This study analyzes the assertion that Irish National Schools continue to be among the most segregated in Europe. The analysis examines the effects of key historical events in Irish history that led to the development of a nationalist government and the emergence of a perceived Irish cultural identity and its effects upon present school structure. The study was accomplished by using a variety of qualitative methodologies including data and statistical analysis, personal interviews, and examination of relevant textual evidence from within the field of Curriculum Studies. Statistical data from the Irish census was reviewed in order to examine the affect of newcomer migrant populations upon existing Irish educational frameworks. Interviews were conducted in Ireland with key stakeholders including Department of Education officials, school principals, community leaders, teachers, and parents. An examination of literature from the field of Curriculum Studies revealed limited studies available that address the impact of globalization upon present Irish educational frameworks related to newcomer and minority populations. Further analysis of legislative mandates highlighted an incompatibility between assumed best practices for intercultural education and present Irish National Schools policies. The study concludes that Ireland is no longer an insulated country with a common shared identity, as an active participant within global economic markets, it is certain that Ireland will continue to experience more diversity within its schools. The Irish Department of Education must acknowledge this diversity within its schools and continue to work towards providing an educational framework that guarantees equality of access for all students.
","abstract_html":"<p>This study analyzes the assertion that Irish National Schools continue to be among the most segregated in Europe. The analysis examines the effects of key historical events in Irish history that led to the development of a nationalist government and the emergence of a perceived Irish cultural identity and its effects upon present school structure. The study was accomplished by using a variety of qualitative methodologies including data and statistical analysis, personal interviews, and examination of relevant textual evidence from within the field of Curriculum Studies. Statistical data from the Irish census was reviewed in order to examine the affect of newcomer migrant populations upon existing Irish educational frameworks. Interviews were conducted in Ireland with key stakeholders including Department of Education officials, school principals, community leaders, teachers, and parents. An examination of literature from the field of Curriculum Studies revealed limited studies available that address the impact of globalization upon present Irish educational frameworks related to newcomer and minority populations. Further analysis of legislative mandates highlighted an incompatibility between assumed best practices for intercultural education and present Irish National Schools policies. The study concludes that Ireland is no longer an insulated country with a common shared identity, as an active participant within global economic markets, it is certain that Ireland will continue to experience more diversity within its schools. The Irish Department of Education must acknowledge this diversity within its schools and continue to work towards providing an educational framework that guarantees equality of access for all students.</p>","abstract_has_math":false,"creators":["Emerson, Eileen M"],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies (Ed.D.)","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["Marla Morris","Daniel Chapman","Howard Keeley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:15Z","subjects":["ETD","Cultural Identity","Ireland","National Schools","Ethos","Equality","Curriculum and Instruction","Curriculum and Social Inquiry","International and Comparative Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/1188","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Marla Morris","Daniel Chapman","Howard Keeley"]},{"key":"dc:creator","label":"Author","values":["Emerson, Eileen M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-11-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Cultural Identity","Ireland","National Schools","Ethos","Equality","Curriculum and Instruction","Curriculum and Social Inquiry","International and Comparative Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/1188"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study analyzes the assertion that Irish National Schools continue to be among the most segregated in Europe. The analysis examines the effects of key historical events in Irish history that led to the development of a nationalist government and the emergence of a perceived Irish cultural identity and its effects upon present school structure. The study was accomplished by using a variety of qualitative methodologies including data and statistical analysis, personal interviews, and examination of relevant textual evidence from within the field of Curriculum Studies. Statistical data from the Irish census was reviewed in order to examine the affect of newcomer migrant populations upon existing Irish educational frameworks. Interviews were conducted in Ireland with key stakeholders including Department of Education officials, school principals, community leaders, teachers, and parents. An examination of literature from the field of Curriculum Studies revealed limited studies available that address the impact of globalization upon present Irish educational frameworks related to newcomer and minority populations. Further analysis of legislative mandates highlighted an incompatibility between assumed best practices for intercultural education and present Irish National Schools policies. The study concludes that Ireland is no longer an insulated country with a common shared identity, as an active participant within global economic markets, it is certain that Ireland will continue to experience more diversity within its schools. The Irish Department of Education must acknowledge this diversity within its schools and continue to work towards providing an educational framework that guarantees equality of access for all students.
"]},{"key":"dc:title","label":"Title","values":["The Need for Reform: Exploring Historical and Cultural Representations of Identity and Equality in Irish National Schools"]}]}],"canonical_facts":{"dc:contributor":["Marla Morris","Daniel Chapman","Howard Keeley"],"dc:creator":["Emerson, Eileen M"],"dc:date.available":["2014-11-17T08:00:00Z"],"dc:description.abstract":["This study analyzes the assertion that Irish National Schools continue to be among the most segregated in Europe. The analysis examines the effects of key historical events in Irish history that led to the development of a nationalist government and the emergence of a perceived Irish cultural identity and its effects upon present school structure. The study was accomplished by using a variety of qualitative methodologies including data and statistical analysis, personal interviews, and examination of relevant textual evidence from within the field of Curriculum Studies. Statistical data from the Irish census was reviewed in order to examine the affect of newcomer migrant populations upon existing Irish educational frameworks. Interviews were conducted in Ireland with key stakeholders including Department of Education officials, school principals, community leaders, teachers, and parents. An examination of literature from the field of Curriculum Studies revealed limited studies available that address the impact of globalization upon present Irish educational frameworks related to newcomer and minority populations. Further analysis of legislative mandates highlighted an incompatibility between assumed best practices for intercultural education and present Irish National Schools policies. The study concludes that Ireland is no longer an insulated country with a common shared identity, as an active participant within global economic markets, it is certain that Ireland will continue to experience more diversity within its schools. The Irish Department of Education must acknowledge this diversity within its schools and continue to work towards providing an educational framework that guarantees equality of access for all students.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/1188"],"dc:subject":["ETD","Cultural Identity","Ireland","National Schools","Ethos","Equality","Curriculum and Instruction","Curriculum and Social Inquiry","International and Comparative Education"],"dc:title":["The Need for Reform: Exploring Historical and Cultural Representations of Identity and Equality in Irish National Schools"],"thesis:degree_discipline":["Department of Curriculum, Foundations, and Reading"],"thesis:degree_level":["Dissertation (restricted to Georgia Southern)"],"thesis:degree_name":["Doctor of Education in Curriculum Studies (Ed.D.)"]},"updated_at":"2026-07-24T02:28:15Z"}