Accueil
| Titre : | Conflict and contentment: Case study of the social mobility of working-class students in Canada (2021) |
| Auteurs : | Wolfgang Lehmann |
| Type de document : | Article : document électronique |
| Dans : | European Journal of Education (vol. 56, n° 1, March 2021) |
| Article en page(s) : | pp. 41-52 |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ ACCES A L'ENSEIGNEMENT SUPERIEUR ; INEGALITE SOCIALE ; CLASSE OUVRIERE ; MOBILITE SOCIALE ; ETUDIANT ; CHEMINEMENT SCOLAIRE ; ORIENTATION SCOLAIRE-PROFESSIONNELLE ; PROJET PROFESSIONNEL ; RELATION FORMATION-EMPLOI ; MILIEU RURAL ; CANADA |
| Résumé : | This article offers a tentative exploration of how working-class students' mobility is affected by the push to enter middle-class careers and lifestyles, and the pull of their working-class origins. Based on a nine-year qualitative longitudinal study of working-class students at a Canadian university, I will show that few study participants experienced mobility as an uncontested or linear trajectory. Two key storylines can be identified: (a) a story of adjustment, modification and contentment; and (b) a story of conflict, loss, and struggle. For most, educational mobility was tempered by revisions of occupational ambitions, by returns to their home communities and by lifestyle choices that do not fit simple narratives of status mobility. And yet, all expressed a growing sense of self-confidence, appreciated their education as an experience of personal growth, and achieved on their own terms, in post-graduate education and newly discovered careers. |
| Document Céreq : | Non |
| En ligne : | https://doi.org/10.1111/ejed.12431 |
