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Revisiting the ‘Zombie Stalking English Schools’: The Continuing Failure to Embrace Social Class in Working-Class Education

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Education and Working-Class Youth

Abstract

This chapter attempts to untangle the many discursive and policy strands that complicate contemporary understandings of social mobility in a post-Brexit UK riven with feelings of discontent and distrust of ‘others’; a United Kingdom that is far from united. Through case studies of educationally successful working-class young people it examines what social mobility means for the working classes both individually and collectively. In doing so it tries to develop more nuanced conceptualisations of the relationship between the working classes and the educational system that recognise historical specificities, and the wider social and economic climate.

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Author information

Authors and Affiliations

  1. University of Cambridge, Cambridge, UK

    Diane Reay

  2. London School of Economics and Political Science, London, UK

    Diane Reay

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  1. Diane Reay
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Correspondence to Diane Reay .

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Editors and Affiliations

  1. School of Education and Professional Development, University of Huddersfield, Huddersfield, United Kingdom

    Robin Simmons

  2. School of Education and Professional Development, University of Huddersfield, Huddersfield, United Kingdom

    John Smyth

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Reay, D. (2018). Revisiting the ‘Zombie Stalking English Schools’: The Continuing Failure to Embrace Social Class in Working-Class Education. In: Simmons, R., Smyth, J. (eds) Education and Working-Class Youth. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-90671-3_2

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  • DOI: https://doi.org/10.1007/978-3-319-90671-3_2

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-90670-6

  • Online ISBN: 978-3-319-90671-3

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