Häftad, Engelska, 2026

Notions

The Lives of Irish Working Class Academics

Av Iona Burnell Reilly, Stephen Baker, Michael Pierse

449 kr

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Beskrivning

In Ireland, it is said that people with notions are acting above their station and with a misplaced sense of their own importance. Certainly, working-class academics often feel out of place at work, caught somewhere between where they come from and where they are now. To be at once working class and an academic is seemingly paradoxical, since the career assumes a moving away from one’s origins. That transition, if it is made at all, is seldom straightforward.A series of autoethnographies from Irish academics, both at home and abroad, all of whom have a working-class heritage, these are stories of people negotiating not only class in the context of higher education, but on occasion the experience of colonialism and diaspora. Notions is a fascinating insight into the journey of working-class people through an elite and professional environment that is ill-prepared to received them, despite institutional and sectoral claims to equality, diversity and inclusion. These stories of working lives that have required struggle, resilience and ingenuity, offer important lessons for the future of a higher education sector at a watershed moment.

Produktinformation

Utgivningsdatum: 2026-05-19
Mått: 152 x 229 x 12 mm
Vikt: 338 g
Format: Häftad
Språk: Engelska
Antal sidor: 232
Förlag: Emerald Publishing Limited
ISBN: 9781837080373

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Mer information

Iona Burnell Reilly is an Academic in the Sociology of Education at the University of East London.Stephen Baker is Lecturer in Film and Television Studies at Ulster University.Michael Pierse is Reader (Associate Professor) in Irish Literature at Queen’s University Belfast.

Recensioner i media

This is a timely and wholly welcome book which comprises a series of unique personal reflections on shared but individually distinctive career journeys made by Irish academics. These often frank and probingly self-reflexive testimonies traverse, challenge and disrupt the class boundaries and prejudices that are still a stubbornly persistent feature of higher education in Britain and Ireland in the 21st century. The book’s greatest strength is in how its contributors’ political, religious and cultural positions inflect and interrogate established assumptions about how class and ethnicity interact within third level institutions and affect the lives of their employees. At a time when universities on both sides of the Irish Sea are arguably no longer paying much more than lip service to the progressive principles of widening participation established half a century ago, the issues raised here have important implications for educational policy and practice more generally.

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