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Dissertationen zum Thema „Working class“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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1

Rankin, Cherie L. Breu Christopher. „Working it through women's working-class literature, the working woman's body, and working-class pedagogy /“. Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799101&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205258868&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Christopher D. Breu (chair), Cynthia A. Huff, Amy E. Robillard. Includes bibliographical references (leaves 262-273) and abstract. Also available in print.

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2

Charlton, John Douglas. „Working class structure and working class politics in Britain 1950“. Thesis, University of Leeds, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303518.

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3

Scattergood, Andrew J. „Learning to play : how working-class lads negotiate working-class physical education“. Thesis, University of Chester, 2017. http://hdl.handle.net/10034/620821.

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Adults from the middle-classes are up to three times more likely to be regularly involved in sport than those from the working-class. The reason for this participation anomaly has been consistently linked to the differing lifestyles and opportunities to which young people from working and middle-class backgrounds are exposed. More specifically, working-class children are more likely to develop narrow, class-related leisure profiles and sporting repertoires during their childhood that serve to limit the likelihood of them remaining physically active in adulthood. In relation to this, one of the key aims of physical education (PE) in mainstream schools is to develop the range of skills and knowledge for all pupils and widen their sporting repertoires in an attempt to promote long-term participation throughout their lives. However, not only has PE provision in British mainstream schools been shown to be unsuccessful in promoting working-class pupils’ sporting/ability development, some suggest that the subject may even be perpetuating the social difference that has been shown to exist in relation to sports participation between social class groups. In order to address these issues the study set out to examine the extent to which the wider social background of white, working-class ‘lads’ and the actions and attitudes of their PE teachers came to impact on the way the lads influenced and experienced their PE curriculum/lessons. It also aimed to examine the impact that school PE then had on their sporting repertoires and participation in sport/active leisure outside of school. A total of 24 days were spent in Ayrefield Community School (ACS), a purposively selected, working-class state secondary school as part of a case study design. Over 60 practical PE lessons were observed that led to differing roles being adopted and guided conversations being conducted before, during, and after these lessons. Eight focus group interviews were also conducted with specifically chosen lads as well as one with the four members of male PE staff. Additional observations were also carried out during off-site trips, external visits, and in a range of classroom-based lessons. The findings were then considered and examined in relation to the work of the sociologists Norbert Elias and Pierre Bourdieu. The findings revealed that the pressures related to the modern education system and the social expectations linked to their working-class backgrounds caused a split between the lads at ACS in to three broad groups, namely: Problematics, Participants and Performers. These groupings came to impact on the ways that these lads engaged and achieved in school as well as the ways in which they came to negotiate and experience PE. The ‘Problematic’ group held largely negative views of education, but valued PE, especially when playing football, the ‘Participants’ were relatively successful at school yet apathetic regarding the content and delivery of their PE lessons, and a Performer group of lads emerged who engaged and achieved highly at school and participated in a range of activities in PE, but showed little intention of participating outside of school due to their pragmatic attitude to ‘learning’ in PE. Despite these differing school and PE experiences between the lads’ groups, the potential and actual impact of school PE on their sporting repertoires, skills, and interests was ultimately constrained by a range of issues. In the first instance the lads’ narrow, class-related leisure profiles and sporting repertoires linked closely to recreational participation with friends, alongside a lack of proactive parenting were significant limiting factors. In addition, the ability of some lads to constrain the actions of PE staff and peers to get what they wanted in PE rather than what they needed, and the negative views of most lads to skill development and structured PE lessons meant that PE at ACS was never likely to have a positive impact on the sporting repertoires and participation types/levels of its male pupils either currently or in their future lives.

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4

Wilkens, Christa. „Bildung und Freizeit für Arbeiter während des Kaiserreichs der Bildungsverein für Arbeiter Lüneburg und seine bürgerlichen Förderer /“. Hamburg? : [s.n.], 1991. http://catalog.hathitrust.org/api/volumes/oclc/29220413.html.

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5

Hearn, Mark. „Hard cash John Dwyer and his contemporaries, 1890-1914 /“. Connect to full text, 2000. http://hdl.handle.net/2123/847.

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Thesis (Ph. D.)--University of Sydney, 2001.
Title from title screen (viewed Apr. 22, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of History, Faculty of Arts. Degree awarded 2001; thesis submitted 2000. Includes bibliographical references. Also available in print form.

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6

Turner, Katherine Leonard. „Good food for little money food and cooking among urban working-class Americans, 1875-1930 /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 288 p, 2008. http://proquest.umi.com/pqdweb?did=1597612821&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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7

Terepocki, Megan Liza. „Schooling the working-class subject, the production of working-class identities through bourgeois discourse“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/NQ49997.pdf.

