Reading Rita and Saving Arthur Seaton: Exploring the Scientific ‘Becoming’ of Adult Students and the Failures of Working-Class Education

I was delighted to present my research at the BERA ECR Journey: At Crossroads of Becoming Conference at the University of Leeds in June 2024. This event gave me the opportunity to discuss the uniqueness of my methodology and the obstacles I encountered during my research. My research, led by the invaluable supervision of Dr Pete Bennett, builds on our shared experiences of navigating educational barriers as individuals from working-class backgrounds.

Inspiration and focus: Train Rita and further

Inspired by the timeless work of Willy Russell, Train RitaMy research examines the complex journey of adult learners negotiating their academic ‘becoming’ within the context of lifelong learning. My study focuses specifically on contemporary Ritas – students from disadvantaged backgrounds – while also addressing the broader issue of working-class disenfranchisement in education. By examining social class as a persistent barrier, my research explores the historical and ongoing challenges faced by working-class people in educational settings.

‘By examining social class as a persistent barrier, my research explores the historical and ongoing challenges faced by working-class people in educational settings.’

Intertwining of literature and film analysis

My undergraduate research also included an analysis of Karel Reisz’s adaptation of Alan Sillitoe’s Saturday evening and Sunday morning, titled Saving Arthur Sillitoe from himself: why working class education doesn’t workwhere I examined the portrayal of the anti-hero Arthur Seaton. Through this lens, I sought to understand the historical and current challenges that working-class individuals face within the education system. Arthur’s representation serves as a mythic archetype, simplifying the complexities of working-class life and education. My study functions as a mythologist, referencing Bennett and McDougall’s (2013, p. 143) Barthes’ Mythologies Today: Reading Contemporary Culture and reveals the damage done by these myths and the continued disenfranchisement that working-class people experience within the educational framework.

Methodology and ethical considerations

Using Foucault’s approach, my research uses the discursive traces of the past to write a ‘history of the present’, diagnosing critical issues of working-class representation in contemporary society. The study aligns with Vicky Duckworth’s (2013) exploration of Learning paths among adult learners, highlighting themes of violence and empowerment that extend beyond basic skills education. Basic skills education can be defined as the ability to read, write, and speak English and to use mathematics at a level necessary to function and progress in the workplace and in society more generally. I have also referred to Diane Reay’s idea of ​​’zombie stalking English education’. Both Duckworth and Reay’s methods involve the use of aesthetically authentic representations of working class experiences to structure a broader inquiry.

John Lennon’s song ‘Working Class Hero’ (1970) from his first solo album also informs this research. Lennon’s stripped-down version of the song, which reflects his own working-class experiences, metaphorically captures how I approach the essence of these participants’ stories. ‘A working-class hero is something to be’ problematizes the idea of ​​meritocracy, rather than a society in which people are valued and rewarded based on their achievements, not on their wealth or social background. Referring to a period of social mobility in the 1960s and 1970s, when working-class people had access to higher education and professional careers. However, Berardi (2019) notes that this period of social mobility was temporary and not destined to last.

Auto-ethnographic approaches play a central role in my methodology, allowing me to weave personal experiences into broader social and cultural contexts. This approach offers valuable insights into the lived experiences of marginalized groups within the education system.

To enrich the data, I used social media platforms such as Instagram and WhatsApp, which allowed me to gather diverse perspectives and stories.

Amid the pandemic, ethical considerations remained paramount. The transition to virtual interactions posed challenges to maintaining participant privacy, obtaining informed consent, and ensuring the well-being of those involved. I carefully navigated these ethical complexities, prioritizing integrity, respect, and sensitivity throughout the research process.

Conclusion: A call for grassroots education

My research suggests that getting education right from the start is crucial. Consistent support for all children, allowing teachers to focus on teaching without the pressure of league tables and performance targets, is essential. Drawing on the ideas of Berardi (2019), I argue that competition, often seen as a driver of success, actually promotes failure and ignorance. A return to grassroots education, with its emphasis on collective solidarity and individual growth, is needed to create a more equitable educational landscape.