The emergence of a national policy on teacher education in Ireland

Harford, Judith

doi:10.1080/00220620802604602

Cited by 14 publications

(4 citation statements)

References 4 publications

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“…Post-independence the State viewed the education system as a conduit to foster a sense of pride in Irish nationalism through the revitalisation of the Irish language and awareness of Irish history (Walsh, 2011). Schools, teacher education colleges and universities became important sites for the preservation and revival of Irish as the main vernacular language (Harford, 2009). This policy priority placed pressure on teachers who spoke English (the vast majority) to acquire competency in the Irish language (Coolahan, 1981).…”

Section: Cultural History Of Irish Educational Policy Developmentmentioning

confidence: 99%

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: Cultural History Of Irish Educational Policy Developmentmentioning

confidence: 99%

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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“…Owing to the colonial relationship with Ireland, the British authorities wished the education system to act as an agent of civilisation, socialisation, assimilation, politicisation and the reproduction of colonial values with a view to making Ireland more governable. 5 From a religious point of view, schools and teachers could serve as conduits of the faith and instillers of religious values and loyalty. 6 Such motivations led to state fi nancing of Charter Schools and other organisations such as the Kildare Place Society (KPS) (1811), sometimes with the overt mission to proselytise and to provide alternatives to the unregulated Hedge Schools.…”

Section: The Origins Of the National School Systemmentioning

confidence: 99%

The National System of Education, 1831–2000

Walsh

2016

Essays in the History of Irish Education

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All work in the infant classes was to be through the medium of Irish, but allowing English to be used before 10.30 a.m. and after 2.00 p.m. The work in the infant classes was classifi ed under Language, Kindergarten, Songs, Games, Arithmetic and Drawing. Higher and Lower Course were introduced in Irish and English, with the aim that the Higher Course in Irish would become the norm. Algebra and Geometry (as part of Mathematics) became optional in classes taught by women teachers and in one-teacher schools. History and Geography were reconstituted as separate subjects.

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“…Mc Daid and Walsh (2016) locate this homogeneity within a broader analysis of continuing politico-religious power struggles within the Irish education system, spurring ongoing concern with the calibre and character of those selected to teach, in particular, in the primary school sector. From a religious perspective, teachers could serve as instillers of religious loyalty (O’Brien, 2013), while historically the state saw that teachers could serve as agents of socialisation, positioned to play a key role in the reproduction of colonial values under the British Empire (Harford, 2009). In independent Ireland, this focus evolved to prioritising the resuscitation of the Irish language, which was seen as a core element of the broader building of Irish nationhood (Farren, 1995).…”

Section: Introductionmentioning

confidence: 99%

Barriers to recognition for migrant teachers in Ireland

Daid¹,

Nowlan²

2021

European Educational Research Journal

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Despite an increase in ethnic diversity within the state, the Irish teaching workforce remains starkly mono-ethnic. This article is based on an analysis of data generated through a sequential explanatory mixed method research project involving questionnaire responses from 240 migrant teachers and subsequent focus group with a selection of teachers. Findings suggest that migrant teachers are slow to engage in the formal accreditation process, and face considerable challenges when they do. This reflects not only practical difficulties, but also narrow discourses of who can legitimately be recognised as a teacher in Ireland. This in turn is linked to cultural arbitraries highlighted through the research, such as a requirement to be able to teach through the Irish language in primary school and a requirement to be registered to teach in primary or post-primary schools only. In exploring these barriers, we draw broadly on Bourdieu and Passeron’s (1990) work, which understands teachers as pedagogic agents, imbued with pedagogic authority through formal processes of accreditation and selection. These processes involve the imposition of cultural arbitraries which legitimate certain languages, content or stances over others. Recommendations include revisions to the registration process to take previous teaching experience into account.

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The emergence of a national policy on teacher education in Ireland

Cited by 14 publications

References 4 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 National System of Education, 1831–2000

Barriers to recognition for migrant teachers in Ireland

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