The Biographical Experience of Entering the Academic Profession: Popular-Class Lecturers at the Post-Socialist University

Kamil Łuczaj

doi:10.18778/8331-361-0

Opublikowane: 21 grudnia 2023

Kategorie: Socjologia, Otwarty dostęp

Pliki do pobrania

PDF

This book is devoted to upwardly mobile university lecturers or people who “escaped the collective fate of their class”. The upward mobility of the academic faculty is under-researched in the peripheries of global knowledge production, although there is a significant interest in the social mobility of students. Up until now, no author has explicitly raised the question of how mobility is possible in a post-socialist higher education system, what emotional mechanisms it involves, and how mobility translates into cultural practices of upwardly mobile individuals. Translating Western working-class studies into the post-socialist context poses some particular challenges because of fundamental differences between Poland and the countries where theories of class experience were coined. I draw on Bourdieusian understanding of social class, stressing that rather than analyzing narrowly understood social classes from a transhistorical perspective, sociology should investigate multidimensional social space in which power struggles take place in a particular place within a particular time. The non-reproduction under study was facilitated by some historical and structural factors (e.g. the rapid expansion of the higher education sector in the 1990s, and socialist egalitarianism), but at the same time, the declining prestige of the academic profession made interviewees question whether their career is, indeed, a typical instance of social advancement. In the book, I discuss “social anatomy” (factors facilitating mobility and turning points of the career path), “physiology” (mechanisms associated with social functioning in a new class culture), and “vivisection” of upward mobility in academic settings (cultural practices of class-mobile academics).

Acker, J. (2006). Inequality Regimes. Gender & Society, 441–464.

Adair, V., Brown, P. Clark, N., Perez-Cotrich R., & Stanfield S. (2007). Poverty and Storytelling in Higher Education. Storytelling, Self, Society, 3, 135–155.

Altreiter, C. (2021). Drawn to work. Journal of Education and Work 34:1, 1–13.

ARC (2021). Kto i dlaczego nie chce się szczepić na COVID-19? Raport ARC Rynek i Opinia, available: https://arc.com.pl/kto-i-dlaczego-nie-chce-sie-szczepic-nacovid-19/ [20.03.2022].

Archer, L., Hutchings, M., Ross A. (Eds) (2003). Higher Education and Social Class. Routledge.

Archer, M. (1993). Bourdieu’s theory of cultural reproduction: French or universal? French Cultural Studies 4, 225–240.

Arner, L. (2021). Degrees of Separation: Hiring Patterns and First-Generation University Students with English Doctorates in Canada. The minnesota review, 96, 101–134.

Arum, R., Gamoran, A., Shavit, Y. (2007). More Inclusion Than Diversion: Expansion, Differentiation, and Market Structure in Higher Education. In: Y. Shavit, R. Arum, A. Gamoran (Eds), Stratification in Higher Education. A Comparative Study. Stanford University Press, 1–37.

Andrejuk, K. (2016). Awans społeczny kobiet w czasach PRL. Dynamika struktury i sprawczości. Przegląd Socjologiczny, 65(3), 157–179.

Atkins, L. (2017). The odyssey: school to work transitions, serendipity and position in the field. British Journal of Sociology of Education, 38, 641–655.

Ávila Reyes, N., Navarro, F., & Tapia-Ladino, M. (2021). “My Abilities Were Pretty Mediocre”: Challenging Deficit Discourses in Expanding Higher Education Systems. Journal of Diversity in Higher Education. Advance online publication.

Bahna, M. (2021). The intergenerational social mobility of internationally mobile students. Population, Space and Place; https://doi.org/10.1002/psp.2425

Balockaite, R. (2009). Can You Hear Us?: The Lower Class in Lithuanian Media and Politics. Problems of Post-Communism, 56(1), 12–22.

Bandeira de Melo, P., Romani Campos, L.H., Zarias, A., Gonçalves Ferreira, S.L.N. (2016). Change of habitus: The young people and the free public university in Northeast of Brazil. Policy Futures in Education, 14(7), 956–970.

Bathmaker, A.M., Ingram, N., Waller, R. (2013). Higher education, social class and the mobilisation of capitals: recognising and playing the game. British Journal of Sociology of Education. 34(5–6), 723–743.

Bauman, Z. (1960). Kariera. Warszawa.

Bauman, Z. (1982). Memories of Class. The pre-history and after-life of class. London: Routledge and Kegan Paul.

Bauman, Z. (1996). From pilgrim to tourist – or a short history of identity. In: S. Hall, P. Du Gay (Eds), Questions of cultural identity. Los Angeles: Sage, 18–36.

Bauman, Z. (2011). Collateral damage. Social inequalities in a global age. Cambridge: Polity Press.

Becker, H. (1998). Tricks of the Trade. University of Chicago Press.

Bendix, R., Lipset, S. (Eds) (1966). Class, Status and Power. Social Stratification in Comparative Perspective. New York: The Free Press.

Bennett, T., Savage, M., Silva, E., Warde, A., Gayo-Cal, M., Wright. D. (2009). Culture, Class, Distinction. Abingdon: Routledge.

Bentley, L. (2020). Jackie Goes Home Young Working-Class Women [Unpublished doctoral dissertation]. University of the West of England.

Bernardi, L., Huinink, J., Settersten R. (2019). The life course cube: A tool for studying lives. Advances in Life Course Research 41, 1–13.

Bernardi, F., Triventi, M. (2020). Compensatory advantage in educational transitions: Trivial or substantial? A simulated scenario analysis. Acta Sociologica, 63(1), 40–62.

Bertaux, D. (2010). Le récit de vie. Paris: Armand Colin.

Binns, C. (2019). Experiences of Academics from a Working-Class Heritage. Cambridge Scholars Publishing.

