Academia

, 104–105, 173–174

autoethnography as research method

, 174

graduation

, 176–178

Academic

, 135–136

Academic capitalism

, 43

Academic self

, 64

ethnographic self

, 60–66

need for story

, 67–68

space and place

, 59–60

TLT

, 66–67

Academic translator

, 49

Academy

, 89–90, 95, 97

accent

, 93

beginnings

, 90–93

black hair

, 93–95

Accent

, 93, 188–189, 194–195

Accentism

, 114

Actual working classes

, 33

Aerial imagination

, 22–23

Albatross

, 21–23

Alcatrace

, 22

American Educational Research Association (AERA)

, 10

Angels

, 17–18

Anti-terrorism strategies

, 82

Art as cultural resource

, 141–145

Artefacts

, 44

Artist

, 135–136

Artistic capital

, 158–159

Assumptions

, 187–188

Autoethnographic analysis

, 203–204

Autoethnographic/autoethnography. See also Collaborative autoethnography

, 67

approach

, 136

artefacts

, 44

fictions

, 44–45

question as scientific method of analysis

, 160–161

as research method

, 174

Awkward voices

, 207–212

Bachelard, Gaston

, 19

Black hair

, 93–95

Black women

, 93–94, 97

British Association of Applied Linguistics (BAAL)

, 168

Capital

, 174

Capital-Labour relation in Marxism

, 4–5

Capitalism

, 2

Career identities

, 107–108

Casualisation

, 43

Certificate in English Language Teaching to Adults (CELTA)

, 166–168

Childhood

, 20–21

Class

, 103–104, 123–126, 136, 156–157

Christmas in 1985

, 162--164

discourse of roots

, 161–164

identity

, 199

importance in class

, 212–213

PhD Graduation Ceremony

, 167--168

question of autoethnography as scientific method of analysis

, 160–161

significance of routes in formation of classed self-identifications

, 164–170

society

, 208

Classism

, 110, 181

Cloud

, 24

Co-interview

, 46–48

Code-switching

, 94–95

Collaborative autoethnography

, 45

celebration, support and pride

, 50–51

co-interview

, 46–48

methodology

, 45–46

methods

, 44–45

pain, disconnection and isolation

, 48–50

working-class journeys into and through academia

, 42–43

working-class women wanting and working in academia

, 43–44

Collaborative meaning-making

, 45–46

College Based Higher Education (CBHE)

, 129

Consumerism

, 43

COVID-19 pandemic

, 177

Critical Education approach

, 6

Critical Education pedagogy

, 7

Critical Race Theory (CRT)

, 10, 95–96

Critical realism

, 11

Cube of identity

betterment

, 76

faces of oppression

, 84–85

identity, students and familiarity

, 84

islamophobia, power of language and microaggressions

, 81–83

language, religion, culture and family

, 76–78

meritocracy and imposter syndrome

, 83–84

outsider amidst insiders

, 81

return to university and career

, 79–81

university, silent departure and ineffective role models

, 78–79

unwelcome and subliminal messages

, 75

Cultural assets

, 138, 141

Cultural capital

, 129, 135–136, 138, 141, 158–159

Cultural representation

, 203–204

Cultural wealth

, 183

Desire

, 136

art as cultural resource

, 141–145

case

, 137–138

cultural capital

, 138–141

educator

, 149–150

Salisbury Cathedral

, 145–148

working class identified in educational discourses

, 136–137

Double consciousness

, 82

Dual identity

, 83, 117–118

Dynamic imagination

, 21

Economic orders

, 158

Education

, 2–3, 58, 130–131, 194–195

Educational approaches

, 206

Educational attainment

, 209–210

Educational capital

, 158–159

Educational settings

, 206–207

Educational system

, 205–206

Elicitation techniques

, 44–45

Employment

, 2–3

English as a second language (ESOL)

, 166–168

English HE widening participation policy and strategies

, 104

English to Speakers of Other Languages (ESOL)

, 107–108

Equality Act (2010)

, 37

Equality and Human Rights Commission’s Equalities Act 2010

, 8–9

Estuary English

, 188–189

accent, social hierarchy and education

, 194–195

celebrating accents, diversity

, 199–200

class identity

, 199

internalised oppression

, 199

school

, 189–192

social work academic

, 197–199

social worker

, 195

social worker to lecturer

, 196

university

, 192, 194, 196–197

Ethnographic self

, 60–66

disadvantage

, 64–66

Failure

, 83

Feasibility

, 11–13

Field–habitus clash

, 115–116

‘Fish out of water’ phenomenon

, 108, 110, 115–116

Flight

, 21

Flying creature

, 22–23

Free school meal (FSM)

, 137–138

Further education (FE)

, 107–108

Gender

, 194

Gonzo pedagogy

, 125–126

Gradational model

, 4

Habitus

, 103–106, 139

Hair

, 93–94

Higher education (HE)

, 32, 42, 101–102, 108, 177, 203

accessing

, 106–108

class

, 31–32

class and HE journey

, 33–36

early life and schooling

, 30–31

meanings of working-classness

, 32–33

social class and confounding of mythology of meritocratic social mobility

, 36–38

student to staff

, 38–39

Higher Education Institution (HEI)

