Suchergebnisse

Introduction In the Shadow of Coal; Robin Simmons and Katherine Simpson -- Chapter 1 Contextualising the Coalfields: Mapping the Socio-Economic and Cultural Loss of the Coal Industry; Tim Strangleman -- Chapter 2 A Conflictual Legacy: Being a Coal Miner's Daughter -- Chapter 3 Education, Ghosts and Deindustrialisation: Attuning to Legacies of Resistance and Collectivity in the Hidden Curriculum -- Chapter 4 Growing up in the interregnum: accounts from the South Yorkshire coalfield -- Chapter 5 Working Down the Pit: Historical and Cultural Perspectives on Coal Mining in Britain and the Implications for Contemporary Society and Politics -- Chapter 6 Are we expecting too much? Aspirations and Expectations of Girls Living in an Ex-Mining Community -- Chapter 7 School Legacies in the Former Coalfields: Education, Deindustrialisation and Collective Remembering -- Chapter 8 "A brewing, a world stirring": A 'Ghost Lab' Approach to the Social Haunting of the UK Coalfields; Geoff Bright -- 9 Conclusion Reimagining Education and Work in the Former Coalfields.

This edited book presents a range of chapters written by new and established authors, drawing on a range of different perspectives and traditions to critically analyse education, work and social change in the former coalfields. Historically, coal was one of Britains major industries, employing over a million men at its peak. But mining was more than an occupation - it was a way of life for those living and working in coalfield communities. Work, leisure, family relations and other dimensions of social life were centred upon the coal industry and its related institutions such as trade unions, working-mens clubs and welfare institutes. These communities have, however, undergone significant social and economic change over time, not least in terms of the pain and suffering associated with the Great Strike of 198485, the successive waves of pit closures which took place thereafter and the eventual demise of the coal industry. The book will be of interest to academics drawing on sociology, social policy, history, geography and other subject disciplines. Robin Simmons is Professor of Education at the University of Huddersfield, UK. His research interests lie in the sociology of education, education policy, and the history of education. Robin has led research funded by leading bodies including the Raymond Williams Foundation, Gatsby Charitable Foundation, and the Leverhulme Trust. He has written extensively on social class, particularly in relation to young peoples experiences of participation and non-participation in education, employment, and work-based learning. Robin is co-editor of Education and Working-Class Youth: Reshaping the Politics of Inclusion published by Palgrave Macmillan in 2018. Kat Simpson is Senior Lecturer in Education and Community Studies at the University of Huddersfield, UK. Her research interests lie in education and social class, especially pupils and teachers experiences of schooling in former coalmining communities. She has written extensively on different aspects of deindustrialisation and social haunting. Methodologically, Kat is interested in Marxist ethnography and critical policy analysis. Her book Social Haunting, Education and the Working Class: Reimagining Schooling in a Former Mining Community was published in 2021.

The number of young people not in education, employment or training (NEET) is rising to alarming levels across the globe and costing the economy billions. Current government attempts at diminishing NEET levels have failed to take effect, and the NEET category remains a continuing source of hotly contested public and media interest. This book is based upon a longitudinal study of the lives of a set of young people in the north of England classified as NEET, or at risk of becoming NEET. Drawing on ethnographic data from over two years of fieldwork funded by The Leverhulme Trust, it looks beyond dominant political and media discourses on NEET young people to provide a rich, detailed account of young people's experiences on the margins of education and employment in post-industrial Britain. "Education, Work and Social Change" uses a critical materialist approach to go beyond the duality of inclusion and exclusion and re-think young people's experiences of participation and non-participation. These, it is argued, can only be fully understood through the concept of marginalization. This text provides fresh and challenging insights into the lives of some of the most vulnerable young people in the United Kingdom and concludes by highlighting the implications of this research for practitioners and policymakers; evaluating current policy initiatives and setting out a range of strategies that should be adopted by local authorities and the government for improving the lives of NEET young people