A place-based study of the relationships between social class, gender, and age in education-focused life narratives of women.

对以教育为中心的女性生活叙事中的社会阶层、性别和年龄之间的关系进行的一项基于地点的研究。

• 批准号: 2098819
• 金额: --
• 依托单位: University of Nottingham
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2098819
• 关键词: place; based; study; relationships; between

My research will explore the imbrication of class, gender, place and age by focusing on educational experiences of three generations of working-class women from one particular place. By conducting life-history interviews with three different generations of women from twelve families in a Midlands Town, I will explore they have lived and learned throughout their lives and their perceptions of the connections between these two processes. The focus on a former coal-field explores the "neglected place-based divide" which works alongside economic and social factors in creating inequality in "left behind" regions across the UK. The place of the research counter-balances the dominant research focus on historically 'typical' sites of deprivation such as urban council estates. Existing literatures addressing educational experiences of working-class women demonstrate the barriers to educational achievement that they face, ranging from parental resistance to education to reluctance to leave families and networks. While these studies highlight key aspects of the educational experiences of some working-class women, the importance of place is generally less prominent. Similarly, ethnographic studies of working-class places rarely focus primarily on gender research that does explore class, gender and place does not often explicitly focus on the way that these multiple identities (re)produce educational experience.The history of the location of the study is dominated by narratives of male former miners and research on industrial heritage in the area focuses on how male-dominated industries shaped the area, physically and socially. Women are largely considered through tales of domestic life and miners' strikes. The location of the study is also associated with persistent educational underachievement in terms of GCSE outcomes (compared to national data), despite the Coalfields Regeneration Trust describing the area as experiencing "below average levels of deprivation" compared to other former coalfields. This suggests that formal educational underachievement of learners locally cannot be convincingly explained through lack of economic capital. Policy responses to date have been to attribute formal educational underachievement to lack of aspiration but this rhetoric has been subject to heavy critique and persuasive counter empirical research results. The anomaly between economic recovery and educational achievement may be illuminated through narratives of women who have lived and learned in this region, as there is strong evidence to suggest the importance of women in their children's formal educational success. There may also be implications for research into informal educational practices, with the study potentially providing insight into informal, working-class educational activities that may not be acknowledged by formal education. The research will signpost potential avenues for educational equity-oriented policy interventions and professional practice.Research designThe research uses place-based methods which illustrate "difference that is patterned in ways that connect the school and its teachers and students to a larger world", exploring this "larger world" by connecting the narratives of three generations of women with wider local, regional and national changes. I will conduct life-history interviews with working-class women. As both 'insider' as long-standing resident of the area, former student, and former teacher and 'outsider' as researcher, I may experience a range of affordances (easier accessibility) and difficulties (such as perceived 'otherness' as a researcher and the potential effects of interviewing participants with shared experiences). It will be important to respond reflexively to these factors throughout the project.

我的研究将通过关注来自一个特定地方的三代工人阶级妇女的教育经历来探索阶级，性别，地点和年龄的重叠。通过对来自中部城镇12个家庭的三代不同女性进行生活史访谈，我将探索她们一生中的生活和学习，以及她们对这两个过程之间联系的看法。对前煤田的关注探讨了“被忽视的基于地点的鸿沟”，它与经济和社会因素一起在英国“落后”地区造成不平等。研究的地方抵消了主要的研究重点放在历史上的“典型”的网站，如城市理事会房地产的剥夺。现有的文献处理教育经验的工人阶级妇女表明，他们面临的障碍，教育成就，从父母的阻力教育不愿离开家庭和网络。虽然这些研究强调了一些工人阶级妇女教育经历的关键方面，但地点的重要性通常不那么突出。同样，工人阶级地区的民族志研究很少主要关注性别研究，这些研究确实探索了阶级，性别和地方，但往往没有明确关注这些多重身份（重新）产生教育经验的方式。研究地点的历史主要是由男性前矿工的叙述主导的，对该地区工业遗产的研究主要关注男性主导的工业如何塑造该地区，身体上和社会上的。妇女主要是通过家庭生活和矿工罢工的故事来考虑的。该研究的位置也与GCSE结果方面的持续教育成绩不佳有关（与国家数据相比），尽管煤田再生信托基金将该地区描述为与其他前煤田相比“低于平均水平的贫困”。这表明，当地学生正规教育成绩不佳不能令人信服地解释为缺乏经济资本。迄今为止，政策反应一直是将正规教育成绩不佳归因于缺乏抱负，但这种说法受到了严厉的批评和有说服力的反实证研究结果。经济复苏和教育成就之间的不正常现象可以通过在该区域生活和学习的妇女的叙述加以说明，因为有强有力的证据表明，妇女对其子女的正规教育成功至关重要。这也可能对非正式教育实践的研究产生影响，这项研究可能会深入了解可能不被正式教育承认的非正式工人阶级教育活动。该研究将为面向教育公平的政策干预和专业实践指明潜在的途径。研究设计该研究使用基于地点的方法，说明“差异是以将学校及其教师和学生与更大的世界联系起来的方式形成的”，通过将三代妇女的叙述与更广泛的地方，区域和国家变化联系起来来探索这个“更大的世界”。我将对工人阶级妇女进行生活史访谈。作为该地区的长期居民，以前的学生，以前的老师和“局外人”作为研究人员，我可能会遇到一系列的启示（更容易获得）和困难（如作为研究人员的感知“他者”和采访参与者的潜在影响）。在整个项目过程中，对这些因素作出反射性反应是很重要的。