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Based on a critical Marxist ethnography, conducted at a state
primary school in a former coalmining community in the north of
England, this book provides insight into teachers' perceptions of
the effects of deindustrialisation on education for the working
class. The book draws on the notion of social haunting to help
understand the complex ways in which historical relations and
performances, reflective of the community's industrial past,
continue to shape experiences and processes of schooling. The
arguments presented enable us to engage with the 'goodness' of the
past as well as the pain and suffering associated with
deindustrialisation. This, it is argued, enables teachers and
pupils to engage with rhythms, relations, and performances that
recognise the heritage and complexities of working-class culture.
Reckoning and harnessing with the fullness of ghosts is essential
if schooling is to be refashioned in more encouraging and
relational ways, with and for the working class. This text will
benefit researchers, academics, and educators with an interest in
the sociology of education, and social class and education in
particular. Those interested in schooling, ethnography, and
qualitative social research will also benefit from the book
Based on a critical Marxist ethnography, conducted at a state
primary school in a former coalmining community in the north of
England, this book provides insight into teachers' perceptions of
the effects of deindustrialisation on education for the working
class. The book draws on the notion of social haunting to help
understand the complex ways in which historical relations and
performances, reflective of the community's industrial past,
continue to shape experiences and processes of schooling. The
arguments presented enable us to engage with the 'goodness' of the
past as well as the pain and suffering associated with
deindustrialisation. This, it is argued, enables teachers and
pupils to engage with rhythms, relations, and performances that
recognise the heritage and complexities of working-class culture.
Reckoning and harnessing with the fullness of ghosts is essential
if schooling is to be refashioned in more encouraging and
relational ways, with and for the working class. This text will
benefit researchers, academics, and educators with an interest in
the sociology of education, and social class and education in
particular. Those interested in schooling, ethnography, and
qualitative social research will also benefit from the book
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