An excavation of the racialised politics of viability underpinning education policy in Ireland

Kitching, Karl

doi:10.1080/03323315.2010.498278

Cited by 37 publications

(31 citation statements)

References 21 publications

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“…The foregoing vertical case study is part of a broader effort to trouble 'optimistic', common-sense policies regarding interculturalism and anti-racism that have been implemented as a response to Ireland's 'newfound' diversity and racism (see Kitching 2010). These optimistic responses are difficult to contest, precisely because they assure minorities that they are to be welcomed, tolerated, celebrated and embraced.…”

Section: Discussionmentioning

confidence: 99%

Corporate multiculturalism, diversity management, and positive interculturalism in Irish schools and society

Bryan

2010

Irish Educational Studies

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This article offers an empirical critique of recent social and educational policy responses to cultural diversity in an Irish context, with a particular focus on antiracism, integration and intercultural education policies developed during the socalled 'Celtic Tiger' era. Combining ethnographic and discourse analytic techniques, I highlight the centrality of the Celtic Tiger economy and corporate interests in influencing the particular version of interculturalism promulgated by the Irish state. I argue that broader macro processes and discourses operating at the level of Irish state policy can impact the local school level, resulting in negative consequences for ethnic minority students, particularly those who are least endowed with the cultural and linguistic capital valued by the school and wider society.

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Section: Discussionmentioning

confidence: 99%

Corporate multiculturalism, diversity management, and positive interculturalism in Irish schools and society

Bryan

2010

Irish Educational Studies

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“…As was noted above prior research has highlighted both the role of the state in shaping discourses about belonging (Devine, 2005;Tormey, 2006;Bryan, 2010;Kitching, 2010) and the role of school, academic and broader cultural, political and economic factors (Devine and Kelly, 2006;Devine, 2009) in providing resources or capital which are used in the identity construction process. The research team collected data on some educational processes and were able to ascertain their association with levels of social distance.…”

Section: Potentially Positive Value Of Educational Programmesmentioning

confidence: 99%

“…Both Kitching (2010) and Bryan (2008; have focussed on the role of the state in generating or perpetuating a particular discourse of identity, variously referred to as "pop-institutional racism" (Kitching, 2010) and "corporate multiculturalism" (Bryan, 2010). Such a discourse is, they argue, drawn upon in interaction at school level as identity is negotiated and constructed.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…[sic] as well as the role of school, academic systems, broader cultural systems, as well as legislative and economic structures (Devine, 2005;Devine and Kelly, 2006;Devine, 2009, Bryan, 2010Kitching, 2010) in providing resources or capital which are used in the identity construction process. Resulting attitudes are both the product of local processes of identity construction and of resources that is used by young people in such processes.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Irish post-primary students' attitudes towards ethnic minorities

Tormey

Gleeson

2012

Irish Educational Studies

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2 Irish post-primary students' attitudes towards ethnic minorities AbstractThe changing ethnic make-up of Irish society has impacted upon schools. Existing, largely qualitative studies have highlighted mixed attitudes towards ethnic minorities. Literature has also focussed on the role of the state in articulating a discourse that shapes school-level responses to minorities. This paper critiques the idea of a unitary state discourse and the role of other educational bodies, such as schools, in drawing upon a range of alternate public discourses to shape how they act, is identified. Drawing upon a large quantitative study involving 4,970 post-primary pupil respondents, this paper finds that many Irish post-primary students report low levels of social distance from Black African Immigrants, Muslims, and Eastern Europeans. Negative attitudes are most prevalent with respect to members of the Travelling community. The potential positive impact of school-level programmes -such as those related to global justice and inequalities -is identified through the lower levels of negative attitudes towards ethnic minorities reported by Transition year students who have experienced such programmes.

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“…Such dynamics are played out differently across countries and their school systems depending on their socio-historical trajectories. As a post-colonial state of relatively recent origin, the education system has played a key role in 'shaping the Irish nation' (Devine 2011;Kitching 2010). Faith-based and colour-based normativities are deeply embedded and are structurally reinforced through a system of state-supported faith-based school governance.…”

Section: Introductionmentioning

confidence: 99%

Practising leadership in newly multi-ethnic schools: tensions in the field?

Devine

2013

British Journal of Sociology of Education

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This paper explores the leadership practices of three principals following a period of intensive immigration in Ireland. Drawing on the work of Bourdieu, it conceptualises schools as structured social spaces and of their leadership work as a form of practising. This practising is an outcome of the intersection between deeply embedded subjectivities operating in diverse fields of action that shape, constrain and transform each principal's practices. Presenting an analytical model that highlights the circular and capillary-like dimension to such practising, the paper explores how principals' recognition of immigrant children (their recognitive practices) as well as investment in supporting their learning (distributive practices) are shaped by the logics of practice across different fields, as well as by their own evolving habitus and struggle to be authentic in a period of rapid social change. Practising effective leadership in newly multi-ethnic schools must be conceived as layered and multiple but must be underpinned by an ethic of justice, if the minoritised status of 'ethnic' others is to be challenged and overcome.

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An excavation of the racialised politics of viability underpinning education policy in Ireland

Cited by 37 publications

References 21 publications

Corporate multiculturalism, diversity management, and positive interculturalism in Irish schools and society

Corporate multiculturalism, diversity management, and positive interculturalism in Irish schools and society

Irish post-primary students' attitudes towards ethnic minorities

Practising leadership in newly multi-ethnic schools: tensions in the field?

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