Developments in the Sociology of Education in Ireland 1966–1991

Drudy, Sheelagh

doi:10.1177/079160359100100108

Cited by 6 publications

(4 citation statements)

References 22 publications

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“…That method of professional development initially bypassed the principal and therefore the opportunity to develop whole staff critical reflection of the specific contextual needs of the diversity of learners in the school was missed. It may also reflect the historical context whereby the nature of Catholicism that prevailed contributed to an ethos of obedience rather than criticality (Norman, 2003), and an attitude of consensualism (Drudy, 1991).…”

Section: Discussionmentioning

confidence: 99%

“…Management of education was left entirely to the churches, with the state assuming a subsidiary role (Coolahan et al, 2012;Hyland, 1996;Walsh, 2011) which has contributed to the current unique context in Ireland where 96% of schools are denominationally managed (Coolahan et al, 2012;Irwin, 2015). Others argue the impact extended beyond the school system to incubate a cultural understanding the Irish people had of themselves as moral subjects which permeated family life, work, leisure and education (Inglis, 1998), as the paternalistic nature of Catholicism that prevailed contributed to an ethos of obedience rather than criticality (Norman, 2003), and an attitude of consensualism (Drudy, 1991).…”

Section: Cultural History Of Irish Educational Policy Developmentmentioning

confidence: 99%

“…It is argued these influences are evident in educational thinking today as "Ireland does not have another language of education other than that of human capital" (Loxley et al, 2014, 177), arguably reflective of many other countries internationally. The approach to education that Investment in Education initiated was one based on a theory of meritocracy and consensualism (Drudy, 1991). Many suggest these traits reflected academic and educational discourse generally (Breen, 2010;Drudy, 2009;Drudy & Lynch, 1993;Loxley et al, 2014;O'Higgins-Norman, 2011;O'Sullivan, 2005;Tovey & Share, 2003;Walsh, 2011).…”

Section: Cultural History Of Irish Educational Policy Developmentmentioning

confidence: 99%

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The Importance of Context in Social Justice Leadership: Implications for Policy and Practice

King¹,

Travers²,

McGowan³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">This article contributes to the evidence base on the significance of context in enacting social justice leadership. It draws on data from the International School Leadership Development Network of 20+ countries who adopted a common qualitative approach involving interviews with principals identified as being social justice leaders. The article focuses on four case studies of Irish principals in varying primary elementary school contexts. Findings reveal local contextual features significantly impacted principals' perceptions, actions, and self-efficacy as social justice leaders. While the actions and motivation of the principals is similar, two of the principals, working in school contexts where the values and norms are not consonant with broader society, appear to lack confidence in their practice of social justice leadership. This article extends the existing evidence base by arguing for enhanced critical consciousness of all stakeholders related to the personal, institutional and community contexts in schools. It recommends a more flexible and iterative process of policy development to facilitate a more nuanced understanding of the cultural and ideological struggles in schools. Finally, it calls for governments and policy makers to take responsibility for and support disadvantaged communities as education alone cannot solve the issue of inequity.</p>

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Section: Discussionmentioning

confidence: 99%

Section: Cultural History Of Irish Educational Policy Developmentmentioning

confidence: 99%

Section: Cultural History Of Irish Educational Policy Developmentmentioning

confidence: 99%

See 1 more Smart Citation

The Importance of Context in Social Justice Leadership: Implications for Policy and Practice

King¹,

Travers²,

McGowan³

2021

EUROPEAN J ED RES

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“…The absence of Bernstein in Irish literature could be down to a variety of reasons. Educational research is relatively new in Ireland (Coolahan, 2007), particularly from a sociological point of view (Conway, 2010; Drudy, 1991), with the dominant theoretical approach being based on functionalist ideologies (Drudy, 1991; Drudy and Lynch, 1993; Share et al., 2012) when perhaps a more critical framework like Marxism might have been more suitable given Bernstein’s ‘Marx-like insights’ (Hymes, 1995) and partly Marxian concern for the reproduction of power (and inequalities) through class relations (Apple, 1992). A further hindrance to the development of sociology and the promotion of Marxist ideologies in Ireland was the Catholic Church.…”

Section: Basil Bernsteinmentioning

confidence: 99%

The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland

Skerritt

2017

Irish Journal of Sociology

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Educational disadvantage has been a long-standing issue in Ireland, and since the 2006/07 academic year, schools recognised as serving disadvantaged areas receive DEIS (Delivering Equality of Opportunity in Schools) status and subsequent additional funding, resources, and staffing allocations. Studies on DEIS schools usually report the traditional challenges associated with the lower classes when identifying problems schools face: unemployment in the community, a lack of parental interest, involvement and support, absenteeism, behavioural and emotional difficulties, dysfunction among students’ families, etc. while the theme of sociolinguistics and the linguistic repertoire of working class students receives little to no attention. Drawing on Basil Bernstein’s theory of code, this paper outlines the discontinuities that exist between the language of working-class children and the language of the school as a formal institution, which is a salient issue in the context of the Irish education system as it is particularly focused around strong linguistic skills at the expense of other forms of intelligence. This paper therefore highlights the role sociolinguistics play in hindering the academic attainment of working-class students in Irish schools, and explains why this theme has not traditionally surfaced as a detrimental factor in Irish education.

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The Colonisation of Social Class in Education

Lynch

O'neill²

1994

British Journal of Sociology of Education

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Developments in the Sociology of Education in Ireland 1966–1991

Cited by 6 publications

References 22 publications

The Importance of Context in Social Justice Leadership: Implications for Policy and Practice

The Importance of Context in Social Justice Leadership: Implications for Policy and Practice

The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland

The Colonisation of Social Class in Education

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