Binns, C. (2019). Experiences of Academics from a Working-Class Heritage. Ghosts of Childhood Habitus. Cambridge Scholars Publishing.

Bothello, J., Roulet, T.J. (2019). The imposter syndrome, or the mis-representation of self in academic life. Journal of Management Studies, 56(4), 854–861.

Bourdieu, P. (1966/2011). The school as a conservative force. In: J. Eggleston (Ed.) Contemporary Research in the Sociology of Education. Milton Park: Taylor & Francis, 32–46.

Bourdieu, P. (1978). Classement, déclassement, reclassement. Actes de la Recherche en Sciences Sociales, 24, 2–22.

Bourdieu, P. (1984). Distinction. Routledge & Kegan Paul.

Bourdieu, P. (1986). The Biographical Illusion. In: W. Hemecker, E. Saunders (Eds). Biography in Theory. Berlin, Boston: De Gruyter, 210–216.

Bourdieu, P. (1987). What Makes a Social Class? On The Theoretical and Practical Existence of Groups. Berkeley Journal of Sociology, 32, 1–17.

Bourdieu, P. (1992). The Logic of Practice. Cambridge: Polity Press.

Bourdieu, P. (1997). Passport To Duke. Metaphilosophy 4, 449–455.

Bourdieu, P. (1999). How Can One Be a Sports Fan. In: S. During (Ed.), The Cultural Studies Reader. Routledge, 427–440.

Bourdieu, P. (2000). Pascalian Meditations. Stanford: Stanford University Press.

Bourdieu, P. (2003). Homo Academicus. Cambridge: Polity Press.

Bourdieu, P. (2008). Sketch for a Self-Analysis. University of Chicago Press.

Bourdieu, P. (2011). The school as a conservative force: Scholastic and cultural. inequalities. In: Contemporary research in the sociology of education, J. Eggleston (Ed.), 32–46.

Bourdieu P., Champagne P. (1992) Les exclus de l’intérieur. Actes de la recherche en sciences sociales. 71–92.

Bourdieu, P., Passeron, J.C. (1977). Reproduction in education, society and culture. London: Sage Publications.

Bourdieu, P., Passeron J.-C. (1979). The Inheritors. The University of Chicago Press.

Bourdieu, P. Wacquant, L. (1989). For a socioanalysis of intellectuals: On Homo Academicus. Berkeley Journal of Sociology 34, 1–29.

Bourdieu, P., Wacquant, L. (1990). For a Socio-Analysis of Intellectuals. Berkeley Journal of Sociology 24, 1–29.

Bourdieu, P. Wacquant, L. (1992). An Invitation to Reflexive Sociology. The University of Chicago Press.

Booth, D.E. (2021). Post-materialism’s Social Class Divide: Experiences and Life Satisfaction. Journal of Human Values, 27, 141–160.

Brooks, D. (2000). Bobos in paradise. The new upper class and how they got there. New York: Simon & Schuster.

Butler, J. (2021). Legibility Zones: An Empirically-Informed Framework for Considering Unbelonging and Exclusion in Contemporary English Academia. Social Inclusion, 9, 16–26. https://doi.org/10.17645/si.v9i3.4074

Carles, P. (2001). La Sociologie est un sport de combat. Documentary film.

Case, K. (2017). Insider Without: Journey across the Working-Class Academic Arc. Journal of Working-Class Studies, 2(2), 16–35.

CBOS (2020). Religijność Polaków w ostatnich 20 latach, access: 13.01.2022, https:// cbos.pl/SPISKOM.POL/2020/K_063_20.PDF

Charlesworth, S., Gilfillan, P., Wilkinson, R. (2004). Living inferiority. British Medical Bulletin, 69, 49–60. https://doi.org/10.1093/bmb/ldh003

Clance, P.R., & Imes, S.A. (1978). The imposter phenomenon in high achieving women. Psychotherapy: Theory, research & practice, 15(3), 241.

Cohen, A. (1955). Delinquent Boys: The Culture of the Gang. Free Press.

Collins, P.H. (1986). Learning from the outsider within: The sociological significance of Black feminist thought. Social Problems, 33(6), S14–S32.

Collins, R. (2000). The Sociology of Philosophies: A Global Theory of Intellectual Change. Harvard University Press.

Cooley, Ch. (1922). Human Nature and the Social Order. New York: Scribner.

Crew, T. (2020). Higher Education and Working-Class Academics Precarity and Diversity in Academia. Palgrave.

Crew, T. (2021). Navigating Academia as a Working-Class Academic. Journal of Working-Class Studies 6, 50–64.

Crumb, L., Haskins, N., Dean, L., Avent Harris, J. (2020). Illuminating social-class identity: The persistence of working-class African American women doctoral students. Journal of Diversity in Higher Education, 13(3), 215–227. https://doi.org/10.1037/dhe0000109

Cvetičanin P., Tomić-Koludrović I., Petrić M., Zdravković Ž., Leguina A. (2021). From occupational to existential class: How to analyze class structure in hybrid societies. The case of Serbia. British Journal of Sociology 72, 946–973.

Czepiel, A. (2013). Dlaczego należy zwiększyć efektywność doradztwa zawodowego w polskich szkołach? [Why should the effectiveness of vocational counseling in Polish schools be increased?]. Forum Obywatelskiego Rozwoju.

Daenekindt, S. (2017). On the structure of dispositions. Transposability of and oppositions between aesthetic dispositions. Poetics 62, 43–52.

Daenekindt, S., & Roose H. (2013). Cultural Chameleons: Social Mobility and Cultural Practices in the Private and the Public Sphere. Acta Sociologica, 56, 309–24.

Davies, W. (2017). The Limits of Neoliberalism. SAGE.

