The Colonisation of Social Class in Education

Lynch, Kathleen; O'neill, Cathleen

doi:10.1080/0142569940150301

Cited by 61 publications

(21 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…We have learned much about the dangers of diis from activists in such grassroots groups as the Women's Education and Training Initiative based in KLEAR, (a locally controlled working-class adult education centre for women), the Disability Equality Trainers Network, The Dublin Travellers Education and Development Group and the Gay and Lesbian Equality Network. So one of our agendas in Equality Studies has been to promote and develop emancipatory methodologies (Ladier, 1986) to foreclose the dangers of colonisation and, as noted elsewhere (Lynch & O'Neill, 1994), we have had a particular interest in doing this in the area of class analysis, as this is one field where there has not been any serious attempt to use emancipatory mediodologies.…”

Section: Marxism Ideology Struggle and Resistancementioning

confidence: 99%

Equality and Resistance in Higher Education

Lynch

1995

International Studies in Sociology of Education

Self Cite

View full text Add to dashboard Cite

This paper is an account of how higher education can become a site of resistance in the pursuit of equality while also identifying the dangers and limitations involved in this process. The development of a new intellectual perspective, namely Equality Studies, is examined and its potential for the understanding of egalitarian practice is explored. The paper examines the reasons why sociology, in particular critical and neo-Marxist sociology, became inadequate as a way of understanding inequality and exploring egalitarian goals. It explores the limitations of the work of equality empiricists which has failed to move outside the liberal paradigm, and of critical theory and neo-Marxism which has not gone beyond critique to identify mechanisms and institutions to develop a new egalitarian order. Prom the author's perspective, the seeming inability of sociology to marry empirical and normative discourses was a key factor in contributing to the development of Equality Studies. The latter part of the paper outlines some of the central issues in Equality Studies and the positive influences on its development, both nationally and internationally. It argues for a new and more politically involved role for radical academics while recognising the very real constraints within which they now work.

show abstract

Section: Marxism Ideology Struggle and Resistancementioning

confidence: 99%

Equality and Resistance in Higher Education

Lynch

1995

International Studies in Sociology of Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…A summary of my emerging findings and interpretations was sent to participants and their comments were invited (either in a second interview or via email). I was very conscious of the need to avoid the 'colonisation' (Lynch and O'Neill 1994) or 'hit and run' (Lynch 1999) approach to research when working with individuals from marginalised and/or minority groups. Including my participants in the analysis stage contributed towards a more democratised research process.…”

Section: Methodsmentioning

confidence: 99%

Distancing to self‐protect: the perpetuation of inequality in higher education through socio‐relational dis/engagement

Keane

2011

British Journal of Sociology of Education

View full text Add to dashboard Cite

Publication InformationKeane, Elaine (2011) 'Distancing to self-protect: The perpetuation of inequality in higher education through sociorelational dis/engagement'. British Journal Of Sociology Of Education, 32 (3) This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Vol. 32, No. 3, May 2011, 449-466 ISSN This paper explores the social class-differentiated behaviours of access and traditional-entry students, based on a three-year constructivist grounded theory study with 45 undergraduates at an Irish university. The participant groups behaved significantly differently within the sociorelational realm, engaging in various forms of distancing behaviours motivated by a desire to self-protect and based on perceived relative social positioning. The paper illustrates some ways in which both disadvantage and privilege are performed at the post-entry stage in a widening participation context. It is argued that the 'closure' behaviours of classbased groups constrain the building of social capital by working-class students, thus potentially limiting the ability of widening participation policies in achieving equality goals. British Journal of Sociology of Education

show abstract

“…When social scientists wrote about inequality, their upper middle class domain assumptions seemed to dictate their paradigmatic proclamations about injustice (Lynch and O'Neill, 1994). Their personal and professional positionality seemed to remove them from the urgency and injuries of the injustices they documented (Oliver, 1992, Reay, 2000, Adair, 2005.…”

Section: The Impact Of Len's Workmentioning

confidence: 99%