Class strategies and stealth policies in adult education

Abstract

Class strategies, how individual members of class fractions tactically gain advantage in fields including education, have been used to analyse schooling and initial post‐compulsory education. In this paper, class strategies are applied to adult education in considering participation across social classes. Using empirical data from a biographical study of adult education I show how different notions of ‘positionality’ are employed in three cases. Uniquely, I consider ruling class strategies in adult education and why the consideration of a ruling class might alter our perspective on differences between working‐ and middle‐class learners. Finally, I apply these perspectives to the policy arena and discuss how pernicious class strategies might actually be enhanced by new ‘stealth’ policies in adult education.

Additional information

Notes on contributors

John Preston

John Preston is Senior Lecturer in Citizenship and Education at the University of East London, UK. His most recent book (with Tom Schuller et al.) is The Benefits of Learning (London: Routledge, 2004). John’s research interests are in the fields of adult education, class/race and educational inequalities. He is currently conducting work for the EU on vocational education and social cohesion.