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ERIC Number: EJ1475643
Record Type: Journal
Publication Date: 2025
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1359 6748
EISSN: EISSN-1747-5112
Available Date: 0000-00-00
After the Interregnum: Education, Work and Social Change in Britain's Former Central Coalfield
Research in Post-Compulsory Education, v30 n2 p310-328 2025
This paper uses Gramsci's concept of "interregnum" alongside contemporary research on Britain's former coalfields to critically consider the 'condition' of coalfield communities 40 years after the Great Strike of 1984-85 and the rapid demise of the coal industry thereafter. It focuses particularly on the former central coalfield, once home to Britain's largest and most productive collieries, where mining remained a significant source of employment for longer than elsewhere. Whilst progress is varied and uneven, it is recognised that former coalmining communities have recovered to some extent from the debilitating effects of forced deindustrialisation. In Gramscian terms, a new hegemonic order has arisen to replace the old regime, but recuperation is, I argue, both precarious and partial. Rising levels of employment and educational attainment mask 'morbid symptoms' which continue to fester beneath the veneer of recuperation, in terms, for example, of low income, poor health, crime and other indices of deprivation. The relationship between education and work is, I suggest, played out in particularly problematic ways in the former coalfields where educational success is, in many cases, associated with outward migration and the loss of 'talent' set against the backdrop of local labour markets based largely on low-skill, insecure employment.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)
Grant or Contract Numbers: N/A
Author Affiliations: 1International Centre for Educational Leadership, School of Education, University of Bolton, Bolton, UK