The Need for Reform: Exploring Historical and Cultural Representations of Identity and Equality in Irish National Schools

<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>

Name thesis:degree_name

Doctor of Education in Curriculum Studies (Ed.D.)

Level thesis:degree_level

Dissertation (restricted to Georgia Southern)

Discipline thesis:degree_discipline

Department of Curriculum, Foundations, and Reading

Year dc:date.available

2014

Author dc:creator

• Emerson, Eileen M

Contributors dc:contributor

• Marla Morris
• Daniel Chapman
• Howard Keeley

• ETD
• Cultural Identity
• Ireland
• National Schools
• Ethos
• Equality
• Curriculum and Instruction
• Curriculum and Social Inquiry
• International and Comparative Education

Repository record dc:identifier

https://digitalcommons.georgiasouthern.edu/etd/1188

OAI identifier oai:identifier

oai:digitalcommons.georgiasouthern.edu:etd-2232