Now showing 1 - 10 of 39
  • Publication
    Affective Equality as a Key Issue of Justice : A Comment on Fraser’s 3-Dimensional Framework
    (University College Dublin. School of Social Justice, 2012-03)
    The relational realities of nurturing constitute a discrete site of social practice within and through which inequalities are created. The affective worlds of love, care and solidarity are therefore sites of political import that need to be examined in their own right while recognizing their inter-relatedness with economic, political and cultural systems in the generation of injustice. Drawing on extensive sociological research undertaken on care work, paid work and on education in a range of different studies, this paper argues that Fraser’s three-dimensional framework for analyzing injustice needs to expanded to include a fourth, relational dimension.The affective relations within which caring is grounded constitute a discrete field of social action within and through which inequalities and exploitations can occur. Social justice issues are not confined to questions of redistribution, recognition or representation therefore; they also involve discrete sites of relational practice that impact on parity of participation, a principle which Fraser identifies as key to determining what is socially just.
  • Publication
    Inequality in Education: What Educators Can and Cannot Change
    (Sage, 2018-12)
    This paper examines the anti-egalitarian forces that undermine the realisation of equality in education, from within and without, while exploring the possibilities that education itself offers for the realisation of equality from within. The first section is devoted to the examination of how economic inequalities undermine egalitarian policies within schools and colleges. It analyses the ways the unequal distribution of income and wealth, legitimated through the ideologies of meritocracy, reproduce social class, racial and disability-related inequalities in education. While education cannot be held responsible for failing to eliminate injustices that are not generated within education in the first instance, educators are accountable for their collaboration with the unrealisable myth of meritocracy in increasingly economically unequal societies. As education plays a key role in intellectual formation, it has great potential to challenge injustices from within. The second section of the paper highlights two ways in which it can do this, by developing emancipatory pedagogical practices and respecting the intelligences of all learners from all classes on the one hand, and through reframing what is defined as valuable knowledge in a way that is gender-respectful on the other.
  • Publication
    New managerialism in education: the organisational form of neoliberalism
    (Goldsmiths, 2017-06-29)
    New managerialism represents the organisational arm of neoliberalism. It is the mode of governance designed to realize the neoliberal project through the institutionalising of market principles in the governance of organisations. In the public sector (and increasingly in civil society bodies) it involves prioritisation of private (for-profit) sector values of efficiency and productivity in the regulation of public bodies, on the assumption that the former is superior to the latter (Lynch, Grummell and Devine 2012).
  • Publication
    (Oxford University Press, 2016-12-15) ; ;
    The aim of this chapter is to analyse the impact of austerity policies on levels of economic inequality in the Republic of Ireland. Although the focus of the chapter is on economic inequality, the effects of austerity were not only economic; they were cultural, social, political and embodied (Coulter and Nagle, 2015). They found expression in anxieties and fears about unemployment, emigration, poverty and debt, all of which adversely impacted on emotional and mental health (Cronin, 2015, Mental Health Commission, 2011). The harms of austerity have been visible on the streets through increased homelessness and begging, in the distressed calls to national radio stations and help lines, in letters, comments and articles in newspapers and social media, and in Dáil questions and expositions. Thus, this chapter sets out to identify the inequality impact of the socializing of private debt arising from the collapse of the Irish banking sector. It will focus on how and why austerity impacted on living standards, especially among more politically powerless groups, highlighting increases in levels of economic insecurity that are not measurable by income alone.
  • Publication
    Gender and education (and employment): gendered imperatives and their implications for women and men : lessons from research for policy makers
    (NESSE Network of Experts, 2009-07) ;
    An independent report submitted to the European Commission by the NESSE networks of experts
  • Publication
    Equality : frameworks for change
    Report prepared for the National Economic and Social Forum for the plenary meeting on January 30th 2001
  • Publication
    A framework for equality proofing
    (University College Dublin. Equality Studies Centre, 1995-04) ; ; ;
    Paper prepared for the National Economic and Social Forum
  • Publication
  • Publication
    The relationship between poverty and inequality
    Paper prepared for the Combat Poverty Agency and the Equality Authority
  • Publication
    Neo-liberalism and marketisation : the implications for higher education
    (Symposium Journals, 2006)
    The massification of education in European countries over the last 100 years has produced cultures and societies that have benefited greatly from state investment in education. However, to maintain this level of social and economic development that derives from high quality education requires continual Sate investment. With the rise of the new-right, neo-liberal agenda, there is an attempt to offload the cost of education, and indeed other public services such as housing, transport, care services etc., on to the individual. There is an increasing attempt to privatise public services, including education, so that citizens will have to buy them at market value rather than have them provided by the State. This development is recognised by scholars across a range of fields, including those working within bodies such as the World Bank (Angus, 2004; Bullen et al., 2004; Dill, 2003; Lynch and Moran, 2006; Steier, 2003; Stevenson, 1999). Europe is no exception to this trend of neo-liberalisation. Recent OECD reports, including one on Higher Education in Ireland, (2004), concentrate strongly on the role of education in servicing the economy to the neglect of its social and developmental responsibilities. The view that education is simply another market commodity has become normalised in policy and public discourses. Schools run purely as businesses are a growing phenomenon within and without Europe, and there is an increasing expectation in several countries that schools will supplement their income from private sources, even though they are within the State sector. In this paper, I present both a critique of the neo-liberal model of marketised education and a challenge to academics to work as public intellectuals both individually and with civil society organisations to develop a counter-hegemonic discourse to neo-liberalism for higher education.