Journals and Collections
The summer 2009 issue of The National Teaching and Learning Forum examines how social class affects students’ learning.
The fall 2008 issue of Diversity & Democracy, the AAC&U newsletter, features 10 articles about class in higher education, including pieces on teaching about class, the class stratification of higher education, and more.
Radical Teacher, an independent journal, published an issue on “Class in the Classroom” in the early 2000s.
College English has also published a number of pieces on class, especially in relation to the teaching of writing, including a special issue in 2004.
In her 2001 Feminist Press collection What We Hold in Common, Janet Zandy includes a number of articles about teaching.
Teaching Working Class, edited by Sherry Lee Linkon, offers a collection of essays on teaching working-class students and working-class studies, with an emphasis on the humanities. It was published by the University of Massachusetts Press in 1999.
Many teachers have found essays by working-class academics helpful in gaining insight into their own and their working-class students’ experiences. Among the best collections of these are Michelle Tokarczyk and Elizabeth Fay’s Working-Class Women in the Academy and C.L. Dews and Carolyn Leste Law’s This Fine Place So Far From Home.
Mike Rose, Lives on the Boundary and Possible Lives
Ira Shor, Empowering Education: Critical Teaching for Social Change
Selected Individual Articles
Alberti, John. “Returning to Class: Creating Opportunities for Multicultural Reform at Majority Second-Tier Schools.” College English 63.5 (2001): 561-84.
Aries, Elizabeth and Maynard Seider. “The Interactive Relationship between Class and Identity and the College Experience: The Case of Lower-Income Students.” Qualitative Sociology 28.4 (Winter 2005): 419-443.
Beech, Jennifer. “Redneck and Hillbilly Discourse in the Writing Classroom: Classifying Critical Pedagogies of Whiteness.” College English 67.2 (Nov. 2004): 172-186.
Campbell, Jennnifer. Teaching Class: A Pedagogy and Politics for Working-Class Writing. College Literature. 23:2, 1996: 116-130.
Christopher, Renny. “Teaching Working-Class Literature to Mixed Audiences.” Teaching Working Class, Sherry Lee Linkon, ed. (Amherst: University of Massachusetts, 1999): 203-222.
LeCourt, Donna. “Performing Working-Class Identity in Composition”College English 69:1 (Sept 2006): 30-51.
Lindquist, Julie. “Class Affects, Classroom Affectations: Working through the Paradoxes of Strategic Empathy.” College English 67.2 (Nov. 2004): 187-209.
Mack, Nancy. “Ethical Representations of Working-Class Lives: Multiple Genres, Voice, and Identities.” Pedagogy, 6.1 (Winter 2006): 53-78.
O’Dair, Sharon. “Class Work: Site of Egalitarian Activism or Site of Embourgeoisement?” College English, Vol. 65, No. 6 (Jul., 2003): 593-606.
Pari, Caroline. “Just American? Reversing Ethnic and Class Assimilation in the Academy.” Teaching Working Class, Sherry Lee Linkon, ed. (Amherst: University of Massachusetts, 1999): 123-141.
Roskelly, Hepzibah. “Telling Tales in School: A redneck daughter in the academy.” , Working-Class Women in the Academy: Laborers in the Knowledge Factory, Michelle M. Tokarczyk and Elizabeth A. Fay, eds. (Amherst: University of Massachusetts, 1993): 292-310.
Schuster, Leslie. “Working-Class Students and Historical Inquiry: Tranforming Learning in the Classroom,” The History Teacher, v. 41, n.2 (February 2008): 163-178.
Smith, Larry. “Leaving Home — Finding Place.” Heartlands: A Magazine of Midwest Life & Art, V. 5 (Fall 2007): 84-86.
Tokarczyk, Michelle. “Promises to Keep: Working-Class Students and Higher Education.” What’s Class Got to Do with It, Michael Zweig, ed. Ithaca: Cornell, 2004, 161-167.