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8

Turnbull, Simone. „The portrayal of the working-class and working-class culture in Barry Hines's novels“. Thesis, Sheffield Hallam University, 2014. http://shura.shu.ac.uk/8637/.

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This thesis examines Barry Hines’s representation of contemporary British workingclass and working-class culture. The corpus includes the writer’s nine novels: The Blinder published in 1966, A Kestrel for a Knave in 1968, First Signs in 1972, The Gamekeeper in 1975, The Price of Coal in 1979, Looks and Smiles in 1981, Unfinished Business in 1983, The Heart of It in 1994 and finally Elvis over England in 1998. The written work also comprises the play entitled Two Men from Derby which was first shown on BBC 1 on 21 February 1976 and subsequently broadcast on BBC Radio 4 on 23 October 1976. Besides the scope of the author’s literary output has been enhanced thanks to the adaptation of four of his narratives to cinema through his collaboration with the film-maker Ken Loach. In 1969 the novel entitled The Kestrel for a Knave was adapted into the film named Kes. The Price of Coal was first written for a television series which broadcast in 1977 before being published in book form. The Gamekeeper, was adapted into a film in 1980. Looks and Smiles won the Young Cinema Award in the 1981 Cannes Film Festival. Barry Hines’s position as both a novelist as a scriptwriter has enabled his message to be more widespread. It is the tenor of his message that I study and analyse through the study of his literary output which spans the second half of the 20th century. I wish to question his use of supposedly straightforward realism, verging on naturalism, through the delineation of the geographical, the human, the social and the cultural backdrop. The writer’s literary treatment combines up-to-date details with traditional tenets which conjure up a nostalgic backdrop in the face of the economic, historical and social upheavals of the era. The outlook which remains steeped in the past underscore the timelessness of the working-class according to the narrator. Yet is this definition still relevant as the recent re-shaping of the microcosm is acknowledged, yet downplayed. The overall feeling of everlastingness highlight the entrapment of the contemporary working-class members who cannot come to terms with the successive changes undergone by British society. The writer’s staunch empathy and his use of humour assuage the bleakness of the habitat and of the social conditions. His optimism contrasts with the current virulent contempt levelled at the working-class as he advocates active participation as the only way-out.

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9

Liu, Kit-ling. „Alcohol consumption and mortality among male factory workers in Guangzhou, China“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/b39724219.

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10

Young, Mai-san. „Women in transition : from working daughters to unemployed mothers /“. Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B22956384.

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11

O'Brien, Timothy. „Football, violence and working class culture“. Thesis, University of Manchester, 1985. http://clok.uclan.ac.uk/21061/.

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This thesis is based on fieldwork, carried out over a five year period, amongst a group of young, male, football fans. The question of what football means to its loyal adherents is asked and answers such as a religion, a quasi religion, or a magical ceremony are analysed and discussed. The language of the fans in terms of songs, chants, and graffiti, as well as emblems, scarves and their way of dress is e camined as a development of this analysis, and finally the position of football as a central interest in the lives of the fans is discussed. Throughout ethnographic examples and case studies from the group under study are dispersed in the relevant sections, linking the twin themes of violence and football, and, in the case of this particular group, putting the emphasis firmly on football. The thesis also looks at the history of violence at football grounds and at other places over the years where young males from working class backgrounds have been involved. Issues of class and culture, especially the sub-culture of the young and the sub-culture of violence are also examined with special reference to young males and their occupation of the football terraces. Statistics on arrests and ejections at football matches are analysed and correlated with research already carried out on football related offences, convictions and punishments. Particular attention is paid to the role of the group as an intervening variable on the football terraces between the individual and the crowd on the football terraces.

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12

Quinney, Nigel Peter. „Edwardian militarism and working class youth“. Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385630.

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13

James, Laura. „Working women : gender, class and place“. Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440718.

