This article has been written by some staff, students and supporters of Ruskin College to counter the spurious accusations that have been made recently about the college allegedly moving away from its working-class roots.

Ruskin College has always been involved in the development of working-class education. It was founded by two US philanthropists whose principles were based on their interest in social reform and who wanted to develop a new educational movement which encouraged “nothing more or nothing less than the education of the workers in the interests of the workers.”

The new model that the founders wanted to develop was based on the idea of an autonomous labour college, with the aim of lifting the class as a whole, rather than allowing social mobility for individual workers.

In 1908 a report was commissioned by the government of the time, in collaboration with Oxford University, in an attempt to neuter independent working-class education by incorporating Ruskin into the university’s system and to mould the development of working-class education.

As a result, radical activists who were students at the college tried to block the implementation of the report and keep principal Dennis Hird, who opposed it, in situ. The confrontation between the college authorities, the university and the government and working-class students led to the formation of the Plebs’ League in late 1908 and a strike in 1909. Ruskin College still plays a part in raising the issue of working-class people being excluded from higher education today.

Contesting debates and discussions have always been at the heart of Ruskin’s approach to learning and education.

Students, staff, alumni and supporters continue to evaluate, contest and challenge approaches and methods to ensure that Ruskin’s values of inclusivity, high quality, democracy and political-practise-orientated education continue to be at the centre of what Ruskin does and how it does it.

How Ruskin College provides its education is based on emancipatory learning linked to the struggle for progressive social change. Its approach is aimed at working-class people who have been denied opportunities to learn.

Ruskin has faced many challenges in its 116-year lifetime: recession, lack of funding, the effects of war and now the aggressive neoliberal free-market extremists of the Tory government which is determined to open all aspects of society to the market place.

Education, like many sectors and industries, is suffering from cuts in funding from central and local government. Ruskin College is a provider of both further and higher education. It has been caught in the middle of changes to government funding, which has precipitated decisions affecting courses which either recruit low numbers of students or struggle to retain students.

Ruskin College has agonised over the decisions that had to be made in response to a 50 per cent cut in funding to the college’s further education provision. Ruskin College, like all other further and higher education institutions, is being forced to cut provision in some areas. It had to make the decision to reorganise programmes across the college, based solely on the low numbers of students.

No-one wanted this to happen, but government cuts have forced this upon the college.

From this understandable anger and frustration has come the perverse allegation that Ruskin is somehow moving away from the founding principle of the provision of education to working-class women and men who seek to return to learning.

This is so far from the truth. Ruskin is proud of the ideals that are embedded in everything we provide. New courses, such as pre-access, Access to HE Diploma in health professions and social sciences, are examples of this.

We are caretakers of Ruskin College. It is the responsibility of all students, staff, alumni and supporters to ensure that it remains financially secure into the future so it can continue to be the centre of working-class education for generations of people to come.

Sam Memmott
BA ILTUS

I was drawn to Ruskin College because of its history in trade unions and working-class education. Not having a degree, and having left school with CSEs, I was daunted by the whole process.

Two years on, if I was asked if someone should go to Ruskin, I would say: “Grab it with both hands and don’t let go.” You learn confidence and so much more, so if you are thinking of studying at Ruskin, stop thinking and do it.

Elizabeth Cameron
BA International Labour and Trade Union Studies (ILTUS)

I have been a union activist in Unison for the past 15 years, having represented members in the workplace as a steward and negotiated with employers as an assistant branch secretary.

Like many other women who have had children early, I’d not had the opportunity to study for a formal qualification. I’m not going to say it’s been easy, as the work is hard, but the way it’s designed has made it manageable and achievable, even for an old returner like me!

Matt Hannam
MA ILTUS

Four years ago, I was made redundant from Bradford Council as coalition government cuts hit the authority. It followed two years of restructuring, reappraisals, job losses and reinterviews. I was 46 years old, with two children and a mortgage. The experience had left me at once depressed, vulnerable, exhausted and angry. I vowed that I would never feel that way again.

The opportunity to study alongside brothers and sisters from the trade union and broader international labour movement, in a learning environment that in ethos and practical support is so committed to working-class learning, is both wonderful and unique.

Together with my 25 fellow students, we challenge, develop and grow together, all of us becoming better thinkers, communicators and activists.

Sally
BA student

I have been a student at Ruskin since January 2012. I will be eternally grateful for the teaching I have received, however this is just the tip of the iceberg. I have gained confidence, feeling I am able to question managers during meetings and helping my colleagues and ultimately empowering others and saving jobs.

Having the knowledge is most definitely shifting the power balance towards us reps. Without Ruskin I know I wouldn’t have stuck to the course — it really is the only college I have been to where I feel welcome and that I was actively encouraged to ask questions and then be challenged.

Ruskin is a true gem and I feel protective towards it as it has given me my life back. It’s one of a kind and this place could never be replicated.

Mary Spreadbury
Alumnus

I left school at 14 years of age, just after the second world war, with very little education. I have always been a member of a trade union. Then in 1995 I had the privilege to go to Ruskin and that changed my life for ever.

What I gained from Ruskin has helped me in my retirement to work for the community I live in — the third most deprived in the country.