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During the depths of COVID-19, Laurentian University, a small Canadian postsecondary institution located in the mid-sized city of Sudbury Canada, declared that it was insolvent and was legally allowed to terminate one-third of its faculty and cut almost one-half of its academic programmes. This historically unprecedented attack on a Canadian public institution utilized a Federal corporate court process, the Companies’ Creditors Arrangement Act (CCAA), a piece of legislation akin to the US Chapter 11 process. The result of the still-ongoing process saw the university Administration and Board of Governors working against the interests of the community, targeting the arts, Indigenous, Francophone and working-class communities. This article poses the question ‘to whom do universities belong, and at what point does a publicly funded university stop being a collective “social good” – responsible to the society that spawned it – and start being a stand-alone organization that serves private interests?’

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.

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.

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.

The main response (Mantsios 2015) to neoliberalism and the marginalization of labor studies in higher education has been the call for a “new” labor college—one that integrates “workforce development” and liberal arts, yet separates worker education from its working-class roots. This article interrogates the state of worker education and the impact of neoliberalism on various civic engagement efforts at colleges and universities. The authors argue for a critical reevaluation of workers’ education and labor studies programs, calling for organized workers to retake control of such projects to avoid the deradicalization of class politics now ascendant in neoliberal institutions.

This paper examines the specific circumstances of contract employment within Sudbury Canada’s mining industry. We attribute this degradation to a shift from direct employment with a major mining company to a concomitant erosion of collective bargaining language and a precarious contract-based relationship. We contend that subcontracting the hiring of employees to a third party skirts provisions of both Federal and Provincial labour legislation which governs and limits the employer’s power (in the case of Ontario this includes the ‘closed shop’ provisions in the Rand Formula, discussed in detail below), and denies fair union representation to what would otherwise be an organized cadre of mining employees, duly employed by the primary employer of record. --From introduction

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.