E.P Thompson's The making of the English Working Class From looking at The making of the English Working Class it seems quite obvious that E.P Thompson’s main arguments throughout his book are about the notion of ‘class’, in particular the ‘making of the working class’ ; and in order to evaluate his theories we must attempt to look at other historians opinions about his book, and his suggested theories, in order to come to an impartial evaluation. Many historians have their own interpretations when trying to define class, like Bourke who links class to characteristics such as accent, clothing; Marx who states that class was ‘no more or less than an objective social category’; and E.P.Thompson’s definition, that class happens ‘as a result of class conscious experience.’ Therefore it is quite clear that class is a contested concept as there is no exact definition, thus making it more difficult for historians to come to a conclusion with evidence to prove it. The Making of the English Working Class is according to Kaye and McClelland, ‘the obligatory starting point for any contemporary discussion of the history of the working-class formation.’ This gives us the indication that Thompson had not just written another piece on the concepts of class but that his book ‘opened interpretive eyes to a new way of seeing class.’ In his book Thompson’s main purpose was to write adjacent to the grain of economic history by implying that ‘the working class did not rise like the sun at the appointed time. It was present in its own making.’ In this we can see how Thompson seems to envoke the working class experience in a vivid way, which is arguably one of the reasons why his book received such appraise. However his book also received much criticism, as Kaye and McClelland point that his ‘own theory of how class formation is determined remains highly ambiguous.’ This suggests that perhaps Thompson did not go into specific detail on how class was formed and when, which remains a highly debated topic. The fact that Thompson argues ‘thus the working- class presence was, in 1832, the most significant factor in British political life’, is argued by the Marxist historian Anderson, that class was not specifically made in the 1830’s due to its decline, but was perhaps made in the 1880’s. The fact that he insinuates that the English working class was not ‘made’ by the ... ... middle of paper ... ...analysed the ‘master narrative’ in order to come to the conclusion that ‘the terminology of class was not the favoured language of radicals in Thompson’s period and after, rather the construct ‘the people’ predominated and tended towards inclusiveness and harmony between classes.’ From looking at various historians opinions regarding E.P.Thompson’s book The making of the English Working Class, it is quite evident that there are many opposing views about his work that have led to many criticisms as well as many appraisals. The topic of class is highly debatable due to the fact there is no specific definition of it. It is also debateable where it originated from and so we cannot just look at one historian’s interpretation of the subject but we need to look at many in order to come to our own conclusions of the concept of ‘class consciousnesses and ‘class identity’. Thompson has produced an ‘outstanding’ interpretation of his theories on what made the working class and many historians have made valid criticisms that allow us to question some of his main arguments within the book, meaning that the notion of class is still a contested concept for which there is no specific answer.
Social and economic class is something we as Americans like to push into the back of our minds. Sometimes recognizing our class either socially or economically can almost be crippling. When individuals recognize class, limitations and judgment confront us. Instead, we should know it is important to recognize our class, but not let it define and limit us. In the essay, “Class in America”, Gregory Mantsios, founder and director of the Joseph S. Murphy Institute for Worker Education at the School of Professional Studies, brings to light the fact that Americans don’t talk about class and class mobility. He describes the classes in extremes, mainly focusing on the very sharp divide between the extremely wealthy and extremely poor. In contrast, George
Waites B.A. "The Effect of the First World War on Class and Status in England, 1910-20," Journal of Contemporary History, Vol. 11, No. 1. (Jan., 1976), pg. 34.
Before World War II, Britain was strictly divided into classes: the upper class, the middle class, and the lower working class. Once born into a class, it was almost impossible to leave; people were bound to classes for life. The structure was stern and rigid. George Orwell even called England (and by extension Britain) “the most class-ridden country under the sun.” Classes tolerated each other, but the “upper and middle class people were brought up to believe the lower classes dirty and inferior,” creating an environment of stark inequality (The Class System). The small upper class held the majority of the wealth and employed much of the large lower class as servants, paying them menial wages. The middle class, who consisted of doctors, shopkeepers, lawyers, and people in similar professions, remained sandwiched in the center. On September 7, 1940 the blitz began and bombs started to rain down on London. However, the force of the bombs did little to blast away the walls that separated and distinguished the classes.
