"The Problem Class"?: A Critical Analysis of Experiences of Schooling and Involvement with the Criminal Justice System.
type: CreativeWork
description: Irish research into the formal educational experiences of people who have been, or who are, in prison compares poorly with international norms. Against this noticeable absence of Irish studies affording attention to the formative educational experiences of people who came became involved with the Irish justice system, this research focused on bringing their voices and experiences into conversation. Through a non-ideal theoretical framework based on the work of Michel Foucault and epistemic injustice, this research examines the perceptions, experience, and analysis by participants of the relationship between experiences of formal schooling and involvement with the Irish criminal justice system. Theories of disciplinary power/knowledge and testimonial and hermeneutical injustice informed the design of a multi-perspective, qualitative methodology that was underpinned by the emancipatory commitments of critical theory. This used open and semi-structured interviewing to explore the formative educational experiences of those who were involved with the criminal justice system. Whilst centrality is given to the voices of the former students who experienced school exclusion and the justice system, this research also includes the important perspectives of educators, multiple stakeholders, and parents of excluded children. Analysis mobilised the lens of the theoretical frameworks, drawing on the core concepts of voice, practices, silence, and subjugated knowledge in framing the themes through which the findings were interpreted. Building on the key themes that emerged from the findings, this research unpacks the unintended consequences of equality policies for this cohort of students and the implications for school choice, relationships, discipline, exclusion, and deficit models of teaching and learning. The voices and perspectives of the participants in this research offer a different way of thinking about inclusion, relationships, communication, school culture, values, equal…
abstract: Irish research into the formal educational experiences of people who have been, or who are, in prison compares poorly with international norms. Against this noticeable absence of Irish studies affording attention to the formative educational experiences of people who came became involved with the Irish justice system, this research focused on bringing their voices and experiences into conversation. Through a non-ideal theoretical framework based on the work of Michel Foucault and epistemic injustice, this research examines the perceptions, experience, and analysis by participants of the relationship between experiences of formal schooling and involvement with the Irish criminal justice system. Theories of disciplinary power/knowledge and testimonial and hermeneutical injustice informed the design of a multi-perspective, qualitative methodology that was underpinned by the emancipatory commitments of critical theory. This used open and semi-structured interviewing to explore the formative educational experiences of those who were involved with the criminal justice system. Whilst centrality is given to the voices of the former students who experienced school exclusion and the justice system, this research also includes the important perspectives of educators, multiple stakeholders, and parents of excluded children. Analysis mobilised the lens of the theoretical frameworks, drawing on the core concepts of voice, practices, silence, and subjugated knowledge in framing the themes through which the findings were interpreted. Building on the key themes that emerged from the findings, this research unpacks the unintended consequences of equality policies for this cohort of students and the implications for school choice, relationships, discipline, exclusion, and deficit models of teaching and learning. The voices and perspectives of the participants in this research offer a different way of thinking about inclusion, relationships, communication, school culture, values, equal…
author: Liston, Lindsey
language: en
date published: 2019
date modified: 2026-07-24T03:03:05Z
provider: National University of Ireland - Maynooth
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: National University of Ireland Maynooth