Demeter, M. (2019). The World-Systemic Dynamics of Knowledge Production: The Distribution of Transnational Academic Capital in the Social Sciences. Journal of World-Systems Research, 25(1), 111–144.

Deresiewicz, W. (2017). On Political Correctness. The American Scholar, 86(2), 30–42.

Devine, F., Savage M. (2005). The Cultural Turn, Sociology and Class Analysis.’ In: F. Devine, M. Savage and R. Crompton, Rethinking Class: Culture, Identities and Lifestyle. Houndmills and New York: Palgrave Macmillan, 1–23.

Dębska, K. (2020). Doświadczenie awansu klasowego jako kontekst kształtowania się relacji między braćmi i siostrami. Studia BAS 2, 111–128.

Domański, H., Karpiński, Z., Przybysz D., Straczuk, J. (2015). Wzory jedzenia a struktura społeczna. Warszawa: Scholar.

Domański, H., Przybysz, D., Wyrzykowska, K., Zawadzka, K. (2020). The Homology of Musical Tastes in Poland. Studia Socjologiczne 4, 183–211.

Domański, H. (2015). Czy sąw Polsce klasy społeczne? Wydawnictwo Krytyki Politycznej.

Domke, R. (2020). Obraz intelektualisty we współczesnym dyskursie filmowym lat 1968–1990. Dzieje najnowsze 52, 155–181.

Durst, J., Bereményi, Á. (2021). “I Felt I Arrived Home”: The Minority Trajectory of Mobility for First-in-Family Hungarian Roma Graduates. In: Mendes, M.M., Magano, O., Toma, S. (Eds), Social and Economic Vulnerability of Roma People. Springer, Cham, 229–249.

Dworkin, R. (2000). Sovereign Virtue. Cambridge, MA: Harvard University Press.

Edwards, J.R. (1974). Characteristics of Disadvantaged Children. The Irish Journal of Education 8, 49–61.

Eijk, G. (2013). Hostile to Hierarchy? Individuality, Equality and Moral Boundaries in Dutch Class Talk. Sociology, 47, 526–541.

Eglitis, D. (2011). Class, Culture, and Consumption: Representations of Stratification in Post-communist Latvia. Cultural Sociology 5, 423–446.

Emery, O., Csikszentmihalyi, M. (1981). The socialization effects of cultural role models in ontogenetic development and upward mobility. Child Psychiatry and Human Development 12, 3–18.

Eribon, D. (2009). Retour à reims. Fayard. Ernaux, A. (2018). La place. Gallimard.

Eurofound (2017). Social mobility in the EU, Publications Office of the European Union. Luxembourg.

Ferenc, M. (2012). “Jak by to powiedzieć, to już nie moje życie jest”. Relacje rodzinne osób awansujących. In: M. Gdula, P. Sadura (Eds), Style życia i porządek klasowy w Polsce. Wydawnictwo Naukowe Scholar, 233–251.

Ferraro, A., Cerciello, M., Agovino, M., & Garofalo, A. (2021). Do public policies reduce social exclusion? Structural Change and Economic Dynamics, 57, 165–181.

Fortes, M. (1936). Culture Contact as a Dynamic Process an Investigation in the Northern Territories of the Gold Coast. Africa 9, 24–55.

Frank, R. (2016). Success and Luck. Good Fortune and the Myth of Meritocracy. Princeton University Press.

Fraser, N. (1995). Recognition or Redistribution? A Critical Reading of Iris Young’s Justice and the Politics of Difference. Journal of Political Philosophy, 3, 166–180.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury Press.

Freud, S. (1962). Civilization and its discontents. 1st American ed. New York: WW Norto & Company.

Friedman, S. (2016). Habitus clivé and the emotional imprint of social mobility. The Sociological Review, 64: 1, 129–147. https://doi.org/10.1111/1467-954X.12280

Galanciak, S., Siwicki, M. (2020). „Już dość tego piękna i ciepła”. Patointeligencja i jej helikopterowi. Problemy Opiekuńczo-Wychowawcze 7, 37–49.

Gallas, A. (2018). Precarious Academic Labour in Germany. Global Labour Journal, 9(1), 92–102.

Gallie, W.B. (1955). Essentially Contested Concepts. Proceedings of the Aristotelian Society, 56, 167–198.

Gaulejac, V. (2016). La névrose de classe. Nouvelle édition actualisée. Éditions Payot & Rivages.

Gąsior-Niemiec, A., Glasze, G., Pütz R. (2009). ‘A Glimpse over the Rising Walls: The Reflection of Post-communist Transformation in the Polish Discourse of Gated Communities.’ East European Politics & Societies 23(2), 244–265.

Gdula, M., Sadura P. (2012). Style życia jako rywalizujące uniwersalności. In: M. Gdula, P. Sadura (Eds), Style życia i porządek klasowy w Polsce. Warszawa: Scholar, 15–70.

Gdula, M., Lewicki M., Sadura, P. (2014). Praktyki kulturowe klasy ludowej. Instytut Studiów Zaawansowanych.

Ghodsee, K. (2005). The Red Riviera: Gender, Tourism, and Postsocialism on the Black Sea. Duke University Press.

Glaser, B. (1964). Comparative Failure in Science. Science 143, 1012–1012.

Goffman, E. (1986). Stigma: Notes on the management of spoiled identity. Simon & Schuster.

Gorman, T. (2017). Growing up Working Class. Hidden Injuries and the Development of Angry White Men and Women. Palgrave MacMillan.

Gorlach, K. (2005). „Chłopi polscy na uniwersytetach” – studenci pochodzenia chłopskiego na czołowych uczelniach państwowych. In: K. Gorlach and G. Foryś, W obliczu zmiany: wybrane strategie działania mieszkańców polskiej wsi. Kraków: WUJ, 215–243.

