Not wanting to class or be classed: Student teachers in Ireland from working class backgrounds reflecting on class and class categorisations

Abstract

This article is about the perspectives of student teachers from working class backgrounds in Ireland about social class. In the context of drives to diversify the teaching profession internationally, examining how those from under-represented groups understand their identities assumes great importance. Employing constructivist grounded theory, 31 interviews were conducted with 21 student teachers from working class backgrounds exploring their perspectives on social class. While participants were clear that class ‘existed’ and remained highly relevant in Irish society, they emphasised silence about class in Ireland, except through forms of euphemising. Despite describing themselves in classed terms, most were critical of class categorisations believing they involved looking down on someone or being looked down on, resulting in feelings of shame and unworthiness. The findings are discussed relative to previous scholarship regarding silences about social class in Irish policy and cultural sociological theories of (class) disidentification.