By G. Honor Fagan
This booklet summarizes structural, replica, and resistance theories of schooling and offers a social learn method of difficulties of social inequity. It analyzes how those views give a contribution to the political research of the creation of early institution departures and the resultant negative aspects and poverty. Fagan follows a deconstructive method of learn method that provides a textual content during which genuine characters and occasions are delivered to existence. Dublin working-class childrens converse for themselves, inform their tales, and speak about their futures brazenly. They describe their education and their colourful responses to occasions that appeared meaningless or demeaning once they have been in class. They proportion their insecurities concerning the destiny and their stories with poverty and unemployment outdoor the mainstream of middle-class society. As a distinct contribution to cultural experiences and an extraordinary ethnographic glimpse of Irish city society, this research establishes a version in academic and sociological study.
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Additional info for Culture, Politics, and Irish School Dropouts: Constructing Political Identities (Critical Studies in Education and Culture Series)
Copyright © 1995 by G. Honor Fagan All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 95–6949 ISBN: 0–89789–439–1 ISSN: 1064–8615 First published in 1995 Bergin & Garvey, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. 48–1984). 10 9 8 7 6 5 4 3 2 1 Page v CONTENTS Series Foreword by Henry A. Giroux vii Introduction 1 PART I Identities-in-Culture: Conversations with Early School-leavers 9 1 Schooling 11 2 Early School-leaving 35 3 Work Experience and Future Prospects 50 PART II The Ties That Bind 75 4 Politicizing Theoretical Narratives 77 5 A Reproduction/Resistance Reading 95 6 Beyond a Social Research Framework 116 Page vi PART III New Political Spaces—A Project and Practice?
Claire: It’d really be me. I kept saying, “Come on, we’ll try it for a laugh,” so we all did it and we took it. You’d just get blown out of your head. You’d get all numb, you’d just be sitting there all spaced out, and I was there messing, picking up a chair, and they were going to demolish the prefabs anyway, so I started putting the chair Page 24 through all the plastic windows and breaking them all down. The two caretakers, one came that way and one came the other way and they caught me. e. they didn’t report the incident].
Eamonn: He was a thick. Cyril: Ah Jesus, we used to be all sitting down the back. ” The reactions of the “young ones” are not as violent, but that is not to say they don’t look on teachers as people to be broken down too. Page 19 Margo: We got the teacher crying once and all, the two of us we did [grinning]. The young people not only refer to their efforts to break down the teachers, but to the teachers’ efforts to break them down. On-going psychological battle and psychological torture occurred in the classroom.