Locked out, left out

three generations schooled and classed

Kelly Cheung

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Working class girls in and out of school present problematic conceptions for educators. For the curriculum designers and education reformers of the early twentieth century, working class women and girls in the Australian state of New South Wales required the intervention of schooling in order to cultivate morality, frugality, and a temperament and skill set for a life disposed towards compliant domesticity (Kyle 1986). Despite the industrial and social transformations of the twentieth century, considerations of girls’ education, particularly for working class girls, continued to be limited by conservative and parochial beliefs, values and attitudes (Campbell and Proctor 2014, Kenway and Willis 1993, Kyle 1986, Wyn 1990). Giving the old conservatism the flip is way overdue if we are going to truly include the children of the working class in our school communities today.
Original languageEnglish
Title of host publicationFlip the system Australia
Subtitle of host publicationwhat matters in education
EditorsDeborah M. Netolicky, Jon Andrews, Cameron Paterson
Place of PublicationAbingdon, Oxon
PublisherRoutledge, Taylor and Francis Group
Chapter13
Pages115-123
Number of pages9
ISBN (Electronic)9780429770517, 9780429429620
ISBN (Print)9781138367869, 9781138367616
Publication statusPublished - Jan 2019

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  • Cite this

    Cheung, K. (2019). Locked out, left out: three generations schooled and classed. In D. M. Netolicky, J. Andrews, & C. Paterson (Eds.), Flip the system Australia: what matters in education (pp. 115-123). Abingdon, Oxon: Routledge, Taylor and Francis Group.