Research underscores how working-class individuals “disidentify” (Skeggs, 1997) from working-class identities because of the impact of degrading, victim-blaming views of poverty in dominant discourses and in teacher thinking (Gorski, 2016). Contrastingly, a subset of working-class students in this preservice, young adult literature (YAL) course for English language arts (ELA) teachers took up the social class literacy curriculum that featured a sociocultural understanding of social class foregrounding the thoughts, feelings, and beliefs of living as classed subjects under capitalism and embraced their working-class identities. Through the vocabulary of the social class literacy curriculum, analysis of social class in two working-class YA texts, and writing and talking about their classed lives, three working-class students utilized the curriculum to mourn working-class identities previously not discussed in public contexts. Findings from the study reinforce the significance of “mirrors” (Bishop, 1990, ix) in textual selections that feature working-class lives in dignified ways, perhaps as opportunities for working-class students to not only see themselves but also to identify their experiences as valid and to mourn losses of cherished identities.
Sophia Tatiana Sarigianides (Fri,) studied this question.