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14

SOUZA, FILIPE AUGUSTO SILVEIRA DE. „BOUNDED CAREERS: RECONSTRUCTING WORKING-CLASS CAREERS“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35737@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
O objetivo central desta pesquisa foi compreender a influência dos múltiplos contextos e da agência sobre a construção das carreiras de trabalhadoras das classes populares, especificamente as que atuam em serviços terceirizados de limpeza. A abordagem neobourdieusiana proposta assumiu como ponto de partida e influência central o arcabouço conceitual proposto pelo sociólogo brasileiro Jessé Souza (2012a, 2009, 2012b), cujo intuito declarado foi desvelar o ancoramento institucional das ideias subjacentes à persistente desigualdade social no Brasil. Objetivou-se, igualmente, atender às demandas, recorrentes no âmbito do campo de estudos de carreira, pela realização de pesquisas voltadas às trajetórias ocupacionais de trabalhadores das classes populares (GUEST; STURGES, 2007; THOMAS, 1989; WALTON; MALLON, 2004). A relevância atribuída às influências contextuais sobre as carreiras individuais resultou na aproximação dos contornos teóricos propostos por Bourdieu (1990) com elementos da sociologia psicológica de Bernard Lahire (2002, 2016); com vistas a caminhar para além das cercanias de uma abordagem disposicionalista, optou-se por contemplar a dimensão reflexiva da atividade humana a partir do conceito de conversações internas, introduzido pelo pragmatismo norte-americano e retomado pela socióloga britânica Margareth Archer (2003, 2007). Ao fim e ao cabo, acredita-se que os resultados desta pesquisa apontam para a necessidade de relativização das teses em favor da crescente individualização (BECK, 1997, 2010; GIDDENS, 1997, 2002; DUBAR, 2010) e destradicionalização experimentadas na alta modernidade (GIDDENS, 1991). Contrapõe-se, assim, à tendência dominante de homogeneização, a partir de um processo abstrato de generalização, das condições de possibilidade dos estratos superiores para o conjunto da população (MATTOS, 2006), dissociada de uma análise contextualizada das múltiplas condicionantes sociais e simbólicas. A priorização do foco das novas carreiras, sobretudo as ‘carreiras sem fronteiras’, em trajetórias profissionais em áreas de atividade econômica específicas, com destaque para os setores criativos e intensivos em tecnologia, e sua universalização para toda e qualquer trajetória ocupacional é assumido aqui como um caso concreto desta tendência. Na visão de alguns autores (ROPER; GANESH; INKSON, 2012), essa representação voluntarista de carreira flerta com a ideologia neoliberal, legitimando, assim, a transferência de responsabilidades e riscos do empregador para o empregado. Todavia, a aproximação de casos concretos, a exemplo das histórias de vida das interlocutoras desta pesquisa, é capaz de revelar uma realidade dissonante de tais pressupostos. A abordagem multicontextual e multinível adotada nesta tese permitiu que se verificassem a existência de múltiplas fronteiras interpostas ao longo das narrativas das interlocutoras, segmentadas em múltiplas trajetórias – familiar, social, de lazer, habitacional, educacional, profissional, moral e religiosa. Pôde-se observar a influência exercida pelos múltiplos contextos sobre a construção de um habitus precário, correspondente à posse de baixos volumes de capital familiar, social, cultural e econômico, e a níveis limitados de reflexividade − bounded agency (MACDONALD; MARSH, 2005; SCHOON; PETER; ROSS, 2012) −, com impactos sobre a inserção e o desenvolvimento das carreiras dessas mulheres em posições subalternas no mercado de trabalho.
The main objective of this research is to understand the influence of multiple contexts and the agency about the construction of the working class individuals careers, specifically those working in outsourced cleaning services. The proposed neobourdieusian approach took as a starting point and central influence the conceptual framework proposed by the Brazilian sociologist Jessé Souza (2012a, 2009, 2012b), whose declared intention was to unveil the institutional anchoring of the ideas underlying the persistent social inequality in Brazil. It was also intended to meet the recurrent demands in the field of career studies, for the realization of research focused on the careers of working class individuals (GUEST; STURGES, 2007; THOMAS, 1989; WALTON MALLON, 2004). The relevance attributed to contextual influences on careers resulted in the approximation of the theoretical framework proposed by Bourdieu (1990) with elements of Bernard Lahire s psychological sociology (2002, 2016); in order to go beyond a disposicionalist approach, this research contemplated reflexivity from the concept of internal conversations, introduced by American pragmatism and taken up by British sociologist Margaret Archer (2003, 2007). It is believed that the results of this research point to the need to relativize theses in favor of increasing individualization (BECK, 1997, 2010; GIDDENS, 1997, 2002; DUBAR, 2010) and distraditionalization experienced in high modernity (GIDDENS, 1991). It represents a counterpoint to the dominant trend of homogenizing the conditions of possibility of the upper strata for the whole of the population (MATTOS, 2006), thus, undervaluing the multiple social and symbolic constraints. The prioritization of the focus of the new careers, especially the boundaryless careers, on specific economic sectors, with prominence for the creative and intensive sectors in technology, and the universalization of findings for all occupational trajectories is assumed here as a concrete case of this trend. According to some authors (ROPER; GANESH INKSON, 2012), this voluntarist view of career flirts with neoliberal ideology, thus legitimizing the transfer of employers responsibilities and risks to the employees. However, concrete cases such as the life stories of the respondents in this research reveal a dissonant reality of the assumptions usually portrayed in the research associated with the new careers. The multi-contextual and multilevel approach adopted in this thesis revealed the existence of multiple boundaries interposed throughout the life stories of the respondents, which were segmented in multiple trajectories – family, social, leisure, housing, educational, professional, moral and religious. As a result, it was observed the decisive influence exerted by multiple contexts on the construction of a precarious habitus, corresponding to the possession of low volumes of family, social, cultural and economic capital, and at limited levels of reflexivity − bounded agency (MACDONALD; MARSH, 2005; SCHOON; PETER ROSS, 2012) −, which conditions the insertion and development of these women s careers in subordinated positions in the labor market.

