Over the past twenty years, a silent revolution brought 70 percent of a generation to the baccalauréat level (up from 33 percent in 1986), without ensuring students corresponding job opportunities. Sociologists have analyzed the impact of this educational democratization, which sought to solve the economic crisis by adapting the younger members of the French workforce to the new economy of services: it has paradoxically accentuated the stigmatization of youths from working-class and immigrant families who live in suburban housing projects. Therefore, high school teachers have had to deal with students' profound disillusionment with education. Moreover, teachers have been central to all of the recent political controversies in France regarding cultural difference. While there are books, pamphlets, and memoirs reflecting their experiences, there is no research exploring the discrepancy between high school teachers' expectations and those of their predecessors. This article explores this discrepancy and its contribution to the social and political construction of the "problème des banlieues."
Teachers in the New High Schools of the Banlieues
E. P. Thompson and the “New Labor History” in the United States
James R. Barrett
For both political and historiographical reasons, E. P. Thompson's The Making of the English Working Class had a great impact on the new radical US history at its moment of gestation. Thompson's Socialist Humanism appealed to younger radical historians seeking to break with both Cold War liberalism and a highly structuralist form of Marxism. His looser conception of class and his emphasis on culture shaped a new more flexible conception of class formation. Yet Thompson's interrogation of class analysis, and the racial and ethnic complexity of the process in the United States, encouraged an emphasis on “unmaking” in the American context. If we have deconstructed and greatly complicated the notions of class and class formation, this process started not with postmodern theory but rather with The Making. The experience of class, which resides at the center of the book, also draws our attention to the emotional dimension of class.
Maurice Halbwachs, Les Classes Sociales, édition critique de Gilles Montigny, préface de Christian Baudelot, Paris : Presses Universitaires de France, 2008, pp. 300.
Race, Global Capital, and The Making of the English Working Class
W. E. B. Du Bois noted that the nineteenth-century US slave plantation corresponded with the factory in its worst conceivable form. This article expands upon Du Bois's insight to consider the emergence of the English working class in correspondence with American settler slavery and colonial projects within the British Empire. From above, elites theorized about the exploitation of labor as a world historical project to compare the enslaved, the colonized, and the English worker against one another. From below, proletarian intellectuals imagined the freedom of English laborers through the condition of the enslaved in the American South and Jamaica and the colonized in South Asia. By placing these histories from above and below together, this article argues that it is impossible to conceive of the English working class making itself and being made at remove from the enslaving and colonizing projects of global capital.
Though a substantial and groundbreaking book, the comprehensiveness of E. P. Thompson's narrative in The Making of the Working Class highlighted its many absences. This article considers the potential for examining the black presence within a Thompsonian framework of class in eighteenth-century England. It focuses on the politics of multiethnic solidarity, considering why black history remains so marginalized when key organizations and political moments, such as the Cato Street Conspiracy and the London Corresponding Society, both present in The Making, were multiethnic in their political ambition and their membership. Through the discussion of a Victorian multiethnic community of antiracist activists, this article also examines how research focusing on the intersecting geographies of race and class can contribute to the foundations of scholarship of English history provided by The Making.
Revolution, Weaponized Nature, and the Making of Campesino Consciousness
Christopher R. Boyer
Mexican villagers endured three decades of dispossession during the late nineteenth-century dictatorship of Porfirio Díaz (1876–1880, 1884–1911). The transfer of most lands held by communities known as pueblos led many rural people to join the Mexican revolution of 1910–1917, and it helped to structure the postrevolutionary politics. Using E. P. Thompson's concept of “community,” this article suggests that villagers' sense of solidarity formed by their shared lives within the pueblos, and leavened by collective experiences during the Díaz dictatorship and revolution, helped them to forge a new identity as campesinos with an inherent right to land reform during the postrevolutionary era. A core component of campesino identity was opposition to hacienda owners. This opposition set up a struggle over land during the 1920s and 1930s that led some landowners to “weaponize nature” by destroying natural resources such as forests rather than turning it over to villagers through the land reform.
Deconstructing the Pendelton Riot
Bob Jeffery and Waqas Tufail
This article explores the social dynamics in the city of Salford at the time of the Pendleton riot, which took place amidst the four days of national rioting that began with the killing of Mark Duggan in Tottenham by the Metropolitan Police Service. Attempting to counter what we see as a dominant narrative of the riots as 'shopping with violence', this article explores the development of the significant disorder in Salford through a triangulation of accounts, including an extensive review of journalistic accounts, alongside interviews from a dozen people who witnessed the riots as police officers, residents and spectators. Beginning with an overview of the events of August 9th 2011, we argue that the deployment of officers in riots gear in the vicinity of Salford Precinct proved provocative, and created a focal point for the widespread antagonism felt towards the police. Furthermore, we suggest that an understanding of local contextual factors is critical both in terms of answering the question ‘why Salford?’, but also in terms of explaining the ferocity of the violence targeted towards officers of Greater Manchester Police (in contrast to the focus on looting in nearby Manchester city-centre). Interpreting the riots as a response to punitive policing policies that have accompanied state-directed policies of large-scale gentrification, we highlight the degree to which the 'contestations over space' that characterized the riot pointed to an underlying politics of resistance (despite lacking 'formal' political articulation).
Corporatisation of universities and restructurings of K-12 schooling in the United States occurred during a period of broad economic, social and political restructurings, which have transformed the lives of middle-class Americans. Community and individual level investments in education are frequently represented as antidotes to increased insecurities confronting these subjects. This paper draws upon my interactions within both the school system and the university in which I work to explore how such practices continue to make sense to students, parents, and policy makers despite the lack of evidence demonstrating that such strategies overcome declining economic security and to suggest possibilities for alternative practices to produce collective mobilisations against inequality.
have written books about the astonishing “mobilization of intellect” in war propaganda. 2 On the other hand, we know very little about the behaviour of the members of the educated upper classes who were sent into the trenches, and sometimes died there
Ian Mahoney and Tony Kearon
impact on the local economy and their lives as a whole. In doing so, we seek to offer a counterpoint to dominant narratives that suggest that working-class Brexit voters are a homogenous, uneducated, lazy, and easily led mass who uncritically consumed and