Index

The Lives of Working Class Academics

ISBN: 978-1-80117-058-1, eISBN: 978-1-80117-057-4

Publication date: 12 December 2022

This content is currently only available as a PDF

Citation

(2022), "Index", Reilly, I.B. (Ed.) The Lives of Working Class Academics, Emerald Publishing Limited, Bingley, pp. 229-233. https://doi.org/10.1108/978-1-80117-057-420221018

Publisher

:

Emerald Publishing Limited

Copyright © 2023 Iona Burnell Reilly. Published under exclusive licence by Emerald Publishing Limited


INDEX

Academia
, 104–105, 173–174

autoethnography as research method
, 174

graduation
, 176–178

Academic
, 135–136

Academic capitalism
, 43

Academic self
, 64

ethnographic self
, 60–66

need for story
, 67–68

space and place
, 59–60

TLT
, 66–67

Academic translator
, 49

Academy
, 89–90, 95, 97

accent
, 93

beginnings
, 90–93

black hair
, 93–95

Accent
, 93, 188–189, 194–195

Accentism
, 114

Actual working classes
, 33

Aerial imagination
, 22–23

Albatross
, 21–23

Alcatrace
, 22

American Educational Research Association (AERA)
, 10

Angels
, 17–18

Anti-terrorism strategies
, 82

Art as cultural resource
, 141–145

Artefacts
, 44

Artist
, 135–136

Artistic capital
, 158–159

Assumptions
, 187–188

Autoethnographic analysis
, 203–204

Autoethnographic/autoethnography. See also Collaborative autoethnography
, 67

approach
, 136

artefacts
, 44

fictions
, 44–45

question as scientific method of analysis
, 160–161

as research method
, 174

Awkward voices
, 207–212

Bachelard, Gaston
, 19

Black hair
, 93–95

Black women
, 93–94, 97

British Association of Applied Linguistics (BAAL)
, 168

Capital
, 174

Capital-Labour relation in Marxism
, 4–5

Capitalism
, 2

Career identities
, 107–108

Casualisation
, 43

Certificate in English Language Teaching to Adults (CELTA)
, 166–168

Childhood
, 20–21

Class
, 103–104, 123–126, 136, 156–157

Christmas in 1985
, 162--164

discourse of roots
, 161–164

identity
, 199

importance in class
, 212–213

PhD Graduation Ceremony
, 167--168

question of autoethnography as scientific method of analysis
, 160–161

significance of routes in formation of classed self-identifications
, 164–170

society
, 208

Classism
, 110, 181

Cloud
, 24

Co-interview
, 46–48

Code-switching
, 94–95

Collaborative autoethnography
, 45

celebration, support and pride
, 50–51

co-interview
, 46–48

methodology
, 45–46

methods
, 44–45

pain, disconnection and isolation
, 48–50

working-class journeys into and through academia
, 42–43

working-class women wanting and working in academia
, 43–44

Collaborative meaning-making
, 45–46

College Based Higher Education (CBHE)
, 129

Consumerism
, 43

COVID-19 pandemic
, 177

Critical Education approach
, 6

Critical Education pedagogy
, 7

Critical Race Theory (CRT)
, 10, 95–96

Critical realism
, 11

Cube of identity

betterment
, 76

faces of oppression
, 84–85

identity, students and familiarity
, 84

islamophobia, power of language and microaggressions
, 81–83

language, religion, culture and family
, 76–78

meritocracy and imposter syndrome
, 83–84

outsider amidst insiders
, 81

return to university and career
, 79–81

university, silent departure and ineffective role models
, 78–79

unwelcome and subliminal messages
, 75

Cultural assets
, 138, 141

Cultural capital
, 129, 135–136, 138, 141, 158–159

Cultural representation
, 203–204

Cultural wealth
, 183

Desire
, 136

art as cultural resource
, 141–145

case
, 137–138

cultural capital
, 138–141

educator
, 149–150

Salisbury Cathedral
, 145–148

working class identified in educational discourses
, 136–137

Double consciousness
, 82

Dual identity
, 83, 117–118

Dynamic imagination
, 21

Economic orders
, 158

Education
, 2–3, 58, 130–131, 194–195

Educational approaches
, 206

Educational attainment
, 209–210

Educational capital
, 158–159

Educational settings
, 206–207

Educational system
, 205–206

Elicitation techniques
, 44–45

Employment
, 2–3

English as a second language (ESOL)
, 166–168

English HE widening participation policy and strategies
, 104

English to Speakers of Other Languages (ESOL)
, 107–108

Equality Act (2010)
, 37

Equality and Human Rights Commission’s Equalities Act 2010
, 8–9

Estuary English
, 188–189

accent, social hierarchy and education
, 194–195

celebrating accents, diversity
, 199–200

class identity
, 199

internalised oppression
, 199

school
, 189–192

social work academic
, 197–199

social worker
, 195

social worker to lecturer
, 196

university
, 192, 194, 196–197

Ethnographic self
, 60–66

disadvantage
, 64–66

Failure
, 83

Feasibility
, 11–13

Field–habitus clash
, 115–116

‘Fish out of water’ phenomenon
, 108, 110, 115–116

Flight
, 21

Flying creature
, 22–23

Free school meal (FSM)
, 137–138

Further education (FE)
, 107–108

Gender
, 194

Gonzo pedagogy
, 125–126

Gradational model
, 4

Habitus
, 103–106, 139

Hair
, 93–94

Higher education (HE)
, 32, 42, 101–102, 108, 177, 203

accessing
, 106–108

class
, 31–32

class and HE journey
, 33–36

early life and schooling
, 30–31

meanings of working-classness
, 32–33

social class and confounding of mythology of meritocratic social mobility
, 36–38