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15

Johnson, Dominic Denver. „Access to higher education: to break the vicious cycle of working class schools producing working class citizens“. Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6917_1256303720.

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This study investigated why learners from low socio-economic communities such as Delft, a township in the Cape Flats, fail to achieve matriculation exemption and do not meet the criteria for tertiary education admission. Using a case study approach, the research sheds light on why this is happening in one school (School X) in Delft. It was found that the crucial factors to be both internal and external to the school.

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16

Windle, Jack. „Class, culture and colonialism : working-class writing in the twentieth century“. Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/5111/.

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17

McLaughlin-Jenkins, Erin K. „Common Knowledge the Victorian working class and the low road to science, 1870-1900 /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66360.pdf.

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18

Green, Brian Stephen. „The working class after the vanguard : process and plurality in the theory and practice of working class organization“. Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31314.

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This thesis examines what the two sides of class-- capital and working class --have meant in left parlance, what these meanings imply about class struggle, and how they were put into political practice through Communist Parties and trade unions. Ideas about class and strategies for class struggle continue to be central to the left, as the various ways these are conceptualized give rise to very different answers to some common and persistent questions: Who is legitimately a worker and when? Why, how and with what result are certain struggles delayed or subsumed within others? At what point does self-criticism cross over to counter-revolutionary dissent? And what might continuing schisms over these questions tell us about traditional left organizations? The thesis traces the development of 'the left' from its key conceptual subject, the working class, through its two most widely-adopted organizational strategies in order to examine the poverty of the left's analytical and political traditions, particularly as regards (1) the notion of socialism as an alternative management plan and (2) ideas about capital and working class that stressed the embodiments of power relations rather than those relations themselves, and which were lifted directly from capital's own definitions of productivity. Finally, the thesis argues that insights from long-neglected Marxisms, certain critical post-structuralisms and the political strategies of some emergent anti-capitalist networks together offer the opportunity to produce a more fluid, and more liberatory left, imbued with: (1) an understanding of class as a relationship that does not inhere to individuals or organizations, and (2) a notion of the working class as a permanent resistance that has nothing whatever to do with a particular ideology or strategy; with (3) an analysis which emphasizes situational relationships of power that are at once racialized, gendered, sexualized, and classed; and (4) a political approach which draws means and ends together in an emphasis on resistance as the troubling of order, and revolution as a process of refusal.
Arts, Faculty of
Sociology, Department of
Graduate

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19

Creese, Gillian Laura Carleton University Dissertation Sociology. „Working class politics, racism and sexism; the making of a politically divided working class in Vancouver, 1900-1939“. Ottawa, 1986.

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20

Charlesworth, S. J. „Changes in working class culture in Rotherham“. Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597497.

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The thesis looks at a town called Rotherham in South Yorkshire. The focus is upon the extent of changes in working class culture that have issued from the loss of industry and the collapse of the local economy. Alongside this picture of a community in change the main body of the thesis is concerned to develop an account of working class people as necessarily suffering because of their changed position in the national economy. The thesis locates the most personally felt tragedies in the Social sphere and is an exercise in socio-analysis: that is, an attempt to expiate the pain of the people involved in these experiences through their being offered the possibility of recognising their personal plight as a social destiny. The thesis is a product of three years of work that has generated around 400,000 words worth of transcribed material that records the thoughts of the people of the town. The vast bulk of the interviews is with people who are socially vulnerable and marginal but I have also tried to involve the local police and health services. The thesis, therefore, contributes to our knowledge of the deeper effects of contemporary economic and social organisation. The task of analysis utilised the works of diverse social thinkers, from Bourdieu to Habermas but the analysis of the personal has rested heavily on the Phenomenology of Merleau-Ponty and the philosophical meditations of Wittgenstein and others, including, Charles Taylor and Stephen Mulhall. The central thesis, that working class culture has become asocial, atomised, alienated, rests upon the theoretical work carried out in making sense of what is actually being said by the people who I interviewed. Indeed, the conclusion points toward a theory of alienation and dispossession that has robbed working class people of any meaningful human life: one in which they experience a sense of value and esteem.

