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This paper presents an analysis of primary schoolchildren's attitudes to the Irish language, Gaeilge, in the context of national policy in the Republic of Ireland. In particular, the study examines the factors (social, cultural, cognitive and organisational) that may be related to a pronounced excess in disengagement with Irish over and above general engagement with schooling. The data derives from the 9 year old child cohort of the national longitudinal study of children, the Growing Up in Ireland (GUI) survey. Unlike previous findings in relation to general engagement with school, excess disengagement with Irish is not found to be related to socioeconomic or ethnic factors, factors related to teacher profile, training, self-efficacy or style or school ethos. As expected, children with less exposure to spoken Irish in school or at home are more likely to show excess disengagement with the language. Literacy activity, special education needs and school patronage are also found to be related to excess disengagement. Significant random effects indicate the importance of the individual teacher and school in the development of pupil engagement with Irish. The current study presents a timely perspective on attitudes to Irish among the younger population and possible implications for policy.

In this study, we explore the possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+-specific inclusion and diversity. We map and discuss important initial teacher education (ITE) and broader inclusion and diversity policy contexts relevant to this pedagogical innovation as part of a Sociology of Education module. We describe and conceptually frame the innovation as equity, social justice, inclusion and diversity focused, and as rooted in democratic ITE reform. We then explore its impact on student teachers by drawing on the discussion board posts and reflections required as part of the module. Based on our findings, we offer ITE system-focused, ITE programmatic and personal reflections as teacher educators to conclude in considering how such pedagogical partnerships and innovations can enhance ITE for inclusion and diversity and, fundamentally, in pursuing more democratic schools and society.