Grimes, M., Morris, J. (1997). Caught in the Middle. Contradictions in the Lives of Sociologists from Working-Class Backgrounds. Praeger.

Grochalska, M. (2011). Transgresyjne trajektorie. Oficyna Wydawnicza Impuls. Gross, F. (1938/1986). Proletariat i kultura. Ludowa Spółdzielnia Wydawnicza.

Guhlich, A. (2017). Migration and Social Pathways. Biographies of Highly Educated People Moving East-West-East in Europe. Barbara Budrich.

Guicheva-Gocheva, D. (2002). Homo academicus bulgaricus. Available: www.policy.hu/gocheva/text/homoacad.html [11.03.2022].

Harding, L. (2021, July 13–14). Think slow. the Working Class Academics Conference 2021, online, https://workingclass-academics.co.uk/abstracts-2021

Hartman, J. (2023). To nie biedni walczą z bogatymi ani obrońcy przywilejów z ludźmi postępu i wolności. To walczą głupcy i nieuki z ludźmi inteligentnymi. “Gazeta Wyborcza” 11 March 2023, accessible: https://wyborcza.pl/magazyn/7,124059,29528232,jan-hartman-to-nie-biedni-walcza-z-bogatymi-ani-obroncy-przywilejow.html [14.09.2023].

Heffernan, T. (2022). Bourdieu and Higher Education Life in the Modern University. Springer.

Hermanowicz, J. (1998). The Stars Are Not Enough: Scientists. Their Passions and Professions. University of Chicago Press.

Hermanowicz, J. (2009). Lives in science: How institutions affect academic careers. Chicago: University of Chicago Press.

Hodkinson, P. (2009). Understanding career decision-making and progression. Career Research & Development 21, 4–17.

Hoskins, K. (2010). The price of success? The experiences of three senior working class female academics in the UK. Women’s Studies International Forum, 33(2), 134–140.

Hurst, A. (2010). The Burden of Academic Success. Lexington Books.

Hurst, A. (2012). College and the Working Class. What it Takes to make it. Sense Publishers.

Hurst, A., Warnock, D. (2015). Les Miraculés: “The Magical Image of the Permanent Miracle” – Constructed Narratives of Self and Mobility from Working-Class Students at an Elite College. In: Elizabeth M. Lee and Chaise LaDousa, College Students’ Experiences of Power and Marginality. Routledge, 102–117.

Ingram, N. (2018). Working-Class Boys and Educational Success. Palgrave.

Ingram, N., Abrahams, J. (2016). Stepping outside of oneself. In: J. Thatcher, N. Ingram, C. Burke, & J. Abrahams (Eds), Bourdieu: The Next Generation. The development of Bourdieu’s intellectual heritage in contemporary UK sociology (140–156). Routledge.

Ingram, N., Allen, K. (2019). ‘Talent‐spotting’ or ‘social magic’? Inequality, cultural sorting and constructions of the ideal graduate in elite professions. Sociological Review, 67(3), 723–740.

Jaquet, Ch. (2014). Les transclasses ou la non-reproduction. Paris: Presses Universitaires de France.

Jałowiecki, B., Gorzelak, G. J. (2004). Brain Drain, Brain Gain, and Mobility. Higher Education in Europe 29(3), 299–308.

Jasiecki, K. (2018). “Conservative modernization” and the rise of Law and Justice in Poland. In: K. Bluhm, M. Varga (Eds), New Conservatives in Russia and East Central Europe. Routledge, 130–153.

Jarosz, M. (1986). Bariery życiowe młodzieży. Warszawa: Książka i Wiedza.

Jensen, B. (2012). Reading Classes: On Culture and Classism in America. ILR Press.

Jensen, B. (2014). Dreams and Nightmares: Survivor Guilt in Working Class Crossovers. Rhizomes 17 [unpaged].

Jessoula, M., Madama, I. (2018). Fighting Poverty and Social Exclusion in the EU. Routledge.

Jones, G. (2010). The Embarrassment of Naturalism: Feeling Structure in Frank Norris’s McTeague. “American Studies” 1, 34–61.

Jones, L. (2019). The “C-Word”: novice teachers, class identities and class strategising. Pedagogy, Culture & Society, 1–17.

Jones, O. (2011). Chavs: The Demonization of the Working Class. Verso Books.

Kajówna, A. (1958). Niepokojące zjawisko: zmniejsza się ilość młodzieży robotniczo-chłopskiej na wyższych uczelniach. „Wieś Współczesna” 11.

Kemper, T. (2006). Power and status and power-status theory of emotions. In: J. Stets, J. Turner, (Eds), Handbook of the Sociology of Emotions. Springer.

Khilji, S.E. (2021). Lived experiences of inequalities in the USA. Equality, Diversity and Inclusion, 40, 986–1012.

King, C. (2019). Counting the Working Class for Working-Class Studies. Journal of Working-Class Studies 4, 116–146.

King, C., McPherson, S. (2021). Class Beyond the Classroom: Supporting working-class and firstgeneration students, faculty, and staff. In: M. Fazio, Ch. Launius, and T. Strangleman (Eds). Routledge International Handbook of Working-Class Studies, 91–106.

Kohn, M. (1989). Class and conformity: A study in values. University of Chicago Press.

Komorowska, J. (1980). Biesiadowanie dawniej i dziś. Przegląd Socjologiczny 32, 181–195.

Kopczyńska, E. (2021). Jedzenie i inne rzeczy. Antropologia zmiany w systemach żywnościowych. Kraków: WUJ.

Kosiński, K. (2008). Historia pijaństwa w czasach PRL. Wydawnictwo Neriton/Instytut Historii PAN.

