British working-class household composition, labour supply, and commercial leisure participation during the 1930s

The early twentieth century constituted the heyday of the ‘breadwinner–homemaker’ household, characterized by a high degree of intra-household functional specialization between paid and domestic work according to age, gender, and marital status. This article examines the links between formal workforce participation and access to resources for individualized discretionary spending in British working-class households during the late 1930s, via an analysis of household leisure expenditures. Leisure spending is particularly salient to intra-household resource allocation, as it constitutes one of the most highly prioritized areas of individualized expenditure, especially for young, single people. Using a database compiled from surviving returns to the Ministry of Labour's national 1937/8 working-class expenditure survey, we examine leisure participation rates for over 600 households, using a detailed set of commercial leisure activities together with other relevant variables. We find that the employment status of family members other than the male breadwinner was a key factor influencing their access to commercial leisure. Our analysis thus supports the view that the breadwinner–homemaker household was characterized by strong power imbalances that concentrated resources—especially for individualized expenditures—in the hands of those family members who engaged in paid labour.

Home in British working-class fiction

Offering new readings of working-class writing that focus on the home as a key emotional and material site in writing by working-class authors from the Edwardian period through to the mid-1990s. With close readings of The Ragged Trousered Philanthropists, works by D. H. Lawrence, Ethel Carnie Holdsworth, Ellen Wilkinson, Lewis Grassic Gibbon, Walter Brierley, Alan Sillitoe, John Braine, Nell Dunn, Sam Selvon, Sid Chaplin, Buchi Emecheta, Pat Barker, Jeanette Winterson, James Kelman and many others. The book demonstrates the importance of ideas of home and its narrative representation to the making and expression of class feeling and identity.

The political radicalization of working-class youth in Peru

Includes bibliography

Working-class youth and anomy

Includes bibliography

Investigación sobre los efectos sociales de la urbanización en un área obrera del Gran Buenos Aires = Inquiry into the social effects of urbanization in a working-class sector of Greater Buenos Aires

Los documentos del Seminario fueron publicados por UNESCO en 1961 con el título: La urbanización en América Latina/Urbanization in Latin America

Negoziazioni intergenerazionali dell'autonomia abitativa in contesti di working class

Nell’ambito della riflessione sui processi di riproduzione e trasmissione intergenerazionale delle disuguaglianze sociali, la presente tesi dottorale propone un’analisi in prospettiva intersezionale dei percorsi verso l’indipendenza abitativa dei giovani bolognesi di origine popolare, e il ruolo svolto dalle loro famiglie in questi percorsi. Nell’approfondimento teorico si offre una ricostruzione del dibattito sociologico nazionale e internazionale sul tema delle disuguaglianze sociali e abitative delle giovani generazioni, nonché dello studio della classe sociale e i principali approcci presenti in letteratura. La ricerca sul campo si concentra, in particolare, sui modi in cui le famiglie appartenenti ad una determinata classe sociale, intesa nel senso conferito al termine da Bourdieu, negoziano e sostengono la transizione all’indipendenza abitativa dei loro figli. L’approfondimento empirico consiste in una ricerca qualitativa longitudinale retrospettiva, condotta nel bolognese nel 2013-2014 su un campione di famiglie working class. Ai giovani-adulti coinvolti e ai loro genitori è stato chiesto di ricostruire le loro biografie attraverso lo strumento delle life histories. La ricerca evidenzia il delinearsi di “micro sistemi economici” familiari specifici e creativi. Le molteplici forme di sostegno genitoriale nei percorsi di autonomizzazione dei figli, individuate nel corso dell’analisi del materiale raccolto, si innestano quindi all’interno di un più ampio sistema di supporto intergenerazionale, che continua anche dopo l’uscita dalla famiglia di origine, a conferma dello stretto legame che caratterizza le famiglie italiane. Nello studio una particolare attenzione viene rivolta alle logiche di legittimazione del sostegno genitoriale, adottate dalle famiglie per orientare i propri interventi di aiuto. Infine, mettendo a confronto la concezione di indipendenza dei giovani adulti con quella dei loro genitori, l’indagine rileva l’esistenza di una apparente contraddizione tra le rappresentazioni dell’indipendenza e dell’autonomia abitativa e i comportamenti attuati nella vita quotidiana, contraddizione che trova una risoluzione nella negoziazione, tra le due diverse generazioni, del concetto stesso di indipendenza.

Radical Verses: Aku Päiviö's Literary Influence on the Finnish Working-Class

Aku Päiviö was one of the most influential voices of the Finnish labor movement in North America—a poet who also wrote plays and novels, and an editor who worked for a variety of newspapers across the United States and Canada. During the height of the Finnish socialist movement from around 1904-1916, Päiviö published a number of poems that identified with the actions and ideologies of the working-class. He also edited for newspapers such as Kansan Lehti and Raivaaja, further extending his literary reach. Despite his prodigious publications and influence, however, little of Päiviö’s writing has been translated into English. This paper celebrates Päiviö’s legacy with some English translations of his poems, specifically those commemorating the 1913-14 Michigan Copper Strike, and illuminates how various thematic and structural relationships in these poems relate to the ideologies and movements of the time.

Preparing writing centers and tutors for literacy mediation for working class campus-staff

Writing centers work with writers; traditionally services have been focused on undergraduates taking composition classes. More recently, centers have started to attract a wider client base including: students taking labs that require writing; graduate students; and ESL students learning the conventions of U.S. communication. There are very few centers, however, which identify themselves as open to working with all members of the campus-community. Michigan Technological University has one such center. In the Michigan Tech writing center, doors are open to “all students, faculty and staff.” While graduate students, post docs, and professors preparing articles for publication have used the center, for the first time in the collective memory of the center UAW staff members requested center appointments in the summer of 2008. These working class employees were in the process of filling out a work related document, the UAW Position Audit, an approximately seven-page form. This form was their one avenue for requesting a review of the job they were doing; the review was the first step in requesting a raise in job level and pay. This study grew out of the realization that implicit literacy expectations between working class United Auto Workers (UAW) staff and professional class staff were complicating the filling out and filing of the position audit form. Professional class supervisors had designed the form as a measure of fairness, in that each UAW employee on campus was responding to the same set of questions about their work. However, the implicit literacy expectations of supervisors were different from those of many of the employees who were to fill out the form. As a result, questions that were meant to be straightforward to answer were in the eyes of the employees filling out the form, complex. Before coming to the writing center UAW staff had spent months writing out responses to the form; they expressed concerns that their responses still would not meet audience expectations. These writers recognized that they did not yet know exactly what the audience was expecting. The results of this study include a framework for planning writing center sessions that facilitate the acquisition of literacy practices which are new to the user. One important realization from this dissertation is that the social nature of literacy must be kept in the forefront when both planning sessions and when educating tutors to lead these sessions. Literacy scholars such as James Paul Gee, Brian Street, and Shirley Brice Heath are used to show that a person can only know those literacy practices that they have previously acquired. In order to acquire new literacy practices, a person must have social opportunities for hands-on practice and mentoring from someone with experience. The writing center can adapt theory and practices from this dissertation that will facilitate sessions for a range of writers wishing to learn “new” literacy practices. This study also calls for specific changes to writing center tutor education.

And the poor get children; sex, contraception, and family planning in the working class.

Includes bibliography.