Tahlin, M. (1993), `Class Inequality and Post-industrial Employment' in GostaEsping, A. ed., Changing Class: Stratification and Mobility in Post-industrial Societies, London, SAGE.
If you have ever read the book 1984 by George Orwell, then an interesting topic may have crossed your mind. The way the classes of people break down can be quite similar, and very different at times. In the United States, we have classes like the lower class, the working class, and the middle class. In 1984, there were such classes as the Proles, the Outer Party, and the Inner Party. The way the classes are broken down in 1984 reminds me a little bit of my old history class. When I studied medieval times and the classes back then were broken down into the nobles, the bourgeois, and the serfs.
Ibid., 219. Cochran and Miller, Age of Enterprise, 39. Zinn, People’s History, 233-237. Cochran and Miller, People’s History, 117-118. Alan Dawley, Class and Community: The Industrial Revolution in Lynn (Cambridge: Harvard UP, 2000), Kindle edition, chap.
When Queen Alexandrina Victoria took reign of england on june 20th 1837, her country was amidst a class evolution derived from the consequences of industrialization. Early industrialization saw vast exploitation of the lower classes, but by the mid 19th century reforms had improved working conditions. The late industrialization era saw the s...
H.G. Wells was a prolific writer. In his book The Time Machine, he takes his readers on a journey into a future that is vastly different than they might have expected. During Well's lifetime, England was marked by distinct class differences, the working class and the idle rich. It is not surprising that in his writings Well's Marxist attitude comes through. This is especially seen in his fascination about the class division between the Eloi and the Morlocks, the effect capitalism has on the future, and the advancement of the human
In his essay “Land of Opportunity” James W. Loewen details the ignorance that most American students have towards class structure. He bemoans the fact that most textbooks completely ignore the issue of class, and when it does it is usually only mentions middle class in order to make the point that America is a “middle class country. This is particularly grievous to Loewen because he believes, “Social class is probably the single most important variable in society. From womb to tomb, it correlates with almost all other social characteristics of people that we can measure.” Loewen simply believes that social class usually determine the paths that a person will take in life. (Loewen 203)
Torkildsen (2011) stated that the nature and definition of 'social class' is generally regarded as being problematic, as class not only relates to income or occupation but also upbringing and family background. "social class is often regarded as grouping on the basis of occupation, which is 'socioeconomic class' rather than social class" (Torkildsen, 2011 p.49). divine
Jackson, B and Marsden, D (1966) Education and the working classes. London: Routledge and Kegan Paul plc.
England in the nineteen-thirties was a very bleak and dark time for the working class and unemployed citizens. In The Road to Wigan Pier, George Orwell, describes the overlooked injustices that happened in in Northern British industrial towns. Orwell depicts his experiences and views on social class and English society. The book is an eye-opener to the challenging hardships that many of the working class gentry faced during the years of the depression; Things such as, horrible housing, social injustices, and a lack of consideration from the government. The primary focus of part one, was to inform the middle class people that the unemployed were victims or a corrupt society, government, and economy.
She sets up the lives of individuals in order to make them feel loved again, or to give them a taste of their own medicine. By becoming so preoccupied with fixing the lives of others, she soon realizes that everyone else is happy except her. Amelie eventually realizes that no one will rearrange her life in order to find happiness, she must learn to take action and arrange her own life so she can achieve happiness and love. Viewers who watch this movie will eventually start to consider some of their own desires and the idea of having to pursue their goals shall awaken within them. Through this film the audience can learn that if they want to reach happiness and other goals in life they must take action, because if they decide to sit around and wait, they can find themselves sitting around waiting eternally unhappy. By audience I refer it mainly towards females because throughout time women have been neglected of wanting to pursue their desires and goals in life. This film persuades women into taking action and following their heart in order to obtain what they truly
Jean Anyon. “Social Class and the Hidden Curriculum of Work”. “Rereading America”. Bedfords/St.Martin. Boston, New York, 2010. 169-186
According to Bennett (2015), “Multicultural Education is a complex approach to teaching and learning that includes the movement toward equity in schools and classrooms, the transformation of the curriculum, the process of becoming multicultural competent, and the commitment to address societal injustice” (p. 2). Teaching and learning in a multicultural system is designed around collaborative decision making, respect for all parties, and nurturing a cultural diverse society. Multicultural education recognizes and integrates cultural characteristics into the learning environment.