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Tag Archives: higher education

There’s a reason I want to tell you about my experience teaching at a drug rehabilitation clinic but first the story:

Some years ago the then head of UCD’s Adult Education Dept. asked me if I’d be interested in presenting a lecture series to recovering drug addicts. Now generally I do politics with an emphasis on political philosophy and specifically I do political communication. I asked what he had in mind. He said the request was for a politics course and that was as much information as he had. I jumped at the chance of a new experience while doing – I hoped – some good. 

My first day was alarming. I was welcomed into an environment that I found very stressful. It wasn’t that I was scared. Far from it, the people there were nice to me. It was the chaos; I could find nothing familiar and dependable. It was the world of addiction. However, up a few flights of stairs and I was introduced to the students. Here there was no chaos but a group of people, recovered from whatever had been their problem and focused on making their futures.A short time into the course it became obvious that their primary interest was theory. Sure, they wanted to know basics about how elections worked, how the Taoiseach was elected and what was the function of the president but that was too easy for them. They were far more interested in hearing about equality, justice, democracy etc. I was fascinated and motivated by them; they were sharp.

The course progressed well and as I got to know them, we exchanged personal stories but there was one question I wanted to ask and my opportunity eventually arrived. I asked why was I there, talking to them about politics, what had prompted such a course in this clinic. The answer was fundamental and affecting. They had looked at the list of likely courses facing them – the “practical” courses – and said, no thanks. They wanted what they called “real subjects”. They had argued their case but believed their success came down to a succinct claim to normality. It had been put bluntly by one woman to a centre manager, “I said to her, ‘Look, we’re junkies, not fucking eejits’ and she said OK, that she’d organise proper courses.”

They did get real subjects and proper courses. They were well able for them, enjoyed them and did well.

Here’s where I reveal the purpose of telling this story now but I’ll return to the students and something that will always bother me.

When I’m told that “ordinary voters” or “ordinary working people” don’t want “intellectual argument” and want only “practical answers”, I wish the patronising, elite chancers who assume such nonsense, would be challenged by the likes of that student saying, “Look, we’re citizens, not fucking eejits.”

Of course there are citizens – millions of them – who don’t want political debate, intellectual material, ideologies, values etc. Some really don’t understand, some pretend not to and may even try to flaunt ignorance as a virtue, some are culpably uninformed, and most simply don’t want to be bothered.

On the other side are republicans (real ones – unlike US Republicans or Irish nationalists) who want to participate in the affairs of their republic, who demand to be addressed with respect and who want to think, talk and come to decisions. In this they don’t need leadership.

So, there is a divide in society between, let’s call them, passive and active citizens but that division does not break along class lines. Let no one say that ordinary people or ordinary working people – never mind the working class – are on one side and cannot cope with real politics. *

Ending the clinic story, I taught two groups, as far as I can recall, at the clinic in successive years and then it all stopped. I assume there was a change in management or in the programme itself. Here’s what bothers me. Those students were clever and wanted to continue with “real subjects” but there was nothing for them when they parted with the clinic. I pointed them towards university Access courses, in particular UCD Access on which I teach but I never saw them again. I’m left with the thought that a door was opened, giving them a glimpse of higher education, and then was slammed shut again. Sometimes that seems more cruel than forcing them to do “ordinary” training courses.


* Here’s some more on this divide:


The Higher Education Authority’s document, Completing the Landscape Process for Irish Higher Education, can be accessed here:

While it is a disgrace, we can of course to have some fun. Complete bollocks invites derision. Ok, ok, ok, let’s play before getting to the serious point. As slagging goes, I think this will do:

A Prayer for The Landscape Process

For the sake of the stakeholders let us pray that the landscape process is robust and sustainable with sufficient key drivers, outcomes and benchmarks, that it is fit for purpose and in accordance with best practice, that its diversity of mission matches the diversity of needs, pathways, clusters and linkages and that its knowledge transfer services can keep pace with its rolling programme of thematic reviews. Amen.

Fun over! Jesus wept; this is the Higher Education Authority! Talking in bafflegab, unspeak or complete bollocks betokens managerialism which must be rooted out of the public service. The Minister for Education or the Oireachtas Committee on Education could take a stand by sending this report back marked “Unacceptable. Rewrite.” It is probable that without the scaffolding of fashionable buzzwords and phrases, the entire structure of the report would fall apart. Let’s put the question in a crude and easily understood form: without the complete bollocks is there anything of substance here?


It is plain stupid to admire Michael D. Higgins’ speech on university education* by putting it along with the man on the mantelpiece. This is the first in a series of speeches that will punctuate his presidency and already the danger of wasting his election, his time and our opportunity is all too obvious.

Let’s look at the aftermath of the speech. It attracted admiration but mostly silence. The silence was encouraging. There was neither explicit disagreement nor was there – and this is very, very important – any argument that MDH had strayed beyond the constitutional limits of the presidency.

And yet, . . ! And yet, this speech set down a fundamentally different approach to higher education than the one we’ve been following. So, is it to be the mantelpiece and periodic dusting until it’s safe to bin the work or is there another approach? I think there is and I think that socialists and other progressives had better get their thinking caps on because MDH will deliver presidential addresses for just seven short years and already it is clear that their potential may be wasted.

The Labour Party has one of its own in the Áras and another one of its own in charge of Marlborough Street. The Labour Minister for Education holds one key to admitting the thinking of the Labour President to official policy and strategy. Ruairi Quinn can instruct the HEA to examine the President’s speech, compare it to current HEA policy/strategy and make recommendations as to what needs to be done to change direction towards achieving the prospect described in the President’s speech.

*Here’s the speech: