Children’s Agency in Multi-Belief Settings: The Case of Community National Schools in Ireland

Faas, Daniel; Smith, Aimee; Darmody, Merike

doi:10.1080/02568543.2018.1494645

Cited by 13 publications

(8 citation statements)

References 33 publications

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“…After centuries of net emigration that spread Irish people and their descendants across the globe, Ireland experienced large-scale immigration of non-Irish nationals, comprised of asylum seekers as well as labour migrants, during a time of economic prosperity otherwise known as the 'Celtic Tiger' (1990s until early 2000s) which has resulted in a gradual shift from a largely homogenous Catholic towards an increasingly secular society. The tension between a notably diversified population and Ireland's predominantly denominational (and mostly Catholic) educational system has sparked an ongoing debate about the rights of Ireland's citizens as well as concerns that current school processes will segregate children along religious lines (Faas, Smith and Darmody, 2018). From the Irish census of 2016, the main countries of migration to Ireland include Poland, the United Kingdom, Lithuania, Romania, Latvia and Brazil (Central Statistics Office, 2017).…”

Section: Discussionmentioning

confidence: 99%

Perspectives on Transitions in Refugee Education

2022

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The use of third party material in this book does not indicate that it is also subject to the Creative Commons licence mentioned. If the material used is not subject to the aforementioned Creative Commons licence and the action in question is not permitted by law, the consent of the respective rights holder must be obtained for further use. Trademarks, company names, generally descriptive terms etc. used in this work may not be used freely. The rights of the respective rights holder must be observed and use is subject to the rules of trademark law, even without separate reference. This book is available as a free download from www.budrich.eu (https://doi.org/10.3224/84742626).

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Section: Discussionmentioning

confidence: 99%

Perspectives on Transitions in Refugee Education

2022

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“…Anak-anak secara aktif berpartisipasi dalam interaksi sosial yang bermakna baik di lingkungan formal maupun informal. Anak-anak berinteraksi di dunia yang semakin beragam di mana mereka menghadapi perbedaan budaya dan agama (Faas et al, 2018). Siswa mengungkapkan preferensi untuk pembelajaran seluruh kelas daripada pendekatan "khusus keyakinan" yang dilakukan di tahun-tahun pertama mereka.…”

Section: Pendahuluanunclassified

Transformasi Penanaman Nilai Toleransi pada Anak Usia Dini

Dian,

Muhammad,

Rahmawati

et al. 2023

J. Obs. J. Pendidik. Anak Usia Dini

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Toleransi beragama merupakan pendukung keharmonisan sosial untuk menuju kehidupan yang lebih baik. Menanamkan toleransi pada anak usia dini merupakan sebuah tantangan bagi pendidik. Penelitian ini bertujuan untuk menganalisis nilai toleransi beragama yang dilakukan oleh guru pada anak usia dini. Penelitian ini merupakan jenis penelitian kualitatif dengan model penelitian studi kasus dengan peneliti sebagai partisipan pengamat. Penelitian ini menghasilkan temuan sebagai berikut, yaitu (1) transformasi nilai-nilai toleransi antar umat beragama, secara eksplisit belum diajarkan di sekolah karena semua siswa hampir sebagian besar seagama, (2)transformasi toleransi nilai-nilai dikalangan siswa yang diajarkan melalui pembelajaran yang terintegrasi dengan pelajaran lainnya, (3) Nilai-nilai toleransi di kalangan siswa diajarkan melalui lagu atau materi yang disampaikan serta diperkuat dari kebiasaan sehari-hari seperti menyapa, berbagi sesuatu yang dimiliki, dan membantu kebutuhan orang lain.

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“…The study focused on better understanding the multi-denominational primary sector in Ireland across dimensions including school choice, student profile and school profile, with a focus on Educate Together Schools. In 2018, the ESRI published a number of papers with a focus on better understanding different characteristics of Community National Schools, including on the role of principals in creating inclusive school environments (Faas et al, 2018a), children's agency in multi-belief settings (Faas et al, 2018b), and variations in school ethos among schools within the same (multi-) denominational mission (Faas et al, 2019).…”

Section: Executive Summarymentioning

confidence: 99%

Examining the experiences of students, teachers and leaders at Educate Together second-level schools

McCoy¹,

Mihut²

2020

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The mission of the Economic and Social Research Institute is to advance evidencebased policymaking that supports economic sustainability and social progress in Ireland. ESRI researchers apply the highest standards of academic excellence to challenges facing policymakers, focusing on 12 areas of critical importance to 21st Century Ireland. The Institute was founded in 1960 by a group of senior civil servants led by Dr T.K. Whitaker, who identified the need for independent and in-depth research analysis to provide a robust evidence base for policymaking in Ireland. Since then, the Institute has remained committed to independent research and its work is free of any expressed ideology or political position. The Institute publishes all research reaching the appropriate academic standard, irrespective of its findings or who funds the research. The quality of its research output is guaranteed by a rigorous peer review process. ESRI researchers are experts in their fields and are committed to producing work that meets the highest academic standards and practices. The work of the Institute is disseminated widely in books, journal articles and reports. ESRI publications are available to download, free of charge, from its website. Additionally, ESRI staff communicate research findings at regular conferences and seminars. The ESRI is a company limited by guarantee, answerable to its members and governed by a Council, comprising 14 members who represent a cross-section of ESRI members from academia, civil services, state agencies, businesses and civil society. The Institute receives an annual grant-in-aid from the Department of Public Expenditure and Reform to support the scientific and public interest elements of the Institute's activities; the grant accounted for an average of 30 per cent of the Institute's income over the lifetime of the last Research Strategy. The remaining funding comes from research programmes supported by government departments and agencies, public bodies and competitive research programmes.

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Children’s Agency in Multi-Belief Settings: The Case of Community National Schools in Ireland

Cited by 13 publications

References 33 publications

Perspectives on Transitions in Refugee Education

Perspectives on Transitions in Refugee Education

Transformasi Penanaman Nilai Toleransi pada Anak Usia Dini

Examining the experiences of students, teachers and leaders at Educate Together second-level schools

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