ABSTRACT
This book began with the author’s autobiographical account of growing up working class, poor and disadvantaged, moving from a ‘magical’ state of consciousness to a critical consciousness, in Freirean terms, to acknowledging empowerment of agency. The author recognised the oppressive forces that contributed to her own class inequalities and through this recognition, she was, arguably, able to overcome any potential preconceived biases and assumptions. This offered a deeper rationale of the study which critically explored the relationship between class, state schooling and education and social inequalities.
This chapter reflects on all chapters following the reflection and draws conclusions arguing in favour of beginning with a Marxist class analysis and further develops this with Bourdieu’s concept of capitals and social reproduction theory. Disagreeing with Marx/ists in relation to the working class having a ‘false’ consciousness, however, this chapter provides a discussion around the idea of a ‘disengaged’ consciousness instead. Further, it is argued that critical forms of education offer a way forward for educators and researchers alike and suggestions for future research particularly around hard-to-reach groups are given.
