Abstract
Growing collections of social and educational history chronicle the many instances of educational agency that lie outside institutional narratives. Renewing and developing historical understanding, these histories raise important methodological questions surrounding historical representation. Addressing such questions, this paper develops the methodological notion of praxis as a means to trace genealogies of radical working-class educational agency. It is concerned primarily with the possibility of history to create understanding across temporality, and with the place of theory in histories that mobilise conceptual terms of reference, such as class. Reflecting on research undertaken on the temporally and culturally distinct Socialist Sunday Schools and Black Saturday Schools, the discussion begins by considering the academic representation of working-class communities. Following from this, analyses of Marx, Foucault and Ricoeur inform the conceptual development of praxis. The paper concludes by reflecting on the use of community-based testimony in constructing genealogies of radical working-class education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
