be subordinate and inferior to that of the upper and middle classes..." (p. 31). "We have never had a fair education system. But now, in the 21st century, we are seeing the dissolution of a comprehensive system that was never fully comprehensive even at the onset, and its replacement by new elements that combine selection, elitism, and patronage under the guise of providing diversity and choice....there is only so much that educational institutions can do to improve social class inequalities, given the economic and social context in which they operate" (p. 43).
Chapter 4: "These young people were heavily invested in notions of the autonomous, self-reliant individual responsible for any future outcomes; we glimpse the ways in which symbolic domination works by making the individual responsible for their own success or failure, rather than recognizing that some things are just not possible if you have virtually none of the necessary resources" (p. 96). In what ways is social mobility abusive? Why do we hold on to our social class identities? "Almost by definition, working-class aspirations is pretentious, a hankering after 'the other' rather than an acceptance of the self. The powerful yearning that drives social mobility is never fulfilled; rather, it produces an individual caught between two worlds" (p. 108). "And there is shame in both belong and escape - shame in escape because it is about betrayal and desertion, but also shame in belonging because...a sense of belonging to the working class carries connotation of being less" (p. 115). Is social mobility linear? The elites make us believe that the path to social mobility must happen through the university, while simultaneously preventing access to higher education.
Chapter 6: What identities exist within social class and how does social class shape it?
Conclusion: what does the working class lose through social mobility?
Chapter 1: education alone cannot make up for the economic system and all of the issues within the system. "...some of the working class still make enormous efforts to succeed educationally in an education system that holds little prospect of a positive academic outcome" (p. 15). The middle class interactions with schooling is characterized by their "degree of confidence and sense of entitlement" (p. 16). "Education cannot compensate for society because our educational system was never set up to do that, any more than it was established to realise working-class educational potential" (p. 26).
Chapter 2: TS Eliot's Definition of Culture (1948) that the function of schooling is "to preserve the class and select the elite." "The schooling of the working classes was always to be subordinate and inferior to that of the upper and middle classes..." (p. 31). "We have never had a fair education system. But now, in the 21st century, we are seeing the dissolution of a comprehensive system that was never fully comprehensive even at the onset, and its replacement by new elements that combine selection, elitism, and patronage under the guise of providing diversity and choice....there is only so much that educational institutions can do to improve social class inequalities, given the economic and social context in which they operate" (p. 43).
Chapter 4: "These young people were heavily invested in notions of the autonomous, self-reliant individual responsible for any future outcomes; we glimpse the ways in which symbolic domination works by making the individual responsible for their own success or failure, rather than recognizing that some things are just not possible if you have virtually none of the necessary resources" (p. 96). In what ways is social mobility abusive? Why do we hold on to our social class identities? "Almost by definition, working-class aspirations is pretentious, a hankering after 'the other' rather than an acceptance of the self. The powerful yearning that drives social mobility is never fulfilled; rather, it produces an individual caught between two worlds" (p. 108). "And there is shame in both belong and escape - shame in escape because it is about betrayal and desertion, but also shame in belonging because...a sense of belonging to the working class carries connotation of being less" (p. 115). Is social mobility linear? The elites make us believe that the path to social mobility must happen through the university, while simultaneously preventing access to higher education.
Chapter 6: What identities exist within social class and how does social class shape it?
Conclusion: what does the working class lose through social mobility?
empeddle's review against another edition
informative
sad
slow-paced
4.75
Would give it 5 stars but the book is a non-fiction so I categorically didn't enjoy reading it as much. Tbh this book made me really sad
pottedplnt's review against another edition
5.0
This is an open ask: is there a similar book like Reay’s for the American education system?
Reading this book was like trying to push pins in an unstable cork board. I was always only 70% sure I knew (or had an analog) for the system she was talking about.
While I had very little knowledge going in about the British educational system (and Reay honestly never really bothered to quite fully explain the tripartite system in the way that I needed), I could supplement my lack of background with some vigorous googling. I appreciated this novel enunciating how crude and traumatic education and class mobility can be/is. The education system, instead of being a meritocracy and “helping realize working class potential,” actually functions as a “sieve that [sorts people in an often] brutal process that rewards middle/upper class qualities and resources.”
This book also brought up “principled choice” (making choices within a larger idealogical framework/ethics system) and “austerity education” (where “low achieving” kids are getting taught towards the book/to the test and getting little practical skills) which I hadn’t heard of before. I had previously read about “Principled racism” in one of my academic reading (in reference to Jim Crowe racism—outward and on principle vs. the present day bias/vague distaste/prejudice of.) and I wonder if they’re similar terms.
This book felt very relevant too as I thought about my public school education (the entitlement/general sentiments etc.) and heard about my friends experiences at a competitive but corrupt magnet school (rated very highly in the state) ans another experience at the Betsy DeVoss private school (which I expect was an experience in and within itself).
Reading this book was like trying to push pins in an unstable cork board. I was always only 70% sure I knew (or had an analog) for the system she was talking about.
While I had very little knowledge going in about the British educational system (and Reay honestly never really bothered to quite fully explain the tripartite system in the way that I needed), I could supplement my lack of background with some vigorous googling. I appreciated this novel enunciating how crude and traumatic education and class mobility can be/is. The education system, instead of being a meritocracy and “helping realize working class potential,” actually functions as a “sieve that [sorts people in an often] brutal process that rewards middle/upper class qualities and resources.”
This book also brought up “principled choice” (making choices within a larger idealogical framework/ethics system) and “austerity education” (where “low achieving” kids are getting taught towards the book/to the test and getting little practical skills) which I hadn’t heard of before. I had previously read about “Principled racism” in one of my academic reading (in reference to Jim Crowe racism—outward and on principle vs. the present day bias/vague distaste/prejudice of.) and I wonder if they’re similar terms.
This book felt very relevant too as I thought about my public school education (the entitlement/general sentiments etc.) and heard about my friends experiences at a competitive but corrupt magnet school (rated very highly in the state) ans another experience at the Betsy DeVoss private school (which I expect was an experience in and within itself).
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