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Educational Afterworlds in Neoliberal Britain

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Educational Afterworlds in Neoliberal Britain Educational Afterworlds in Neoliberal Britain: Class, Politics and Sexuality A thesis submitted to The University of Manchester for the degree of PhD in English in the Faculty of Humanities. 2010 Paul Goddard Department of English and American Studies Contents ABSTRACT ...................................................................................................................................................... 4 DECLARATION ............................................................................................................................................ 5 COPYRIGHT STATEMENT..................................................................................................................... 6 ACKNOWLEDGEMENTS......................................................................................................................... 7 INTRODUCTION ....................................................................................................................................... 8 The Educational Afterworld........................................................................................................................10 Culture, Anarchy and the Educating State...............................................................................................15 Mass Civilisation, Minority Culture and the English School ..............................................................21 Literacy, Working-Class Culture and the Education Welfare State ..................................................27 Edyoucashun, Edyoucashun, Edyoucashun..............................................................................................33 The Thesis........................................................................................................................................................41 1. THE CREATIVE USES OF HISTORY.................................................................................................44 Northcote-Trevelyan Reform......................................................................................................................46 The Public School System ............................................................................................................................49 The Sudan Political Service..........................................................................................................................52 Public Service...................................................................................................................................................55 Lost Vocations ................................................................................................................................................69 Inadequate Reminders...................................................................................................................................61 A Stronger, Ethical Feeling...........................................................................................................................68 The Warning Bell was Already Ringing....................................................................................................76 2 2. THE BEAUTY OF ENGLISH EQUILIBRIUM................................................................................83 Bourgeois-Aristocrat Equilibrium ..............................................................................................................86 Petit-Bourgeois Equilibrium........................................................................................................................92 The Love Chord ...........................................................................................................................................100 ‘To Whom Do You Beautifully Belong?’................................................................................................113 The End of the Street ..................................................................................................................................121 3. LIFE AS POLITICS IN MID-90s BRITAIN......................................................................................130 The BBC, Neoliberalism and Trojan Horse Drama..............................................................................133 Radical-Conservatism, the New Middle Class and Life Politics........................................................142 Coming Together.........................................................................................................................................152 Apocalypse Wow!.........................................................................................................................................162 The Afterlife..................................................................................................................................................166 4. THE THEATRICALISATION OF URBAN POLITICS.............................................................169 Urban Stages..................................................................................................................................................172 Postwar British Theatre..............................................................................................................................184 Beautiful Things ...........................................................................................................................................192 Gimme Gimme Gimme................................................................................................................................203 CONCLUSION .........................................................................................................................................212 BIBLIOGRAPHY .......................................................................................................................................227 3 Abstract There is a widespread sense that Britain is an unfair society with an unfair education system, and that this ought to change. Yet the prescribed panacea of ‘equality of opportunity’ is bound up with new extensions of middle-class privilege. In an attempt to historicise the social basis of that paradox, this thesis offers the ‘educational afterworld’ as a theoretical framework for prising open the determinations formal schooling exerts in adult British society. It is written from a Marxist perspective and treats the Blairite mantra of ‘Education, Education, Education’ as part of an ideological history in which structural inequality has been reproduced through the three-tier school system that emerged in the late Victorian period. As a point of entry into the educational afterworld, this project explores long- established categories of culture as they were articulated at key moments in this unfolding history. The legacies of three major Kulturkritikers—Matthew Arnold, F.R. Leavis and Richard Hoggart—and their preoccupations—class, politics, race, the city and commodified life—entered the 80s as a repertoire of motifs, patterns and axioms. I am interested in how these cultural co-ordinates were reconfigured by critiques of and collusions with the mercurial socio-political changes of the period on which I focus. Moving through the 80s and 90s, and with periodic glances back to earlier episodes of British life, the chapters map 'high' and 'low' culture onto the hierarchy of educational institutions that continues to produce the gulf between exquisite prose and ‘underclass’ illiteracy. A focus on sexuality is a notable feature of each chapter, honing discussion of these educational afterworlds through consideration of the ways in which gay male sexuality and an emboldened female sexuality mediate social status and distinction (in Bourdieu's sense). For these reasons, the texts selected are Alan Hollinghurst’s The Swimming-Pool Library (1988) and The Line of Beauty (2004), the BBC2 drama serial This Life (1996-97) and, with his BBC sitcom Gimme Gimme Gimme (1999-2001), Jonathan Harvey’s ‘feel-good’ play Beautiful Thing (1993). 4 Declaration I declare that no portion of the work referred to in the thesis has been submitted in support of an application for another degree or qualification of this or any other university or other institute of learning. 5 Copyright Statement The following four notes on copyright and the ownership of intellectual property rights must be adhered to: i. The author of this thesis (including any appendices and/or schedules to this thesis) owns any copyright in it (the ‘Copyright’) and he has given The University of Manchester the right to use such Copyright for any administrative, promotional, educational and/or teaching purposes. ii. Copies of this thesis, either in full or in extracts, may be made only in accordance with the regulations of the John Rylands University Library of Manchester. Details of these regulations may be obtained from the Librarian. This page must form part of any such copies made. iii. The ownership of any patents, designs, trademarks and any and all other intellectual property rights except for the Copyright (the ‘Intellectual Property Rights’) and any reproductions of copyright works, for example graphs and tables (‘Reproductions’), which may be described in this thesis, may not be owned by the author and may be owned by third parties. Such Intellectual Property Rights and Reproductions cannot and must not be made available for use without the prior written permission of the owner(s) of the relevant Intellectual Property Rights and/or Reproductions.
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