TY - JOUR

T1 - Exploring student support, class solidarity and transformative pedagogy

T2 - insights from Working Class Academics

AU - Crew, Teresa

PY - 2024/8/19

Y1 - 2024/8/19

N2 - This article aims to deepen understanding of the assets within working-class academics (WCA). It is organised into three themes: 1) Class Solidarity, 2) Supporting Students, and 3) A WCA Pedagogy. Within Class Solidarity, the study reveals class unity demonstrated through shared experiences and joint efforts in creating spaces for working-class voices. Supporting Students discusses how WCAs provide unique support, addressing the challenges faced by nontraditional students and aiding in the construction of professional identities. The findings also suggest the possibility of a distinctive WCA pedagogy. This potential approach to teaching includes elements such as incorporating lived experiences, adopting a strengths-based perspective, encouraging the co-creation of knowledge, and integrating social justice principles. These components, if indeed characteristic of WCA teaching methods, could represent a transformative pedagogical framework. However, further comparative research is needed to confirm the extent to which these elements are unique to or more prevalent among WCAs.

AB - This article aims to deepen understanding of the assets within working-class academics (WCA). It is organised into three themes: 1) Class Solidarity, 2) Supporting Students, and 3) A WCA Pedagogy. Within Class Solidarity, the study reveals class unity demonstrated through shared experiences and joint efforts in creating spaces for working-class voices. Supporting Students discusses how WCAs provide unique support, addressing the challenges faced by nontraditional students and aiding in the construction of professional identities. The findings also suggest the possibility of a distinctive WCA pedagogy. This potential approach to teaching includes elements such as incorporating lived experiences, adopting a strengths-based perspective, encouraging the co-creation of knowledge, and integrating social justice principles. These components, if indeed characteristic of WCA teaching methods, could represent a transformative pedagogical framework. However, further comparative research is needed to confirm the extent to which these elements are unique to or more prevalent among WCAs.

KW - Working-Class Academics

KW - Pedagogy

KW - Non traditional students

KW - Social Justice

U2 - 10.1080/01425692.2024.2392146

DO - 10.1080/01425692.2024.2392146

M3 - Article

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

SN - 1465-3346

ER -