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21

McAloon, Jim. „Working class politics in Christchurch, 1905-1914“. Thesis, University of Canterbury. Department of History, 1986. http://hdl.handle.net/10092/4240.

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The thesis begins by considering the state of organised labour in Christchurch around 1900. Detailed attention is then paid to the role of trade union in 1905, to wage levels and to employment. Conflicts in the workplace over wages and control of the labour process, which were becoming more severe, are analysed in selected industries. The evolution of the Canterbury Trades and Labour Council and its attitude to political and industrial organisation are discussed. The attempts of Christchurch workers to form an independent political party are examined. Finally, there is discussion and analysis of the crisis of 1913 and its effects on the labour movement.

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22

Petty, Sue. „Working-class women and contemporary British literature“. Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/5441.

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This thesis involves a class-based literary criticism of working-class women s writing. I particularly focus on a selection of novels by three working-class women writers - Livi Michael, Caeia March and Joan Riley. Their work emerged in the 1980s, the era of Thatcherism, which is a definitive period in British history that spawned a renaissance of working-class literature. In my readings of the novels I look at three specific aspects of identity: gender, sexuality and race with the intersection of social class, to examine how issues of economic positioning impinge further on the experience of respectively being a woman, a lesbian and a black woman in contemporary British society. I also appropriate various feminist theories to argue for the continued relevance of social class in structuring women s lives in late capitalism. Working-class writing in general, and working-class women s writing in particular, has historically been under-represented in academic study, so that by highlighting the work of these three lesser known writers, and by indicating that they are worthy of study, this thesis is also complicit in an act of feminist historiography.

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23

Herrmann, Jana. „Ken Loach : voice of the working class“. Bachelor's thesis, Universität Potsdam, 2014. http://opus.kobv.de/ubp/volltexte/2014/7198/.

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Ken Loach has been playing an important role for the British cinema for more than five decades now. His work has gained international regocnition and recieved various prestigious awards. Some of his films were even quite successful at the box office, nevertheless many people have still not heard of him. That is regrettable, because Loach is without doubt one of the best in his field. This paper is meant to show what distinguishes his films from the work of other directors and explains why his films are of such great value. Loach's career can be broadly divided into three stages, which will be specified in the first chapter of the paper. Afterwards three examples were chosen to illustrate Loach's working methods and the results of these. The films Kes (1969), Riff-Raff (1991) and My Name Is Joe (1998) are dealt with in separate chapters in chronological order, in this way the development of Loach's career can be reproduced. First the contents and backgrounds of the particular films will be briefly explained, followed by the analysis of important aspects of Loach's work based on the examples.
Ken Loach ist seit mehr als fünf Jahrzehnten ein wichtiger Teil der britischen Filmszene. Längst hat seine Arbeit auch international Anerkennung gefunden und wurde mit vielen renommierten Auszeichnungen bedacht. Einige seiner Filme liefen sogar an den Kinokassen recht erfolgreich, trotzdem ist er für viele Menschen noch immer kein Begriff. Das ist sehr bedauerlich, denn Loach gehört zweifelsohne zu den ganz Großen in seinem Fach. Diese Arbeit soll aufzeigen, worin seine Filme sich von den Werken anderer Regisseure unterscheiden und warum sie so wertvoll sind. Loachs Werdegang lässt sich grob in drei Phasen unterteilen, welche im ersten Teil der Arbeit näher beschrieben werden. Anschließend wurden drei Beispiele ausgewählt, mit deren Hilfe Loachs Arbeitsweise und die dadurch erzielte Wirkung veranschaulicht werden. Den Filmen Kes (1969),Riff-Raff (1991) und My Name Is Joe (1998) ist in chronologischer Reihenfolge jeweils ein Kapitel gewidmet, um auf diese Weise auch eine Entwicklung in Loachs Laufbahn nachvollziehen zu können. Die Inhalte und die Hintergründe der einzelnen Filme werden zunächst kurz erläutert, um dann anschließend auf wichtige Aspekte von Loachs Schaffen anhand der Beispiele einzugehen.

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24

Devlin, Paul. „Working class theatre in Ulster: 1920-1960“. Thesis, Ulster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668342.

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25

Fordham, John. „James Hanley : modernism and the working class“. Thesis, Middlesex University, 1997. http://eprints.mdx.ac.uk/6414/.

