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Class Notes: Toward a Critical Psychology of Class and Schooling

Authors


  • The authors wish to thank Elizabeth Cole and Joan Ostrove for their very helpful comments, and to acknowledge the generous support of the Rockefeller Foundation, the Spencer Foundation through the Disciplinary Studies in Education grant at the Graduate Center, and the Leslie Glass Institute.

*Correspondence concerning this article should be addressed to Michelle Fine or April Burns, Department of Social and Personality Psychology, Graduate School and University Center–CUNY, 365 Fifth Avenue, New York, NY 10016–4309 [e-mail: mfine@gc.cuny.edu] or [aburns@gc.cuny.edu].

Abstract

In this epilogue, we offer a theoretical mapping of notions that have emerged across the articles in this issue of the Journal of Social Issues specifically dedicated to questions of social class. Social class is often included within the “race, class, gender, and sexual orientation” mantra of feminist and critical race work in psychology, but rarely scrutinized with rigor or serious scholarship. Thus, for the purposes of this epilogue, we theorize the relationship between the material, social, psychological, and the political. We identify four theoretical venues through which these researchers have opened a conversation about class and schooling: ideology, institutions, contradictions and consciousness, and method. We conclude by crafting a research agenda for a critical psychology of class and schooling.

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