Interrogating the changing inequalities constituting ‘popular’ ‘deviant’ and ‘ordinary’ subjects of school/subculture in Ireland: moments of new migrant student recognition, resistance and recuperation

Cumulative disadvantage? Educational careers of migrant students in Irish secondary schools

“…Other important aspects of the educational experience include the social experience of schooling including interaction with teachers and peers; school attachment and school engagement as well as experiences of school organisation and process and exposure to curricular and pedagogical practices. In Ireland, there is now a considerable body of research that focuses on many of these issues (see for example Devine 2005Devine , 2009Devine , 2011Devine and Kelly 2006;Devine, Kelly, and Macneela 2008;Nowlan 2008;Ní Laoire et al 2009;Kitching 2010Kitching , 2011Curry et al 2011;Darmody, Tyrell, and Song 2011;Darmody, Smyth et al 2011). Within this body of work the position is held that the educational careers of migrant students are also influenced by 'external' economic, social and cultural barriers that, while being ingrained within the educational system may extend beyond it.…”

“…According to Opheim (2004) 'such barriers may exist in the form of discrimination and prejudice both in the society in general and within the educational system, among teachers and students' (Opheim 2004, 55). A considerable body of work in the Irish context has highlighted the role that such external influences may exert on the educational experiences and careers of migrant students through their lived experience but also through education policy and educational discourse (see for example Kitching 2011;Bryan 2009Bryan , 2010Devine 2005).…”

“…We place our research in a growing literature that explores migrant students' experiences in Irish primary and secondary schools 1 (see, for example Devine 2005Devine , 2009Devine , 2011Nowlan 2008;Ní Laoire et al 2009;Kitching 2010Kitching , 2011Curry et al 2011;Darmody, Tyrrell, and Song, 2011;Darmody, Smyth et al 2011). Building on this work, using nationally representative data and insights from a theoretical sample of case study schools, we examine how migrant students navigate the educational system and how schools contribute to inequalities of educational resources through school admission policies and procedures, grouping and tracking practices and the lack of clarity about eligibility of progress to higher education.…”

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

“…Transformational practices in schools invariably centre on the transformation of students (and their parents) rather than school cultures, with an absence of meaningful attention to racialised (and gendered) dynamics in school leadership discourse (Blackmore 2010). Soft multiculturalism abounds, a form of practical tolerance that celebrates diversity as an additive extra to the 'real' learning of schools (Bryan 2010;Devine, Kenny and MacNeela 2008;Kitching 2011). Racialised discourses themselves become refashioned as 'cultural' difference -the 'othering' of minority groups legitimised on the grounds of perceived essentialist differences in cultures (Modood 2007) rather than any structural inequalities at play (Gillborn et al 2012).…”

Young Migrants’ Educational Achievement: Moving to Inequality in Galway City, Ireland

“…Additionally, this chapter draws upon the growing literature in Ireland that explores migrant students' experiences in Irish primary and secondary schools (Devine 2005(Devine , 2009(Devine , 2011Nowlan 2008;Ní Laoire et al 2009;Kitching 2010Kitching , 2011Curry et al 2011;Darmody and McCoy 2011;Darmody et al , 2014Ledwith and Reilly 2013a, b). Within this literature is an acknowledgment of the role the school plays in maintaining and reproducing broader social stratifications through the legitimization and valorization of dominant social, cultural, and political norms.…”