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This thesis examines the work of James Hanley (1901-1985), a working-class ordinary seaman who became a professional writer for most of his adult life. His reputation was made originally during the 1930s when he was often identified with the emergent group of industrial-based' proletarian' realists. However, Hanley's writing radically departs from conventional notions of realism and will be shown to have closer associations with both mainstream and sub-cultural forms of modernism. Theoretically, the thesis is grounded in Georg Lukacs's History and Class Consciousness, which argues that the 'totality' of social relations is made intelligible only through a working-class realization of the dialectic. His social insight is then adapted and, along with other compatible Marxist readings, developed for a literary theory which argues that, read dialectically, working-class interventions reveal the conflictual and contradictory aspects of literary formations and movements. Hanley's life and career is characterized by what is consistently represented as a 'class struggle' at both the social and textual levels: a pervasive phenomenon whereby marginal initiatives both resist and affirm the ideology of the dominant culture. Hanley is also interesting in terms of his spatial and temporal range which, unlike that of other working class writers, is confined neither to that moment of the 1930s, nor to the workplace, but addresses the broad spectrum of 20th-century British history and culture, including the crisis moments of two world wars, and the salient questions of modernity: political engagement and retreat, individuality and community, country and city. Methodologically, such a complexity is more fully explained by an intertextual approach which locates Hanley within both a European tradition and various currents of contemporary writing. It is argued that class is the key determining factor in understanding both these processes, and the analagous problematics of Hanley's social trajectory, each of which are shown to have profound textual consequences. Empirically, the social and cultural sources of his work are traced from the place of his origins, Liverpool, through the domain of the sea, to the modem world of metropolitan publishing and finally to rural Wales, his adopted country. The thesis concludes that interpreting modernism through the category of class has implications for developing general theories of literary culture: namely that cultural phenomena cannot be characterized by any singular factor or process, but are more adequately interpreted dialectically, that is to say as the result of a struggle between competing meanings of tradition, reality, history and art.

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26

Taylor, Avram George. „Working class credit on Tyneside since 1918“. Thesis, Durham University, 1996. http://etheses.dur.ac.uk/1572/.

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27

Garbett, Christine Marie. „Literacies in Context: Working-Class Deaf Adults“. Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1452260981.

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28

Schwanebeck, Wieland. „How the Right-Wing Blockbuster Disposes of the ‘Non-Working’ Working Class“. Universität Leipzig, 2018. https://ul.qucosa.de/id/qucosa%3A21122.

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29

Ho, Tai-wai David. „Perceptions and identity : a study of the Chinese working class in the reform era /“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21806512.

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30

Wilson, Karen. „Aspects of solidarity between middle-class and working-class women 1880-1903“. Thesis, Keele University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293991.

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31

DeGenaro, William. „The nature of working-class literature: an ecofeminist critique“. Youngstown State University / OhioLINK, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=ysu997116409.

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32

Ciesla, Meagan. „You don't (really) want to know“. Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939182111&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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33

GERWE, JENNIFER LYNN. „CLASS AS PROCESS: AN ANALYSIS OF EAST END AND TAIWANESE WORKING-CLASS PRACTICES“. University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022878143.

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34

Hayward, Sally Kerry. „Spaces unspoken, memories of a working-class life“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ59723.pdf.

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35

Woodward, Paul Andrew. „Historic preservation and revitalization in working-class communities“. Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1181668936/.

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36

Bramwell, William M. „Working class local communities in Birmingham, 1840 - 1880“. Thesis, Queen Mary, University of London, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318313.

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37

Hobbs, Mark. „Visual representations of working-class Berlin, 1924–1930“. Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2182/.

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This thesis examines the urban topography of Berlin’s working-class districts, as seen in the art, architecture and other images produced in the city between 1924 and 1930. During the 1920s, Berlin flourished as centre of modern culture. Yet this flourishing did not exist exclusively amongst the intellectual elites that occupied the city centre and affluent western suburbs. It also extended into the proletarian districts to the north and east of the city. Within these areas existed a complex urban landscape that was rich with cultural tradition and artistic expression. This thesis seeks to redress the bias towards the centre of Berlin and its recognised cultural currents, by exploring the art and architecture found in the city’s working-class districts. The thesis adopts Henri Lefebvre’s premise that each society creates its own space in which it lives, works, and sustains its cultural identity. On this basis, working-class culture and the spaces in which it was practiced, are treated with equal weight. The thesis begins by examining how the laissez-faire economics of the German Empire (1871–1914), combined with a massive influx of rural migrants into Berlin, creating a complex industrial landscape, whose working-class inhabitants retained many pastoral traditions. The thesis moves on to study the works of a number of artists active in Berlin between 1924 and 1930, using examples of their work to examine the unique nature of the working-class districts, and the culture and traditions that took place within them. The second half of the thesis explores the working-class districts from an explicitly political perspective. The extensive house building programme that took place across Berlin throughout the twenties is explored in all its varied and conflicting political perspectives. What emerges is a picture of a growing schism between Berlin’s Social Democratic government, and Communist supporters in the working-class districts. 1929 emerges as a critical year in which political contestations of space between the two parties and their supporters reached new levels of hostility, as working-class culture clashed against Social Democratic urban policy.