student to staff
, 38–39

Higher Education Institution (HEI)
, 96, 156–157, 182–183

Higher Education Statistics Agency (HESA)
, 96

Hysteresis
, 110–111

Identity
, 58–59, 156–157

Imaginary flight
, 24

Imposter syndrome
, 83–84, 112

Imposterism
, 111

Index of Multiple Deprivation (IMD)
, 137

Industrial capitalism
, 4–5

Inequality
, 2–3

Inequity
, 5–6

Initial teacher education programme (ITE programme)
, 60

Intense silence
, 207–212

Internalised oppression
, 199

International Conferences on Critical Education (ICCE)
, 9–10

Introjected values
, 110–113

Ireland
, 102, 194, 206, 207, 211, 212

Irish
, 90, 102, 103, 114, 144, 194, 203, 206–208, 212

Islam
, 82

Islamophobia
, 81–83

Jobs
, 103

Journal for Critical Education Policy Studies (JCEPS)
, 9–10

Language
, 20–21

Linguistic capital
, 158–159, 181–182

Local Government Act (1986)
, 58

Low participation neighbourhood
, 103–104

Marginalisation
, 82

Margins
, 213–216

Market differentiation
, 39

Marketisation
, 43

Marxism
, 5–6, 157

Marxist pedagogy
, 6

Mature students
, 34

Media representation
, 124

Memory
, 18–19

Mental Health Act
, 195–196

Meritocracy
, 83–84

Meritocratic social mobility, mythology confounding of
, 36–38

Microaggressions
, 81, 83, 113, 180

Minoritised groups
, 80

Mr Airport Man
, 18, 23–24

Back to the Future
, 24–26

pilgrimages
, 18–19

Muslims
, 82

Mystification
, 11–13

Mythology of meritocracy
, 36–38

Narrative research
, 61–62

Neoliberalism
, 5–8

New academy
, 132–133

New Labour government of 1990s
, 106

New York City (NYC)
, 61–63

Nostalgic
, 19

Objective limits
, 110

Occupation
, 2–3

Office for Students (OfS)
, 137

Open University (OU)
, 175–176

Oppression, faces of
, 84–85

Optimum approach
, 125–126

Othering
, 82

Participation of Local Areas (POLAR)
, 137

Photo elicitation
, 44–45

Post-class
, 3

Poverty-related attainment gap
, 58

Power geometry
, 59

Power of language
, 81–83

Praxis
, 6

PREVENT policy
, 195

Private vs. public sector work
, 33

Privatisation
, 43

Procellariiformes
, 22

Professional identities
, 107–108

Racism
, 10, 90–91

Received pronunciation (RP)
, 114

Reflexive methods
, 181

Relation model
, 4

Research Excellent Framework
, 43

Resistance
, 182

Reverie
, 19, 21

Role models
, 78–79

Salisbury Cathedral
, 145–148

School of Oriental and African Studies (SOAS)
, 96

Scottish Index of Multiple Deprivation (SIMD)
, 68

Scroll back method
, 44–45

Shame
, 127, 130–131

Sink school
, 104–105

Social capital
, 129

Social class. See also Working class
, 2, 4, 36, 38, 42, 136, 156–157, 206

de-centring
, 8–11

grades of social status vs.
, 4–5

mystification and feasibility
, 11–13

neoliberalism
, 5–8

Social groups
, 27

Social hierarchy
, 194–195

Social interactions
, 156–157

Social mobility
, 102

industry
, 37

Social status grades
, 4–5

Social worker
, 195

Socialisation
, 140–141

Socio-cultural and consumption markers
, 2–3

Space and place
, 59–60

Strangers in Paradise: Academics from the Working Class (Ryan & Sackrey)
, 104–105

Structuralism
, 140–141

Superdiversity
, 156–157

Supply–demand nexus
, 32–33

Teacher education
, 60–61

Teaching Excellence Framework
, 43

Thames Estuary English
, 190–192

There is no alternative (TINA)
, 12

Third sector organisations (TSOs)
, 37

Toxic narratives
, 125–126

Transformative Learning and Teaching (TLT)
, 66–67

Trinity College Dublin (TCD)
, 207–211

University and College Union (UCU)
, 97

University College Dublin (UCD)
, 211

Victoria and Albert Museum (V&A)
, 147

Wandering albatross
, 22

Welfare classes
, 137–138

WhatsApp messages
, 46–47

White Supremacy
, 10

Widening participation
, 104–106

Wing
, 24

Workers and bosses
, 31

Working class
, 101–102, 123–124

academic conference
, 124–125

academics
, 203–204

culture
, 103–104

families
, 103

identified in educational discourses
, 136–137

identity
, 89–90

journeys into and through academia
, 42–43

women wanting and working in academia
, 43–44

Working-classness, meanings of
, 32–33

Working-class academics (WCA)
, 173–174, 177–178

benefits
, 181–182

difficulties
, 178–180

examples
, 174

Xeno-racism
, 10

Zoom
, 47–48