Abstract
This chapter recounts how the youngest child of a Nottingham working-class family navigated her education from failed 11-plus in 1959 to a master’s degree in 1982. First in her family to go to university, she was ‘scripted’ by her father to “go out there and show them” and nurtured by a mother to always “do your best”. She and the few others who transferred ‘late’ to grammar school at 13 were reminded that they were “just an experiment”. Her retrospective account of those formative years that led to university considers how family difficulties, working-class mores of the 1960s and 1970s and the Cuban missile crisis all affected her journey into higher education, transition to middle-class status and subsequent career. She uses diary extracts, school reports and discussions with her older sister to add specificity to her memories and to work out finally what being clever means to her.
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Notes
- 1.
The 1944 Education Act introduced a three-tier system of secondary education (grammar, secondary modern and secondary technical schools), designed to channel people into the kinds of education best suited to their ‘innate’ abilities, with the highest rewards going to those who possessed a sufficient ‘intelligence quotient’ (IQ) to pass the ‘11-plus’ examination at the end of the primary years and gain admission to the grammar school with its ‘academic’ curriculum as a potential gateway to university.
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Lines of terraced or ‘row houses’, built ‘back to back’, each with a small back yard.
- 3.
Popular left-leaning tabloid newspaper.
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Thomas, L. (2019). On Be(com)ing Clever. In: Goode, J. (eds) Clever Girls. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-29658-2_4
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DOI: https://doi.org/10.1007/978-3-030-29658-2_4
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Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-29657-5
Online ISBN: 978-3-030-29658-2
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