Culture, Politics, and Irish School Dropouts: Constructing by G. Honor Fagan

By G. Honor Fagan

This publication summarizes structural, replica, and resistance theories of schooling and gives a social study method of difficulties of social inequity. It analyzes how those views give a contribution to the political research of the creation of early university departures and the resultant risks and poverty. Fagan follows a deconstructive method of learn technique that provides a textual content within which actual characters and occasions are delivered to lifestyles. Dublin working-class childrens converse for themselves, inform their tales, and talk about their futures brazenly. They describe their education and their colourful responses to occasions that appeared meaningless or demeaning after they have been at school. They percentage their insecurities concerning the destiny and their stories with poverty and unemployment outdoor the mainstream of middle-class society. As a different contribution to cultural experiences and an extraordinary ethnographic glimpse of Irish city society, this learn establishes a version in academic and sociological examine.

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Additional resources for Culture, Politics, and Irish School Dropouts: Constructing Political Identities (Critical Studies in Education and Culture Series)

Example text

While Fagan’s work centers around an investigation of early school-leavers in Ireland, she is not content to mimic the discourse of reproduction and resistance. On the contrary, she is primarily concerned with how the construction of student identities within an educational setting provides political and pedagogical insights into the dynamics of critical human agency, transformative pedagogy, and the reconstruction of democratic life. Linking narratives of struggle to a relationship between social empowerment and democratic struggle, Fagan draws upon the work of a number of poststructuralist theorists who address language as a defining principle of politics and social change.

Judy: I didn’t really like school, I wasn’t interested in it. You know, like, it wasn’t interesting enough sitting down doing your work, all the time doing what you’re told. It wasn’t any fun. Through contact with the young people, it became apparent that the only two who had said they liked school were two young women who had been expelled, or “thrown out” of school. Both wanted to go back to school, to make a fresh start, but on their own terms. The fact that young people express a dislike for school is not in itself unusual, but the fact that so many express extreme dislike, in retrospect, is notable.

Part III constructs a discourse of social change, but without transcending the realities of the everyday lives and struggles of the early school-leavers as they encounter them. It conceptualizes early school-leaving as representing a political crisis of space and the struggle of school-leavers as democratic. New languages and new theories are introduced which move the issue into the realm of transformative politics. I outline strategies for a cultural politics of relevance to early school-leaving.

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