Blind Spots and Moments of Estrangement: Subjectivity, Class and Education in British ‘Autobiographical Histories’

Abstract

Purpose – This chapter explores my responses to Carolyn Steedman’s Landscape for a Good Woman (1986) as a historian and an educated working-class woman and considers the ‘blind spots’ in some commentary on the book. The aim of this study is to unpick understandings of subjectivity, class and education in certain kinds of academic text.

Methodology/Approach – The chapter draws on a qualitative analysis of works of history and cultural studies and reflections on the author’s own emotions and experiences.

Findings – Education and class are equally important in the experiences of educated working-class people, but there are considerable difficulties in communicating these different aspects of selfhood and in ensuring they are understood.

Originality/Value – ‘Autobiographical histories’ as a form, and the use of the first person in contexts where it is not usually accepted, provide new possibilities of identification and knowledge for marginalised peoples. ‘Vulnerable writing’ therefore has a political purpose.

Citation

Loughran, T. (2018), "Blind Spots and Moments of Estrangement: Subjectivity, Class and Education in British ‘Autobiographical Histories’", Loughran, T. and Mannay, D. (Ed.) Emotion and the Researcher: Sites, Subjectivities, and Relationships (Studies in Qualitative Methodology, Vol. 16), Emerald Publishing Limited, Leeds, pp. 245-259. https://doi.org/10.1108/S1042-319220180000016016