The essays in this collection challenge the predominant image of working class people in higher education by providing a series of analyses and personal commentaries from a wide range of working class academics. Reflections From the Wrong Side of the Tracks imparts a critical and substantial narrative about what it means to be from the working class and work in academe.
Stephen L. Muzzatti is Assistant Professor of sociology at Ryerson University, Toronto. C. Vincent Samarco is Associate Professor of American literature and creative writing at Saginaw Valley State University. He also teaches creative writing at the Saginaw Correctional Facility.
Chapter 1 Happy Accidents: the Unofficial Story of How I Became an Academic Chapter 2 Working it Out Chapter 3 Personal, Professional, and Political Paths to the Study of the Crimes of the Powerful Chapter 4 A Stranger to Paradise: Working-Class Graduate in the Culture of Academia Chapter 5 Can a Working-Class Girl Have Roots and Wings? White Trash in the Ivory Tower Chapter 6 Working Class Need Not Apply: Job Hunting, Job Interviews, and the Working-Class Experience in Academe Chapter 7 Making Class Matter: My Life as a Semi-Earhole Chapter 8 White, Working Class, and Feminist: Working Within The Master's House and Finding Home Again Chapter 9 "Gimme That!": The Working-Class Student Meets the Working-Class Subject Chapter 10 Critique of Domination: The Pain, Praxis, and Polemics of Working-Class Consciousness in Academia Chapter 11 Working-Class Values and Life in Academe: Examining the Dissonance Chapter 12 Teaching from the Wrong Side of the Tracks: Challenging Privilege and Authority In the Classroom Chapter 13 The Meaning of Class Differences in the Academic World Chapter 14 Trajectory and Transformation of a Working-Class Girl into an Upper-Middle-Class Associate Dean Chapter 15 Making the Grade: Imposters in the Ivory Tower Chapter 16 An Unwashed's Knowledge of Archaeolgy: Class and Merit in Academic Placement Chapter 17 Class Enriching the Classroom: the "Radical" as Rooted Pedagogic Strengths