Show simple item record

dc.contributor.advisorKeane, Elaine
dc.contributor.authorGoodwin, Devon
dc.date.accessioned2020-07-13T15:07:12Z
dc.date.issued2020-05-29
dc.identifier.urihttp://hdl.handle.net/10379/16075
dc.description.abstractThis dissertation is about widening participation (WP) in initial teacher education (ITE) and the teaching profession, from a social class perspective. Set in the Irish context, this in-depth qualitative study explores the experiences of applicants and entrants to post-graduate, post-primary ITE programmes, analysing and giving voice to the similarities and differences in experience of those from working class compared to middle class backgrounds. The methodology employed in the study was Constructivist Grounded Theory (CGT), through in-depth, semi-structured interviews with 34 participants. The CGT offers a framework and vocabulary for considering the particulars of what an educational lifespan perspective on WP in ITE and teaching might mean in practice. It demonstrates how social class based experiences of education, both in terms of affective and objective outcomes, intersect with financial and social realities to shape differences in what the participants from lower and higher socioeconomic groups a) thought was possible and b) experienced as possible in relation to pursuing a career in teaching. The process of ‘becoming’ a post-primary teacher is seen through three distinct sub-categories, namely 1) Imagining, 2) Investing, and 3) Sinking, Swimming, or Sailing in ITE and the Profession. The lived experience of these processes for the participants was highly mediated by their social class positioning. Drawing on the conceptual work of Bourdieu, but also considering the work of Giroux, Jung, and Keane, the study provides evidence of how social class based inequalities across the educational lifespan contribute to perpetuate the socioeconomic homogeneity of the teaching profession. The study’s author, however, also proposes that theories of reproduction in education are not fully sufficient to conceptualise the experience of the working class participants; rather, there is also evidence in the data of a potential fledgling resistance movement in Irish education that is motivated to reduce inequalities in the educational experience of marginalized populations. Given the contrast in experiences of the participant groups during and post-ITE, the unique educational and support needs of the working class group are considered, and recommendations for policy, practice and research are offered.en_IE
dc.publisherNUI Galway
dc.subjectSocial Classen_IE
dc.subjectInitial Teacher Educationen_IE
dc.subjectDiversityen_IE
dc.subjectEqualityen_IE
dc.subjectWidening Participationen_IE
dc.subjectSocio-economicen_IE
dc.subjectEducationen_IE
dc.subjectArts, Social Sciences & Celtic Studiesen_IE
dc.titleSocial class and 'Becoming' a post-primary teacher in the Republic of Irelanden_IE
dc.typeThesisen
dc.contributor.funderIrish Research Councilen_IE
dc.local.noteThis thesis explores the experiences of working class and middle class initial teacher education applicants and entrants, and puts forth a grounded theory to give insight into the differences in their experience.en_IE
dc.description.embargo2022-05-15
dc.local.finalYesen_IE
nui.item.downloads0


Files in this item

Attribution-NonCommercial-NoDerivs 3.0 Ireland
This item is available under the Attribution-NonCommercial-NoDerivs 3.0 Ireland. No item may be reproduced for commercial purposes. Please refer to the publisher's URL where this is made available, or to notes contained in the item itself. Other terms may apply.

The following license files are associated with this item:

Thumbnail

This item appears in the following Collection(s)

Show simple item record