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    Exploring the social constructions of working class masculinities as barriers to men and education in Ireland.

    Smith, Ken (2012) Exploring the social constructions of working class masculinities as barriers to men and education in Ireland. Masters thesis, National University of Ireland Maynooth.

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    The concepts of social class and masculinities have influenced a multitude of studies across a number of academic fields on a global basis. This research explores some of these studies within an Irish context, and follows the evolution of social class in Ireland and the construction of Irish working class masculinity. In doing so, the relationships between notions of acceptable masculine behaviour within perceived class settings are examined and an attempt is made to unpack the influences and barriers to education that socially constructed ideas of class and masculinity impose on working class men. Literature relating to social class development, masculinity, and education, is reviewed and an attempt is made to go beyond socially accepted markers of class and masculinity and into the real lived experiences of working class men. This research is a qualitative study conducted through a series of one to one interviews with open ended questions that led to a resource of rich narrative. Finally this narrative is unpacked and discussed in the context of current and relevant literature, a process that highlights the damaging and isolating effects of socially constructed expectations, and highlights the need for continued examination of the construction of social class and masculinities in Ireland.

    Item Type: Thesis (Masters)
    Keywords: social constructions; working class; class; social classes; masculinities; masculine; gender; man; barriers; men; education; Ireland; M.Ed. in Adult and Community Education; M.Ed.;
    Academic Unit: Faculty of Social Sciences > Adult and Community Education
    Item ID: 9617
    Depositing User: IR eTheses
    Date Deposited: 29 Jun 2018 11:35
      Use Licence: This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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