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38

Masters, Charles Walter. „Working-class respectability in York c. 1870-1914“. Thesis, University of York, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556200.

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This thesis argues that respectability was central to the core values of the great majority of ordinary workers living in late- nineteenth-century York. This respectability expressed a universal aspiration which transcended class barriers and was based on an implicit Christian discipline and morality. It met the need of morally autonomous individuals to express their dignity and identities, but for working people it also provided a strategy for coping with life's economic and other uncertainties. The thesis uses oral evidence alongside written sources, especially Rowntree's Poverty survey, to focus on basic worker attitudes, shaped and expressed at work, in the home, and through institutions of self-help, the family, religion and leisure. It contributes to the debate about working-class identity and the link between culture and socio-economic differentiation, concluding that expressions of respectability can be found throughout the working classes with even the poorest aspiring to join self-help organisations and become worthy citizens. Gender-based notions of the male breadwinner and female homemaker are confirmed as a widely-accepted constituent of what it meant to be respectable. The existence of a widespread and diffusive culture of respectability is confirmed by recent interpretations of the persistence of a parallel, diffusive Christianity among working people. Forms of leisure such as moderate drinking, are shown to have been compatible with respectable values as defined by working people themselves, whatever the definitions handed down to historians in the evidence of middle-class reformers. Concepts of rough and respectable were employed at the time and remain valuable but their meanings are problematic. Reformers from the middle and working classes, seeking moral improvement, frequently targeted marginal groups and so failed to appreciate the extent to which a wider spectrum of men and women from different social classes shared a universal set of values that distinguished and defined the respectable citizen.

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39

Hilson, Mary. „Working-class politics in Plymouth, c. 1890-1920“. Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244425.

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40

Worth, Rachel J. „Representations of rural working class dress 1840-1900“. Thesis, Courtauld Institute of Art (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398961.

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41

Taylor, Yvette. „Working-class lesbians : classed in a classless climate“. Thesis, University of York, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423685.

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42

Hebson, Gail Louise. „Class and gender identities in working women's lives“. Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394074.

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43

Kumbhat, Christine Pushpa. „Working class adult education in Yorkshire, 1918-1939“. Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19923/.

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This thesis considers the place of workers’ adult education in the world of the British labour movement, and what impact it may have had on worker-students as citizens. It concentrates on three voluntary working class adult education organisations – the Workers’ Educational Association (WEA), The National Council of Labour Colleges (NCLC), and the Co-operative. The WEA delivered an impartial, non sectarian, non-political programme of education in the liberal arts and humanities with the support of universities and Local Education Authorities. The NCLC promoted a programme of Marxist education, and accepted support only from working class organisations, predominantly trade unions. The Co-operative wished to develop ‘Co operative character’ through education as a means to building a ‘Co-operative Commonwealth.’ This thesis explores the extent to which each organisation made an impact in Yorkshire between the wars. It does this in a variety of ways; by analysing the diversity of thought on socialism and democracy in the intellectual world of the labour movement during the inter-war era; presenting a historiographical context of workers’ adult education in Yorkshire from the nineteenth to the twentieth century; evaluating the Co operative’s success at establishing a Co-operative Commonwealth through education; exploring the relationship between the trades councils of Yorkshire and the three adult education organisations; researching the biographies of municipal public students known to have been worker-students; analysing the value of workers’ adult education from the perspective of the regional press; and studying the lived experience of workers’ adult education from the perspective of worker-students, tutors and administrators. The resounding theme that emerges by the end of the thesis is how working class adult education was connected consistently with democracy – that workers’ adult education, whatever form it took, supported a democratic model of active participatory citizenship based on idealism, as well as ethical and moral interpretations of social democracy.

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44

Anser, Layachi. „The process of working class formation in Algeria“. Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/34752.