KPMG (2022). Social Mobility Progression Report 2022: Mind the Gap, available: https://assets.kpmg/content/dam/kpmg/uk/pdf/2022/12/social-mobility-progression-report-2022-mind-the-gap-brochure.pdf [12.01.2023].

Kraus, M., Piff, P., Keltner, D. (2011). Social Class as Culture: The Convergence of Resources and Rank in the Social Realm. Current Directions in Psychological Science, 20(4), 246–250.

Kwieciński, Z. (1995). Dynamika funkcjonowania szkoły. Toruń: Wydawnictwo UMK.

Kwiek, M. (2015a). Międzypokoleniowa ruchliwość społeczna. Szkolnictwo wyższe a drabina edukacyjna i zawodowa w Polsce. Nauka i Szkolnictwo Wyższe 2, 183–213.

Kwiek, M. (2015b). Uniwersytet w dobie przemian. Warszawa: PWN. Kwiek, M. (2018). Changing European Academics. Routledge.

Kwiek, M., Antonowicz, D. (2013). “Academic Work, Working Conditions and Job Satisfaction.” In: The Work Situation of the Academic Profession in Europe, U. Teichler and E.A. Höhle (Eds), 37–54. Dordrechrt: Springer.

Lareau, A. (2002). Invisible Inequality: social class and childrearing in black families and white families. American Sociological Review 67, 747–776.

Lareau, A. (2003a). Social Class and Childrearing in Black Families and White Families. American Sociological Review, 67, 747–776

Lareau, A. (2003b). Unequal Childhoods: Class, Race, and Family Life. Berkeley: University of California Press.

Latour, B. (2017). On Actor-Network Theory. A Few Clarifications, Plus More Than a Few Complications. Logos, 27, 173–197.

Lazarus, S., Baptiste D., Seedat, M. (2009). Community Counselling: Values and Practices. Journal of Psychology in Africa 19, 449–454.

Lee, E. (2017). ‘Where People Like Me Don’t Belong’: Faculty Members from Low socioeconomic-status Backgrounds. Sociology of Education, 90(3), 197–212. https://doi.org/10.1177/0038040717710495

Lehmann, W. (2019). Forms of capital in working-class students’ transition from University to employment. Journal of Education and Work, 32(4), 347–359.

Leišytė, L., Deem, R., Tzanakou, Ch. (2021). Inclusive Universities in a Globalised World. Social Inclusion, 9, 1–5. https://doi.org/10.17645/si.v9i3.4632

Leszczyński, A. (2020). Ludowa historia Polski [A People’s History of Poland]. W.A.B.

Li, M., Yang, R., Wu, J. (2018). Translating transnational capital into professional development: a study of China’s Thousand Youth Talents Scheme scholars. Asia Pacific Educational Review 19, 229–239.

Loveday, V. (2018). ‘Luck, chance, and happenstance? Perceptions of success and failure amongst fixed-term academic staff in UK higher education’. British Journal of Sociology, 69, 758–775. https://doi.org/10.1111/1468-4446.12307

Lubrano, A. (2005). Limbo: Blue-Collar Roots, White-Collar Dreams. Hoboken: Wiley.

Luczaj, K. (2020a). Conceptualising the academic periphery. Globalisation, Societies and Education, 18:5, 511–527.

Luczaj, K. (2020b). Lowbrows as Rebels: Under What Circumstances a “Low” Musical Genre Can Change its Cultural Value? The Case of Disco Polo and Populism in Poland. Social Communication, 6, 106–120.

Luczaj, K. (2021). Overworked and Underpaid. Higher Education Policy 35, 42–62.

Luczaj, K. (2023a). Upwardly Mobile Biographies. Ananalysis of turning points in the careers of working-class faculty. Advances in Life Course Research, https://doi.org/10.1016/j.alcr.2023.100545.

Luczaj, K.(2023b). The Less Miraculous. Conceptualizing Social Mobilityin Post-Communist Academia. Pedagogy, Culture & Society, DOI: 10.1080/14681366.2023.2244962.

Luczaj, K., Kurek-Ochmanska, O. (2023). Awans społeczny a relacje rodzinne w biografiach akademików z klas ludowych. Studia Humanistyczne AGH, in press.

Luczaj, K., Struck-Peregonczyk, M. (2022). Communicating diversity: gender, disability, race, and social class at Polish universities after 1989. In: S. Gawroński, M. Szewczyk, Ł. Bis (Eds). Social and marketing communication in education and didactics. International experiences. Wydawnictwo Wyższej Szkoły Informatyki i Zarządzania, 21–36.

Luczaj, K., Dolińska, A., Kurek-Ochmanska, O. (2023). Bookworms and Class Wormholes. Upward Mobility, Academia and Readership in the Post-Communist Settings, in press.

Luttwak, E. (1999). Turbo-capitalism. Winners and losers in the global economy. HarperCollinsPublishers.

Łoś, M. (1972). Aspiracje a środowisko. Warszawa: PWN

Łuczaj, K., Drążczyk, A. (2023). Post-eksperckość? Biograficzne doświadczenia młodych Polek w kontekście dekompozycji tradycyjnego wzorca inteligenta-eksperta, w druku.

Łuczewski, M. (2003). W stronę teorii czynników rozwoju edukacyjnego. Unpublished MA thesis (supervisor: Antoni Sułek). University of Warsaw.

Magalhaes, A., Veiga, A. (2015). The Narrative Approach in Higher Education Research. In: J. Huisman, M. Tight (Eds), Theory and Method in Higher Education Research (311–331). Emerald.

Manderscheid, K. (2009). Integrating Space and Mobilities into the Analysis of Social Inequality. Distinktion: Journal of Social Theory, 10(1), 7–27.

