HEGEMONY AND CLASS-CONFLICT IN ACADEMIA: LUCKY JIM1

İkinci dünya savaşı sonrası İngiliz kampüs romanlarının ilk örneği olarak kabul edilen Kingsley Amis'in romanı Lucky Jim (1954) (Talihli Jim) uzun süre eleştirmenler tarafından ha?f komedi olarak göz ardı edilse de akademik teamül ve geleneklere ciddi bir yergi barındırmaktadır. Merkezine sınıfsal çatışmayı alarak, akademide yerleşe gelmiş hiyerarşik yapılanmayı sorgular ve İngiliz Refah Devleti politikaları ile yüksek öğretime gelişigüzel dahil edilmiş alt sınıf akademisyenin muğlak durumunu gözler önüne serer. Roman akademideki güç ilişkilerini ayrıntılı bir şekilde örneklerken hem karakter hem de anlatımı ile üniversitedeki politik atmosferi de vurgular. Ayrıca öğretim elemanları arasında haksız rekabet yaratan kapitalist politikaları da sorunsallaştırır. Bundan dolayı bu araştırmanın amacı, hegemonyacı baskıya karşı gelişen bireysel ve sınıf bazlı tepkileri referans alarak, hâkim kapitalist ideolojinin akademiye sirayet edişinin sonuçlarını roman çerçevesinde tartışmaktır

AKADEMİDE HEGEMONYA VE SINIF ÇATIŞMASI: LUCKY JIM

Accepted as the rst British example of the post-war campus novels, Kingsley Amis's Lucky Jim (1954) was overlooked as a light comedy for a very long time by the critics, yet it harbours a serious satire of the academic traditions and manners. By centralizing classantagonism, it questions the established hierarchical structure in the academia, and unfolds the ambiguous situation of the working-class academic who is thrown into the system of higher education with the regulations of the Welfare State of England. The novel illustrates the power struggles within academia in detail and elaborates on the political atmosphere of the university through its characterization and narration. Furthermore, it problematizes the persistence of capitalist policies in academia, which creates an air of unfair rivalry among academics. Therefore, this article aims to discuss the outcomes of the diffusion of the dominant capitalist ideology into the academia in the novel, with specic reference to the individualistic and class-based differences in reaction to such hegemonic pressure.

PDF

___

Adelman, Paul. “Part Three: Assessment.” The Rise of the Labour Party, 1880-1945. 3rd ed. Routledge, 2014. 90-100.
Amis, Kingsley. Lucky Jim. London: Penguin Books, 1976.
---. Socialism and the Intellectuals. London: Fabian Society, 1957.
Blanden, Jo, and Stephen Machin. "Educational Inequality and the Expansion of UK Higher Education." Scottish Journal of Political Economy 51.2 (2004): 230-249.
Barnhart, Robert K, ed. The Barnhart Concise Dictionary of Etymology. New York: HarperCollins Publishers, 1995.
“BBC News. In Depth UK Politics: Open Politics.” The Open University, Foreign Policy: Towards a role for the 21st century. Web. 25 Apr. 2017.
Beveridge, William H. The Pillars of Security: And Other War-Time Essays and Addresses. London: G. Allen & Unwin Ltd, 1943. Web. 25 Apr. 2017
Boliver, Vikki. “Expansion, Differentiation, and the Persistence of Social Class Inequalities in British Higher Education.” High Education 61.3 (2010): 229- 242.
Bourdieu, Pierre. Distinction: A Social Critique of the Judgement of Taste. Cambridge, Mass: Harvard University Press, 1984.
Eastman, John K. “Dissimilar Discourses: The Realism of Amis's Conversations in Lucky Jim.” Revista Alicantina de Estudios Ingleses 2 (1989): 43-51.
Erbaş, Hayriye. “Üniversitelerin Dönüştürülmesi Sürecinde Kalite Geliştirme Aracı Olarak Yurtdışı Yayın ve Sonuçları.” Dönüştürülen Üniversiteler ve Eğitim Sistemimiz. Ed. Servet Akyol, M. Kemal Coşkun and Zafer Yılmaz. 1st ed. Ankara: Eğitim Sen, 2008. 185-213. Web. 17 Mar. 2017.
Eustace, Rowland. “British Higher Education and the State.” European Journal of Education 17.3 (1982): 283-294.
Fallis, Richard. “‘Lucky Jim and Academic Wishful Thinking.” Studies in the Novel 9.1 (1977): 65–72.
Galvani, Robert. “The Changing Experience of English Secondary Education.” Reflecting Education 6. 1 (April 2010): 75-89.
Gramsci, Antonio, Quintin Hoare, and Geoffrey Nowell-Smith. Selections from the Prison Notebooks of Antonio Gramsci. New York: International Publishers, 1989.
Leader, Zachary. The Life of Kingsley Amis. New York: Pantheon Books, 2007.
Machin, Stephen, and Anna Vignoles. "Chapter One: Overview." What’s the Good of Education?: The Economics of Education in the UK. Princeton UP, 2005. 1-12.
---. Education Policy in the UK. Centre for the Economics of Education, London School of Economics, 2006. Web. 14 Mar. 2017.
Moberly, W H. The Crisis in the University. London: SCM Press, 1949.
Parker, R. B. “Farce and Society: The Range of Kingsley Amis.” Wisconsin Studies in Contemporary Literature 2.3 (Fall 1961): 27-38.
“Philistine Meaning in the Cambridge English Dictionary.” Cambridge Dictionary Online. Cambridge Dictionary, 2017. Web. 25 Apr 2017.
Quinn, Arthur. Figures of Speech: 60 Ways to Turn a Phrase. California: Hermagoras Press, 1993.
Shattock, Michael, and Robert Berdahl. "The British University Grants Committee 1919-83: Changing Relationships with Government and the Universities." Higher Education 13.5 (1984): 471-499.
Singleton, Rachel. “The Angry Young Man Movement and Its Influence on Lucky Jim, Look Back in Anger, and A Clockwork Orange.” Journal of Undergraduate Research: LaGrange College 8 (2013): 50-63.
Smith, Anne. “Reflections on Secondary Education Policy in England and Wales since the 1944 Act.” Education Research and Perspectives 34.1 (2007):115-135. Web. 16 May 2017.
Trow, Martin. “Reflections on the Transition from Elite to Mass to Universal Access: Forms and Phases of Higher Education in Modern Societies since WWII.” International Handbook of Higher Education. Ed. James J. F Forest and Philip G. Altbach. Springer, 2007. 244-280.
Williams, Raymond. Marxism and Literature. Ed. Steven Lukes. Oxford: Oxford UP, 1977.
Van O'Connor, William. “Two Types of “Heroes” in Post-War British Fiction.” PMLA 77. 1 (March 1962): 168-174.