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The main question raised in this study is that of whether under conditions of colonial domination, underdevelopment and integration into the world capitalist system there was a possibility for the emergence of a working class in Algeria. This study has shown that the conditions for the emergence and development of a working class existed in Algeria since the colonial period. In this early period the processes of pauperization and proletarianization of large sections of the population through land expropriation and destruction of crafts and local communities have led to the formation of the first groups of wage labour on colonial farms and enterprises. However, the process of working class formation was hindered by the uneven development of colonial capitalism, political repression, racial discrimination as well as internal cleavages based on ethnicity and religion. The post-independence period provided new possibilities for the process of working class formation yet it has, at the same time, revealed its limitations. These were related to the weakness of the working class and the hostile political and economic environment. The experience of Self-management and the struggles which developed around it highlighted the extent to which specific historical conditions have affected working class formation. However, a new impetus to this process was provided by the rapid and intensive process of industrialization. The working class-in-formation not only saw its size expanding may times over in a short period of time (1966-82), becoming one of the main social groupings in the Algerian social structure, but has also acquired a rich and varied experience through its struggles. Despite many unfavourable conditions such as, recency of industrialization, disorganization, subordination of unions, and continued influence of traditional structures the Algerian industrial workers have developed embryonic forms of class consciousness expressing their common identity and shared interests. They have also shown an awareness of societal division and cleavages based on an unequal access to resources, generating antagonisms and conflicts. Most importantly, a majority among workers developed positive orientations toward collective forms of resistance and were prepared given the "right" conditions to engage in forms of collective action. Although expressed views on radical forms of resistance such as strikes, were not too favourable, these must be understood in the historical and situational context of the time. Overall, Algerian workers despite differences relating to the environment, working conditions and management policies, have shown a great deal of cohesion and homogeneity. New conditions have emerged recently following the collapse of the one-party state, an achievement for which part of the credit, at least, must go to the Algerian workers. These emergent conditions offer the working class new possibilities for an autonomous development leading to the realization of its potentialities as a major force in the Algerian social structure.

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45

Guha, Ray Siddhartha. „Calcutta tramwaymen : a study of working class history /“. Kolkata : Progressive, 2007. http://catalogue.bnf.fr/ark:/12148/cb41066944d.

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46

Fernandez, Jody Ann. „The literacy practices of working class white women“. [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000235.

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47

Gerbrandt, Roxanne. „Exposing the unmentionable class barriers in graduate education /“. view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404341781&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 249-264). Also available for download via the World Wide Web; free to University of Oregon users.

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48

Sepulveda, Celia Anna. „Consuming merit: Social mobility and class contradictions of working class and lower class women in graduate school“. Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280742.

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This study utilizes a multi-method approach to analyzing the experience of working class and lower class women's experience in graduate school. A quantitative analysis is used to determine the number of working class and lower class females in graduate school using parents' education as a proxy. Most first-generation females in graduate school were found in Research I universities in the field of Education. A qualitative analysis includes semi-structured interviews of 34 women from two Research I institutions in the Southwest in the fields of Education, Psychology, Health Sciences and Biology. Data consists of the women's definitions of social class, values and experiences as well as their perceptions of graduate school culture and their mobility process during their graduate school experience. The women in this study revealed a contemporary definition of social class unlike academic Marxist and other sociological definitions. Their experiences of graduate student culture reveal a direct conflict with their social class values. Finally, their mobility experience in graduate school reveals contradictory feelings of pride and hiding their accomplishments from family.

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49

Michael, Olivia. „Towards a theory of working class literature : Lewis Grassic Gibbon's A Scots quair in the context of earlier working class writing“. Thesis, University of Leeds, 1992. http://etheses.whiterose.ac.uk/318/.

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The main aim of this thesis is to develop a theoretical approach to working class literature, up to and including the 1930's, in order to place Lewis Grassic Gibbon's A Scots Ouair within the context of working class writing. In developing this approach I have drawn on the critical models of Marxist, feminist, post-colonial and post-structuralist literary theories. These have enabled me to explore issues of economic marginalisation, imperialism and the construction of gender and identity, as raised both by Gibbon's distinctive narrative and linguistic style and by earlier texts. The main argument of my thesis is that many of the themes and issues found in earlier working class literature, such as poverty and unemployment, find expression in A Scots Ouair, and that Gibbon's narrative and linguistic style constitutes an aesthetic realisation of his political vision. In addition I consider the idea of silencing and ellipsis as a defining characteristic of Gibbon"s work and of working class fiction as a whole, affecting all aspects of a text, including the construction of identity, the presentation of plot and the narrative voice. In selecting a range of material from the eighteenth century to the 1930's, I hope to establish both the continuity between Gibbon's work and earlier texts and the ways in which his trilogy may be seen as a distinctive and innovative contribution to working class fiction. This thesis is my own original work. I have acknowledged in full all other reference works I have used.

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50

McBee, Randy D. „Struggling, petting, muzzling, mushing, loving, fondling, feeling or whatever you wish to call it : a social history of working-class heterosexuality in the United States, 1890s-1930s /“. free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9821329.

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