Marx, K. (1963). The Poverty of Philosophy. New York: International.

Maslen, J. (2019). Cracking the Code: the social mobility commission and education policy discourse. Journal of Education Policy 34, 599–612.

McArthur, J. (2021). The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach. Social Inclusion, 9, 6–15.

Mckenzie, L. (2016). Narrative, ethnography and class inequality. Taking Bourdieu into a British council estate. In: J. Thatcher, N. Ingram, C. Burke, & J. Abrahams (Eds), Bourdieu: The Next Generation. The development of Bourdieu’s intellectual heritage in contemporary UK sociology (25–36). Routledge.

Medina, L. (2014). Centers and Peripheries in Knowledge Production. Routledge.

Megoran, N., Mason, O. (2020). Second Class Academic Citizens: The Dehumanising Effects of Casualisation in Higher Education. London: UCU.

Mehlman, J. (1972). The “Floating Signifier”: From Lévi-Strauss to Lacan. Yale French Studies, 48, 10–37.

Metzgar, J. (2021). Bridging the Divide: Working-Class Culture in a Middle-Class Society. Cornell University Press.

Mikrut, S., Luczaj, K. (2023). Syndrom oszusta jako składowa doświadczenia awansu społecznego. Studia Socjologiczne 2, 81–109.

Mills, C. (1959). The sociological imagination. New York.

Molęda-Zdziech, M. (2013). Czas celebrytów. Mediatyzacja życia publicznego. Warszawa: Diffin.

Morgan, A., Clauset, A., Larremore, D., LaBerge, N., & Galesic, M. (2021). Socioeconomic Roots of Academic Faculty. https://doi.org/10.31235/osf.io/6wjxc. Preprint.

Morgan, H., Parker, A., Marturano, N. (2020). Community-based intervention and marginalised youth: inclusion, social mobility and life-course transition. Journal of Education and Work, 33:5–6, 327–342.

Morrison, A. (2015). Theorising Inequality: Two-Dimensional Participatory Justice and Higher Education Research. In: J. Huisman & M. Tight (Eds), Theory and Method in Higher Education Research (257–276). Emerald.

Musílek, K., Katrňák, T. (2015). The Notion of Social Class in Czech Political Discourse. Czech Sociological Review, 51, 387–416.

Murjas, T. (2007). Introduction to: Zapolska, Gabriela. The Morality of Mrs. Dulska. Bristol: Intellect Books.

Nannini, J. (2011). Re-introducing the Frustration into Status Frustration Theory. A thesis Submitted to the Graduate College of Bowling Green State University.

Naudet, J. (2018). Stepping into the Elite. Trajectories of Social Achievement in India, France, and the United States. New Delhi: Oxford University Press.

Nawrocki, T. (2001). Pomiędzy rodziną, szkołą i uniwersytetem: refleksje socjologa o barierach edukacyjnych na Górnym Śląsku. In: W. Jacher (Ed.), Eseje socjologiczne. Wydawnictwo Uniwersytetu Śląskiego, 121–135.

Nyiro, Z., Durst, J. (2021). Racialisation rules: The effect of educational upward mobility on habitus. Szociológiai Szemle (Review of Sociology) 31(3), 21–50.

Nyman, J., Schimanski, J. (2021). Introduction: images and narratives on the border. In: J. Schimanski and J. Nyman. Border Images, Border Narratives. The political aesthetics of boundaries and crossings. Manchester: Manchester University Press, 1–20.

Oldfield, K. (2007). Humble and hopeful: Welcoming first-generation poor and working-class students. About Campus, 11(6), 2–12. https://doi.org/10.1002/abc.188

Osiński, J. (1977). Uwarunkowania społeczno-przestrzenne selekcji młodzieży do studiów wyższych. Warszawa: PWN.

Ost, D. (2009). The Invisibility and Centrality of Class after Communism. International Journal of Politics, Culture and Society 22, 497–515.

Óhidy, A. (2018). Widening Participation in Higher Education: Policies and Outcomes in Germany. In: S. Riddell, S. Minty, E. Weedon, S. Whittaker (Eds), Higher Education Funding and Access in International Perspective. Emerald, 163–183.

Padilla, A.M.(1994). Ethnic Minority Scholars, Research, and Mentoring: Currentand Future Issues. Educational Researcher, 23(4), 24–27. https://doi.org/10.2307/1176259

Passeron, J.-C. (2013). Sociological Reasoning: A Non-Popperian Space of Argumentation. Oxford: The Bardwell Press.

Peterson, R., Kern, R. (1996). Changing Highbrow Taste: From Snob to Omnivore. American Sociological Review, 61(5), 900–907.

Piorkowski, G.K. (1983). Survivor guilt in the university setting. The Personnel and Guidance Journal, 61, 620–622.

Pobłocki, K. (2014). Wódka jako forpoczta kapitalizmu: propinacja aproces klasotwórczy w perspektywie globalnej. In: W. Dohnal, Od etnografii wsi do etnografii współczesności. Poznań: Instytut im. Oskara Kolberga, 139–148.

Polanska, D. (2010). Gated Communities and the Construction of Social Class Markers in Postsocialist Societies: The Case of Poland. Space and Culture. 13(4), 421–435.

Poleschuk, S. (2021). Academic careers in a rapidly changing world. Biographies of academics who stayed or left Belarus after 1991. Thesis submitted for assessment with a view to obtaining the degree of Doctor of Political and Social Sciences of the European University Institute. Florence: European University Institute.

Rae, G. (2016). Understanding The Liberal Roots Of Polish Conservatism. Social Europe, available: https://www.socialeurope.eu/the-liberal-roots-of-polish-conservatism [11.01.2023].

