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.
|Title of host publication||Flip the system Australia|
|Subtitle of host publication||what matters in education|
|Editors||Deborah M. Netolicky, Jon Andrews, Cameron Paterson|
|Place of Publication||Abingdon, Oxon|
|Publisher||Routledge, Taylor and Francis Group|
|Number of pages||9|
|ISBN (Electronic)||9780429770517, 9780429429620|
|ISBN (Print)||9781138367869, 9781138367616|
|Publication status||Published - Jan 2019|
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.