, 96, 156–157, 182–183

Higher Education Statistics Agency (HESA)

, 96

Hysteresis

, 110–111

Identity

, 58–59, 156–157

Imaginary flight

, 24

Imposter syndrome

, 83–84, 112

Imposterism

, 111

Index of Multiple Deprivation (IMD)

, 137

Industrial capitalism

, 4–5

Inequality

, 2–3

Inequity

, 5–6

Initial teacher education programme (ITE programme)

, 60

Intense silence

, 207–212

Internalised oppression

, 199

International Conferences on Critical Education (ICCE)

, 9–10

Introjected values

, 110–113

Ireland

, 102, 194, 206, 207, 211, 212

Irish

, 90, 102, 103, 114, 144, 194, 203, 206–208, 212

Islam

, 82

Islamophobia

, 81–83

Jobs

, 103

Journal for Critical Education Policy Studies (JCEPS)

, 9–10

Language

, 20–21

Linguistic capital

, 158–159, 181–182

Local Government Act (1986)

, 58

Low participation neighbourhood

, 103–104

Marginalisation

, 82

Margins

, 213–216

Market differentiation

, 39

Marketisation

, 43

Marxism

, 5–6, 157

Marxist pedagogy

, 6

Mature students

, 34

Media representation

, 124

Memory

, 18–19

Mental Health Act

, 195–196

Meritocracy

, 83–84

Meritocratic social mobility, mythology confounding of

, 36–38

Microaggressions

, 81, 83, 113, 180

Minoritised groups

, 80

Mr Airport Man

, 18, 23–24

Back to the Future

, 24–26

pilgrimages

, 18–19

Muslims

, 82

Mystification

, 11–13

Mythology of meritocracy

, 36–38

Narrative research

, 61–62

Neoliberalism

, 5–8

New academy

, 132–133

New Labour government of 1990s

, 106

New York City (NYC)

, 61–63

Nostalgic

, 19

Objective limits

, 110

Occupation

, 2–3

Office for Students (OfS)

, 137

Open University (OU)

, 175–176

Oppression, faces of

, 84–85

Optimum approach

, 125–126

Othering

, 82

Participation of Local Areas (POLAR)

, 137

Photo elicitation

, 44–45

Post-class

, 3

Poverty-related attainment gap

, 58

Power geometry

, 59

Power of language

, 81–83

Praxis

, 6

PREVENT policy

, 195

Private vs. public sector work

, 33

Privatisation

, 43

Procellariiformes

, 22

Professional identities

, 107–108

Racism

, 10, 90–91

Received pronunciation (RP)

, 114

Reflexive methods

, 181

Relation model

, 4

Research Excellent Framework

, 43

Resistance

, 182

Reverie

, 19, 21

Role models

, 78–79

Salisbury Cathedral

, 145–148

School of Oriental and African Studies (SOAS)

, 96

Scottish Index of Multiple Deprivation (SIMD)

, 68

Scroll back method

, 44–45

Shame

, 127, 130–131

Sink school

, 104–105

Social capital

, 129

Social class. See also Working class

, 2, 4, 36, 38, 42, 136, 156–157, 206

de-centring

, 8–11

grades of social status vs.

, 4–5

mystification and feasibility

, 11–13

neoliberalism

, 5–8

Social groups

, 27

Social hierarchy

, 194–195

Social interactions

, 156–157

Social mobility

, 102

industry

, 37

Social status grades

, 4–5

Social worker

, 195

Socialisation

, 140–141

Socio-cultural and consumption markers

, 2–3

Space and place

, 59–60

Strangers in Paradise: Academics from the Working Class (Ryan & Sackrey)

, 104–105

Structuralism

, 140–141

Superdiversity

, 156–157

Supply–demand nexus

, 32–33

Teacher education

, 60–61

Teaching Excellence Framework

, 43

Thames Estuary English

, 190–192

There is no alternative (TINA)

, 12

Third sector organisations (TSOs)

, 37

Toxic narratives

, 125–126

Transformative Learning and Teaching (TLT)

, 66–67

Trinity College Dublin (TCD)

, 207–211

University and College Union (UCU)

, 97

University College Dublin (UCD)

, 211

Victoria and Albert Museum (V&A)

, 147

Wandering albatross

, 22

Welfare classes

, 137–138

WhatsApp messages

, 46–47

White Supremacy

, 10

Widening participation

, 104–106

Wing

, 24

Workers and bosses

, 31

Working class

, 101–102, 123–124

academic conference

, 124–125

academics

, 203–204

culture

, 103–104

families

, 103

identified in educational discourses

, 136–137

identity

, 89–90

journeys into and through academia

, 42–43

women wanting and working in academia

, 43–44

Working-classness, meanings of

, 32–33

Working-class academics (WCA)

, 173–174, 177–178

benefits

, 181–182

difficulties

, 178–180

examples

, 174

Xeno-racism

, 10

Zoom

, 47–48