Rainford, J. (2021). How institutional doxa shapes access to higher education through framings of ‘potential’. Power and Education 13(3), 171–186.

Reay, D. (2005). Beyond Consciousness? The Psychic Landscape of Social Class. Sociology 39, 911–928.

Reddin, G. (2012). “Struggles and achievements: experiences of working-class white male academics who attain tenure.” [Unpublished doctoral dissertation]. University of Iowa.

Rek-Woźniak, M. (2012). Młodzi dorośli – wzory mobilności społecznej w okresie transformacji systemowej na przykładzie mieszkańców miasta średniej wielkości. Łódź: Wydawnictwo Uniwersytetu Łódzkiego.

Ricket, B., Morris, A. (2021). ‘Mopping up tears in the academy’ – working-class academics, belonging, and the necessity for emotional labour in UK academia. Discourse: Studies in the Cultural Politics of Education, 42:1, 87–101.

Riemann, G., Schütze, F. (1991). “Trajectory” as a basic theoretical concept for analyzing suffering anddisorderly social processes. In: Maines, David R. (Ed.), Social organization and social process: essays in honor of Anselm Strauss. New York: de Gruyter, 333–57.

Robbins, D. (2011). French Post-War Social Theory. Sage.

Roos, H. (2022). Repeated interviews with students – critical methodological points for research quality. International Journal of Research & Method in Education, 45, 423–436.

Roos, M. (2022). Creating Scandinavian Networks: Exposed to International Impulses. In: International Impact on 19th Century Norwegian Education. Palgrave Macmillan, Cham.

Russo, J., Linkon, S. (2005). What’s New about New Working-Class Studies? In: J. Russo, S. Lee Linkon (Eds). New Working-Class Studies. Ithaca: Cornell, 2–18.

Ryan, J., Sackrey, Ch. (1996) Strangers in Paradise: Academics from the Working Class. University Press of America.

Sauder, M. (2020). A Sociology of Luck. Sociological Theory, 38(3), 193–216.

Sayer, A. (2005). The moral significance of class. Cambridge University Press.

Scheff, T. (1990). Microsociology. Discurse, emotion, and social structure. University of Chicago Press, Chicago.

Schramm, K. (2005). Multimedia transcription of think-aloud data on the L2 reading process. Westfälische Wilhelms-Universität Münster.

Scott, P. (2016). “Free speech” and “political correctness.” European Journal of Higher Education, 6(4), 417–420.

Sennett, R. (1998). The Corrosion of Character. The personal consequences of work in the new capitalism (First). W.W. Norton.

Sennett, R. (2003). Respect. The formation of character in an age of inequality. London: Penguin Books.

Sennett, R. (2006). The Culture of the New Capitalism. New Haven: Yale UP.

Sennett, R., Cobb J. (1972/1993). The Hidden Injuries of Class. London: Faber.

Siemieńska, R. (2006). Polish universities as a place pf study and academic careers: class and gender considerations. In: W. Allen, M. Bonous-Hammarth, R. Teranishi (Eds), Higher education in a global society: achieving diversity, equity and excellence. Elsevier, 51–90.

Slomczynski, K. (1989). Social structure and mobility: Poland, Japan, and the United States. Warsaw: Polish Academy of Sciences.

Smith, L.T. (2012). Decolonizing methodologies (2nd ed.). Zed Books.

Snibbe, A.C., Markus, H.R. (2005). You Can’t Always Get What You Want: Educational Attainment, Agency, and Choice. Journal of Personality and Social Psychology, 88(4), 703–720.

Sorokin, P. (1927). Social mobility. New York: Harper & Brothers.

Stenning, A. (2005). ‘Re-Placing Work: Economic Transformations and the Shape of a Community in Post-Socialist Poland.’ Work, Employment & Society 19(2), 235–259.

Steinmetz, G. (2004). Odious Comparisons: Incommensurability, the Case Study, and “Small N’s” in Sociology. Sociological Theory 22(3), 371–400.

Strangelove, M. (2015). Post-TV: Piracy, Cord-Cutting, and the Future of Television.

Streib, J. (2011). Class Reproduction by Four Year Old. Qualitative Sociology, 34: 337–352.

Strømme, T.B. (2020). Vocational and academic decisions in ‘classed’ school environments. Journal of Education and Work, 33(3), 197–211.

Strzelecki, J. (2012). Postfordowska narracja o pracy i jej klasowe odmiany. In: M. Gdula, P. Sadura, Style życia i porządek klasowy w Polsce. Warszawa: Wydawnictwo Naukowe Scholar, 87–116.

Sulima, R. (2000). Antropologia codzienności. Kraków: Wydawnictwo UJ.

Sułkowski, B. (1981). Czas wolny i rozrywki „człowieka niepróżnującego”. Przegląd Socjologiczny 33, 163–179.

Swartz, D. (2008). Social closure in American elite higher education. Theory and Society 37, 409–419.

Schwarz, O. (2016) The symbolic economy of authenticity as a form of symbolic violence: the case of middle-class ethnic minorities. Distinktion: Journal of Social Th ory, 17:1, 2–19.

Szadkowski, K. (2021). The public good and higher education in Poland. Compare: A Journal of Comparative and International Education, Advance online publication. https://doi.org/10.1080/03057925.2021.1987194

Szelényi, I. (1982). The intelligentsia in the class structure of state-socialist societies. American Journal of Sociology 88, 287–326.

Świecki, A. (1975). Oświata i szkolnictwo w XXX-leciu PRL, Warszawa: Książka i Wiedza.

Tittenbrun, J. (2011). Economy in Society: Economic Sociology Revisited. Newcastle: Cambridge Scholars Publishing.

