Archer and Francis 2007). There has also been
some interesting work on questions of race, ethnicity and gender.
This includes work on racialised masculinities and the ways in which
gender and sexuality interact with race in producing different learning
cultures and opportunities (see Mac an Ghaill 1996, Archer 2003).
This section has outlined the approach to class and race to be
used in this book and the next will focus specifically on the literature
All in the mix
concerned with school choice, arguing that there has been a tendency
(with some exceptions) for this
masculinity’ (Williams et al. 2008). In Fiona’s account, both the parents and
children seem to be feeling ‘vulnerable’. Certainly the language of
fear was common among parents. This can be seen in Sharon’s desire
to keep her daughter safe at home:
If I had my ultimate choice I would wrap her up in cotton wool and
teach her at home. […] Because I’m just terrified of her going to these
big schools and the things that gone on in them and you know. My
worst fear, and I don’t know why because it never happened to me
personally but [….] my worse fear is the bullying point of view
, masculinities and staying “behind”
in rural Ireland’, Sociologia Ruralis, 41, 220–36.
MacHale, Des 2002 Irish Wit (London: Prion).
Mattar, Sinéad Garrigan 2004 Primitivism, Science and the Irish Revival (Oxford: Oxford
McMahon, Naoimh 2005 ‘Biodynamic farmers in Ireland. Transforming society through
purity, solitude and bearing witness?’, Sociologia Ruralis, 45, 98–114.
O’Brien, Edna 2002 In the Forest (London: Weidenfeld and Nicolson).
O’Dalaigh, Brian (ed.) 1998 The Strangers Gaze. Travels in County Clare 1534–1950 (Ennis:
Peace, Adrian 2005