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Working Cass Families and Modern Education Systems Redefined under Neo-Liberalism Policies

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Working Cass Families and Modern Education Systems Redefined under Neo-Liberalism Policies
Connell’s (2003) article focuses on the problematic relationship between working-class families, and modern education systems, which is being redefined under neo-liberalism policies. Connell explores this issue in relation to an Australian reform, which was created with an intention to make upper secondary education more inclusive, in particular ¬– through more extensive vocational education opportunities. Connell explains that the level of which working-class youth’s needs have been met, or neglected throughout the past 150 years of mass schooling in advanced capitalist economies remains a core problem of social justice in education. (p. 235) Connell’s argument is that while social class is no longer officially recognised as an issue in Australian life, class inequality and exclusion have a marked influence on education in the present day. (p. 247) Connell states that the nature of which working class families respond to state schooling is a key issue of importance in research on class and education. Connell’s central argument lies in her criticism of the neo-liberal market agenda, which she states is ultimately seeking to ‘reconstruct mass education on a ruling-class education organisational model’. Connell argues that due to the fact neo-liberalism fails to acknowledge that class structure exists, and assumes its market model is universally applicable (an assumption which Connell states is disproven by British research) –problems associated with class structure will continue to go unacknowledged. (p.237) Connell further argues that many working class families continue to grapple with the ‘bureaucratic machinery’ of state education in order to obtain a reasonable education for their children, however as Connell believes – ‘there’s still a long way to go’ before this relationship is cohesive and productive for all parties involved. (p. 247) In support of her argument of class still being a key factor of inequality in education, Connell cites authors such as
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