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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.
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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.
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