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The essay argues that students who enter the academy learn damaging lessons on personal, interpersonal, and societal levels, from self-doubt and communicative incompetence to cultural disconnection. It frames social mobility and immobility through dialogic personal narratives from critical education scholars reflecting on higher education and class.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/immobility-in-mobility-narratives-of-social-class-education-and-paralysis/603310/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/immobility-in-mobility-narratives-of-social-class-education-and-paralysis/603310.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What central relationship does the essay discuss between schooling and media representations?","Question",{"text":111,"@type":112},"It argues that schooling and media representations of vocational and cultural aspirations have become symbiotic, shaping how students are trained to succeed within bureaucratic work and consumer rewards rather than to retain knowledge.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the text explain the consequence of doubt for working-class people?",{"text":116,"@type":112},"It suggests doubt about whether socially framed goals will reward or liberate leads to alienation—both from society and from one’s own sense of self and belonging.",{"name":118,"@type":109,"acceptedAnswer":119},"What personal themes does the “Keith: ‘Easy’” narrative explore?",{"text":120,"@type":112},"It describes cleaning as a learned response tied to wanting approval and reflecting on differences between what schools valued and what Keith learned to value through working-class family life.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603310,1792096055,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Keith Nainby is a lecturer at Hartnell College, Salinas, California; John B. Pea is a lecturer at Central Michigan University, Mount Pleasant, Michigan.  \nImmobility in Mobility: Narratives of Social Class, Education, and Paralysis  \nBy Keith Nainby & John B. Pea  \nI argue that the relationship between schooling and media representations of vocational and cultural aspirations has become symbiotic [. . .] so school learning is organized around behaviors required by types of bureaucratic work, as well asthe rewards offered by consumer society forperformanceaccordingtoestablishedcorporatenorms.[. . .] The student remembers little or nothing about the content of knowledge. . . but remembershow to succeed in receiving good grades, gaining admission to a decent college, or university, and how to curry favor with authorities—teachers, counselors, employers. Working– class kids often fail to get the message right. [ . . .] The result [   ] is cultural homelessness.  \n—Aronowitz, Politics 201-02 Daddy worked his whole life for nothing but the pain Now he walks these empty rooms looking for something  \nto blame  \nYou inherit the sins, you inherit the flames  \n—Springsteen,“Adam Raised a Cain”  \nThe two passages above both present images of working–class people confronted with crushing doubt—doubt about whether accomplishing their  \ngoals, goals that have seemed worth working for, goals that much of society has framed as noble and necessary, will ultimately prove liberating or even rewarding. These passages also suggest that a major consequence of this doubt is alienation, not only from the society that has apparently betrayed a person from the working– class but also from her or himself. In this essay we propose that working-class kids who grow to become permanent members of the academy, as we figure out how to“make it”as professorsand as professionals, have also learned other, bleaker lessons about our society, our colleagues, and ourselves. These lessons, we contend, can be profoundly damaging, even immobilizing, on at least three levels for people in the category of“critical education scholars and teachers from poor and working-class backgrounds.” On a personal level, we may be learning to despise ourselves or dismiss some of our core values in the process of learning to succeed in the academy. On an interpersonal level, we may be learning that we are communicatively incompetent, or at least significantly less competent atthe outset ofour careers, and that this incompetence will always constrain our ability to effect change through established scholarly channels. On a societal level, we may be learning, simply inan effort to survive academically, cultural codes and patterns of behavior that cut us—we potential theorists of working-class experience—that cut us off from our working–class roots and thereby further weaken the almost nonexistent fiber of class solidarity in this country.  \nAuthors such as Gloria Anzaldúa, Molefi K. Asante, and bell hooks have discussed the ways in which scholarly standards and cultural assumptions in academic institutions in the United States persist in their long tradition of devaluing and marginalizing scholars of color, women scholars, gay and lesbian scholars, and anyone else who does not conform to established (though often unacknowledged) norms. Our purpose in this project is to offer three sets of thematically linked, dialogic narrative accounts of the confusing and complex paths of social mobility and immobility that these institutions have provided us: two straight-identified, white-appearing American men from working-class backgrounds who are now critical education scholars and professors of communication. We are not suggesting that our working-class childhoods can or should give the two of us a right to claim a posteriori a minority status; instead, our hope is that our positions of relative privilege can become a meaningful vantage point for reflecting on the unique interrelationship of social","cbCaiqAvKKezCnip","https://ap.wps.com/l/cbCaiqAvKKezCnip","pdf",54302,18,"English","# Personal Narratives\n## Keith: “Easy”","[{\"question\":\"What central relationship does the essay discuss between schooling and media representations?\",\"answer\":\"It argues that schooling and media representations of vocational and cultural aspirations have become symbiotic, shaping how students are trained to succeed within bureaucratic work and consumer rewards rather than to retain knowledge.\"},{\"question\":\"How does the text explain the consequence of doubt for working-class people?\",\"answer\":\"It suggests doubt about whether socially framed goals will reward or liberate leads to alienation—both from society and from one’s own sense of self and belonging.\"},{\"question\":\"What personal themes does the “Keith: ‘Easy’” narrative explore?\",\"answer\":\"It describes cleaning as a learned response tied to wanting approval and reflecting on differences between what schools valued and what Keith learned to value through working-class family life.\"}]","Immobility in Mobility - Narratives of Social Class, Education, and Paralysis | PDF",45]