Your search
Results 4 resources
-
Many social theorists (Goldthorpe, Lipset, Giddens, Hout, Brooks and Manza) have portrayed members of the Western industrial working-class as accommodative and resistant to a class-based social revolution. They suggest that an affluent proletariat has seen its oppositional class-consciousness subverted and transformed by the 'cash nexus' into various forms of social integration. With reference to Mann's (1973) measures of class-consciousness typologies and Livingstone and Mangan's (1996) study of Hamilton steelworkers, I explore expressions of working-class consciousness among organized workers at one of Canada's largest industrial union locals, the Canadian Auto Workers (CAW) Local 222 at General Motors, in Oshawa, Canada. I accomplish this via an examination of the existence and degree of working-class imagery, class identity, and oppositional working-class consciousness among this group of workers on the basis of measured responses to a survey questionnaire (N=102), in-depth interviews, and participant observation. My thesis asserts that Oshawa autoworkers' material advantage is insufficient to transform their proletarian consciousness. I have found that among Oshawa autoworkers there is a shared view of Canadian society as class-based, a clear working-class self-identification and measurable forms of oppositional working-class consciousness.
-
Postwar social theorists (Goldthorpe, Lipset, Giddens, Hout, Brooks and Manza) have typically portrayed members of the Western industrial working-class as accommodative and suggest that an affluent proletariat has seen its oppositional working-class consciousness subverted and transformed by the ‘cash nexus’ into various forms of social integration. With reference to Mann's (1973) measures of class-consciousness I explore expressions of proletarian consciousness among organized workers at one of Canada's largest industrial union locals, the Canadian Auto Workers Local 222 of General Motors, Oshawa, Canada. Here I tested for the existence and degree of working-class imagery, proletarian identity and oppositional working-class consciousness using a survey questionnaire (N=102), in-depth interviews and participant observation. I found a shared view of class relations as primarily characterized by conflict, a clear working-class self-identification and measurable forms of oppositional working-class consciousness among this group. My findings confirm the hypothesis that Oshawa autoworkers' relative material advantage is insufficient to completely transform their proletarian consciousness. In this context I discuss the 1996 Oshawa plant occupation as an example of elevated oppositional class consciousness among Oshawa autoworkers.
-
This thesis examines the Paid Education Leave (PEL) program of the Canadian Autoworkers Union (CAW), fomerly the Canadian Region of the United Autoworkers Union (UAW). This four-week program takes place at the CAW Family Education Centre in Port Elgin, Ontario and potentiatly provides 90% of the CAW's members with class-based, union-centred, labour education. Interviews conducted with key CAW sources uncover PEL's histoncal roots. A chronicle of the stniggle to establish PEL is detailed in relation to the International Labour Organization (ILO) Convention 140 on Paid Educational Leave. Thematic oral-history interviews were conducted with six CAW Local 222 members, al1 former participants of PEL. Interviews are used to illustrate a detailed description of the program's pedagogy and curriculum. Interview respondents were Generai Motors (GM) of Canada workers located in Oshawa, Ontario. Several policy and programmatic suggestions are made, including increased understanding of, and elevated respect for, informal learning.
-
This book offers an original contribution to understanding an often-ignored aspect of our knowledge society and the much-heralded ‘knowledge-based economy.’ It decisively explodes the dual myths that working-class adults have inferior learning capacities and that talented youths naturally leave blue-collar careers. Livingstone and Sawchuk document the genuine learning practices of working-class people in unprecedented detail, using richly textured accounts of prior school experiences; current adult education course participation; and a wide array of learning resources in paid workplaces, households, and community settings. The authors criticize dominant theories of learning and work and develop an alternative explanation of working-class adult learning. Their analysis, grounded in the specific practices of everyday life, pays careful attention to the ways in which differential economic power, labor processes, sectoral contexts, union cultures, and access to organized educational resources shape individual and collective learning activities. The book also provides a reflective discussion of research processes suitable for democratic knowledge production in partnership with workers and their organizations, as well as workers' own practical recommendations for changes in learning and work relations. --Publisher's description. Contents: Introduction: Dimensions of learning and work in the knowledge society -- Pt. 1. Researching learning and work. Starting with Workers and Researching the "Hard Way" / with D'Arcy Martin -- Beyond cultural capital theories: Hidden dimensions of working-class learning. Pt. 2. Case studies. Auto workers: Lean manufacturing and rich learning / with Reuben Roth -- Building a workers' learning Culture in the Chemical Industry -- Learning, Restructuring and job segregation at a community college -- Divisions of labour / Divisions of learning in a small parts manufacturer -- Garment workers: learning under disruption / with Clara Morgan. Pt. 3. Comparative perspectives across case studies. Household and community-based learning: Learning cultures and class differences beyond paid work -- Surfacing the hidden dimension of the knowledge society: the struggle for knowledge across differences. Includes bibliographical references (p. [299]-309) and index.
Explore
Resource type
- Book (1)
- Journal Article (1)
- Thesis (2)
Publication year
-
Between 1900 and 1999
(1)
-
Between 1990 and 1999
(1)
- 1997 (1)
-
Between 1990 and 1999
(1)
- Between 2000 and 2024 (3)
Online resource
- yes (4)