Tomescu-Dubrow, I., Slomczynski, K., Domański, H., Dubrow, J., Sawiński Z., Przybysz D. (2018). Dynamics of Class and Stratification in Poland (1945–2015). Central European University Press.

Tomusk, V. (2000). Reproduction of the ‘State Nobility’ in Eastern Europe: past patterns and new practices. British Journal of Sociology of Education, 21: 269–282.

Veblen, T. (1994). The Theory of the Leisure Class. New York: Penguin Books.

Vertovec (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30, 1024–1054.

Wagner, A.-C. (1995). Le jeu du national et de l’international. Les cadres étrangeres en France. Thèse pour le doctorat de sociologie. EHESS.

Wagner, I. (2011). Becoming Transnational Professional. Warsaw. Wagner, I. (2020). Bauman: A Biography. Polity.

Walkerdine, V. (1994). Working class women: psychological and social aspects of survival. Cahiers du GEDISST, 9–10, 57–80

Walkerdine, V., Lucey, H., Melody, J., (2001). Growing Up Girl: Psychosocial Explorations of Gender and Class. London: Palgrave.

Walley, Ch. (2013). Exit Zero. Family and Class in Postindustrial Chicago. University of Chicago Press.

Walsh, M. (2004). Introduction to Sociology for Health Carers. Cengage Learning.

Warczok, T., Zarycki, T. (2018). Gra peryferyjna. Polska politologia w globalnym polu nauk społecznych. Warszawa: Wydawnictwo Naukowe Scholar.

Warnock, D. (2014). On the Other Side of What Tracks? The missing discussion of social class in the academy. Rhizomes 27, accessible: http://www.rhizomes.net/issue27/ warnock.html [25.01.2022].

Warnock, D.M., & Hurst, A.L. (2016). The poor kids’ table. Journal of Diversity in Higher Education, 9(3), 261–276.

Wasielewski, K. (2013). Młodzież wiejska na uniwersytecie. Toruń: WN UMK.

Weininger, E.B., Lareau, A. (2003). Translating Bourdieu into the American context: the question of social class and family-school relations. Poetics, 31(5–6), 375–402.

Wengraf, T. (2001). Qualitative Research Interviewing: Biographic Narrative and Semi-Structured Methods. Sage Publications, London.

Wengraf, T., Chamberlayne, P. (2006). Interviewing for life-histories, lived situations and personal experience: The Biographic-Narrative Interpretive Method (BNIM) Shortest Short Guide to BNIM interviewing and interpretation (version 6.8). [Online manual]. https://www.scribd.com/document/79633475/BNIM-Shortest-Guide.

Westover, T. (2018). Educated: A Memoir. New York.

Wierzbicka, A. (2015). Żyd, Żydzi, Żydy, Żydki – stereotypes and judgments ingrained in the Polish language. Acta Universitatis Lodziensis. Folia Linguistica 49, 57–67.

Wojnicka, K. (2020). Sex and the Fieldwork. International Journal of Qualitative Methods, online first.

Wright, E.O. (2000). Class counts. Cambridge.

Xu, C. (2020). Tackling rural-urban inequalities through educational mobilities. Policy Reviews in Higher Education, 4:2, 179–202.

Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8:1, 69–91. https://doi.org/10.1080/1361332052000341006

Zarycki, T. (2008). Kapitał kulturowy. Inteligencja w Polsce i w Rosji. Warszawa: Wydawnictwo Uniwersytetu Warszawskiego.

Zarycki, T. (2009). The power of the intelligentsia. Theory and Society 38, 613–648.

Zarycki, T. (2014). Ideologies of Eastness in Central and Eastern Europe. Routledge.

Zarycki, T., Warczok, T. (2020). Czterdziestolatek po czterdziestu latach. Obraz lat siedemdziesiątych XX wieku czy inteligencki głos w sporze o przyszły kształt polskiego pola władzy? Kultura i Społeczeństwo, 64(4), 41–72.

Zarycki, T., Smoczyński, R., Warczok, T. (2022). Cultural citizenship without state: historical roots of the modern Polish citizenship model. Theory and Society 51, 269–301.

Zawistowska, A. (2009). Wykształcenie rodziców a kierunki studiów ich dzieci. Nauka i Szkolnictwo Wyższe, 1, 91–112.

Zhang, T., Brym R., Andersen, R. (2017). Liberalism and Postmaterialism in China: The Role of Social Class and Inequality. Chinese Sociological Review, 49, 65–87.

Zuilkowski, S., McCoy, D., Jonason C., Dowd, A. (2019). Relationships Among Home Literacy Behaviors, Materials, Socioeconomic Status, and Early Literacy Outcomes Across 14 Lowand Middle-Income Countries. Journal of Cross-Cultural Psychology 50, 539–555.

Zweig, M. (2000). The Working Class Majority: America’s Best Kept Secret. Cornell University Press.

Zysiak, A. (2016). Punkty za pochodzenie. Powojenna modernizacja i uniwersytet w robotniczym mieście. Nomos.

Zysiak, A. (2019a). Hysteresis, academic biography, and political field in the People’s Republic of Poland. Theory and Society 48, 483–508.

Zysiak, A. (2019b). Stalinism and Revolution in Universities Democratization of Higher Education from Above, 1947–1956. Studia Litteraria et Historica 8, 1–17.

Pobrania

Dane do pobrania nie są jeszcze dostępne.

Licencja

Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Użycie niekomercyjne – Bez utworów zależnych 4.0 Międzynarodowe.

Jak cytować

Łuczaj, Kamil. 2023. The Biographical Experience of Entering the Academic Profession: Popular-Class Lecturers at the Post-Socialist University. Poland: Wydawnictwo Uniwersytetu Łódzkiego. https://doi.org/10.18778/8331-361-0.