‘Not footprints behind but footsteps forward’: working class women who teach

This paper draws on in‐depth interviews with five working class women who work/have worked as schoolteachers in inner city settings. The paper explores their subjective and continuing engagement with their class origins—their footprints in their past—as well as the way in which social class is implicated in their professional contemporary worlds—their footsteps forward. The paper argues that through exploring female classed experiences, social class can be seen as a complex amalgam of economic and material conditions as well as embodied lived experiences and subjectivities.