Class in session: discussing social class in the university classroom

This piece explores the benefits and challenges of discussing social class in university classroom settings. It emphasises the importance of recognising social class as a form of lived experience, which significantly influences both students and educators. The paper highlights how education systems can perpetuate social inequalities, favouring those from privileged backgrounds. By drawing on their own lived experiences, educators can promote empathy and inclusivity in their teaching practice. The discussion of social class can enhance critical thinking, awareness, and empathy among students, preparing them for careers in diverse fields. However, the paper acknowledges that the complexity of the topic can make it difficult to cover comprehensively within educational settings and staff may experience feelings of vulnerability in drawing on their own lived experience. Classed discussions can also lead to discomfort for students, potentially leading to feelings of alienation and conflict, irrespective of class background. Ultimately the paper aims to encourage higher education practitioners to reflect on their own classed experiences, to advocate for incremental changes in practice and emphasises the importance of thoughtful facilitation to create respectful and inclusive environments.