What to Do with 'White Working-Class' Underachievement? Framing 'White Working-Class' Underachievement in Post-Brexit Referendum England

Autor/inn/en	Adjogatse, Kafui; Miedema, Esther
Titel	What to Do with 'White Working-Class' Underachievement? Framing 'White Working-Class' Underachievement in Post-Brexit Referendum England
Quelle	In: Whiteness and Education, 7 (2022) 2, S.123-142 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adjogatse, Kafui) ORCID (Miedema, Esther)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-3406
DOI	10.1080/23793406.2021.1939119
Schlagwörter	Working Class; Whites; Underachievement; Foreign Policy; Political Issues; Foreign Countries; Economic Factors; International Cooperation; Educational Policy; Social Class; Gender Differences; Ethnicity; Discourse Analysis; Social Justice; Identification (Psychology); Secondary Education; European Union; United Kingdom (Great Britain); United Kingdom (England) + Suchen Sie Ihr Suchwort? Arbeiterklasse; White; Weißer; Performance deficiency; Leistungsschwäche; Außenpolitik; Politischer Faktor; Ausland; Ökonomischer Faktor; Internationale Kooperation; Internationale Zusammenarbeit; Politics of education; Bildungspolitik; Social classes; Soziale Klasse; Geschlechterkonflikt; Ethnizität; Diskursanalyse; Soziale Gerechtigkeit; Sekundarbereich
Abstract	Scrutinising disproportionate media and political attention provided to the ills of the 'white working-class', this article examines the framing of their apparent underachievement in education policy and discourse in early post-Brexit vote England. In a political context dominated by anti-immigration and nationalist rhetoric, this article aims to investigate the framing of such underachievement across class, gender and ethnic differentials. To that end, a Critical Frame Analysis was conducted of four policy documents focusing on differences in diagnosis of, and solutions for, 'white working-class' underachievement, and of responses to these documents in mainstream newspapers. We contend that the political emphasis on redistributive social justice and identity politics can introduce a logic that can lead to remedies consistent with the idea of interest-divergence emanating from Critical Race Theory (CRT). The article concludes that transformative reform is lacking and communicated outcomes overly focus on 'white working-class' boys, obscuring issues common across groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01