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

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，地点和年龄的砖块。通过对来自米德兰兹镇12个家庭的三代不同女性的生活史采访，我将探索她们一生的生活和学习，以及她们对这两个过程之间联系的看法。对一个前煤田的关注探讨了“被忽视的基于地方的鸿沟”，这种鸿沟与经济和社会因素一起在英国“落后”地区造成了不平等。研究的地点平衡了主要研究的重点，即历史上“典型”的剥夺地点，如城市议会的房屋。关于工人阶级妇女教育经历的现有文献表明，她们面临的教育成就障碍，从父母对教育的抵制到不愿离开家庭和网络。虽然这些研究强调了一些工人阶级女性教育经历的关键方面，但地位的重要性通常不那么突出。同样，对工人阶级地区的民族志研究很少主要关注性别研究，这种研究确实探索了阶级、性别和地点，但通常不会明确关注这些多重身份（重新）产生教育经验的方式。研究地点的历史以男性前矿工的叙述为主，对该地区工业遗产的研究侧重于男性主导的工业如何在物理和社会上塑造该地区。女性在很大程度上是通过家庭生活和矿工罢工的故事来考虑的。尽管煤田再生信托将该地区描述为与其他前煤田相比经历“低于平均水平的剥夺”，但该研究的地点也与GCSE结果（与全国数据相比）的持续教育成绩不佳有关。这表明，当地学习者的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异常现象可以通过在该地区生活和学习的妇女的叙述来说明，因为有强有力的证据表明，妇女在子女的正规教育成功中很重要。这项研究也可能对非正式教育实践的研究产生影响，因为这项研究可能会为非正式的、工人阶级的教育活动提供见解，而这些活动可能不被正式教育所承认。该研究将为教育公平导向的政策干预和专业实践指明潜在的途径。本研究采用基于地点的方法，通过将三代女性的叙述与更广泛的地方、区域和国家变化联系起来，揭示“将学校及其教师和学生与更大的世界联系起来的方式的差异”，探索这个“更大的世界”。我将对工人阶级妇女进行生活史采访。作为该地区长期居民的“圈内人”、以前的学生和老师，以及作为研究人员的“局外人”，我可能会经历一系列的便利（更容易接近）和困难（例如作为研究人员感知到的“他者性”，以及采访具有共同经历的参与者的潜在影响）。在整个项目中对这些因素作出反应是很重要的。

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.