Identity, Ambiguity, and Professionalism: Dilemmas for the Diocesan Advisor in the Republic of Ireland

Abstract

A deficit in empirical studies regarding the role of the Diocesan Advisor at second-level schools in the Republic of Ireland prompted research in this area. The findings of a study carried out by the authors are outlined in this article. Perspectives of 19 Diocesan Advisors were gathered qualitatively. The concept of “visible” and “invisible” maps provided a framework. In Ireland, State inspection relies on visible mapping of inspection processes that are accessible to all stakeholders. The Diocesan Advisor, on behalf of the bishop, uses invisible maps, observing how the school is living out its Catholic remit and how religious education is carried out within the curriculum. The study identified that the role is under-resourced and lacks clarity, resulting in a widespread deficiency in the monitoring of Catholic schools’ identity and the non-examinable religious education currently on the curriculum. The study further revealed an uncertain future for the role of the Diocesan Advisor in a changing landscape. A discussion on the implications of the findings is included, and possible options for the role in the future are explored.