Naming the ‘other’: children’s construction and experience of racisms in Irish primary schools

Devine, Dympna; Kenny, Máirín; Macneela, Eileen

doi:10.1080/13613320802478879

Cited by 84 publications

(52 citation statements)

References 26 publications

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“…It appears therefore that the rhetoric of interculturalism prevalent in Irish educational policy documents has not as of yet been accompanied by practical application (Bryan, 2010;Devine et al, 2008;Gleeson, 2010). What is needed instead are 'alternative understandings to traditional liberal and state-based notions of democracy and citizenship' (Bryan, 2008: 56).…”

Section: Intercultural Education and Religious Dressmentioning

confidence: 99%

Identity, diversity and citizenship: A critical analysis of textbooks and curricula in Irish schools

Faas

Ross

2012

International Sociology

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Despite the long presence of migrant communities, Ireland was only transformed to a net-receiving immigration nation in 1996, and is currently experiencing net emigration in the wake of a sharp economic downturn. Debates about immigrant incorporation and educational responses are still at a relatively early stage. This study, which forms part of a larger project, set out to explore the role of schools and curricula in developing citizenship and the conception of Irish identity implicit therein. The article draws on citizenship curricula as well as some textbooks used in citizenship lessons. It argues that the curriculum at primary level emphasizes diversity and active citizenship in a plural society to a greater extent than the curriculum at secondary level. Moreover, there are discrepancies between the progressive rhetoric of policy documents and the content of textbooks and other curriculum material. This raises important questions of inclusivity in a still Catholic-dominated education system.

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Section: Intercultural Education and Religious Dressmentioning

confidence: 99%

Identity, diversity and citizenship: A critical analysis of textbooks and curricula in Irish schools

Faas

Ross

2012

International Sociology

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“…This metaphor reveals repression, ambivalence, uncertainty, and complexity of representations of Natives in general and Native women in particular. Name-calling is established in the psychological literature as harmful, humiliating, and has lasting effects on self-esteem (Delgado, 1982;Seals & Young, 2003;Devine, 2008). ''Being called names contributes to identification with the oppressor and results in an internalized oppression that leads to self-hatred and an ability to function as a whole and healthy individual with a tribal or Native American identity'' (Tafoya, 2005, p. 305).…”

Section: Resultsmentioning

confidence: 99%

The S-Word: Discourse, Stereotypes, and the American Indian Woman

Merskin

2010

Howard Journal of Communications

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“…Research shows that children's lives are racialised and children learn about differential positioning and identity from an early age (Connolly 2001;Troyna and Hatcher 1992). This research documents the experience of racism among minoritised groups in their school lives and provides evidence for racist practices by majoritised groups (Devine et al 2008;Phoenix 2010).…”

Section: Research On Students' Perceptions Of Migrantsmentioning

confidence: 98%

Greek-Cypriot Students’ Stances and Repertoires Towards Migrants and Migrant Students in the Republic of Cyprus

Zembylas

Lesta²

2011

Int. Migration & Integration

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The present paper focuses on the stances and repertoires of 30 GreekCypriot students with whom semi-structured, in-depth interviews were carried out about their feelings and perceptions of migrants and migrant children in Cyprus. As it is shown, stances are not the only key factor in the creation and reproduction of racial and ethnic categories; repertoires are also entangled with stances and can be broadly differentiated, highlighting the complex ways in which children and adolescents portray migrants and contribute to formulating the context of migrants' reception in society. In addition, the diverse experiences of direct or no contact with migrants are entangled with perceptions of migrants as a whole and contribute to the reproduction of certain behavioural stances. Based on the analysis of students' stances and repertoires, we discuss educational policies and practices that facilitate a better integration of migrant children in schools.

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Naming the ‘other’: children’s construction and experience of racisms in Irish primary schools

Cited by 84 publications

References 26 publications

Identity, diversity and citizenship: A critical analysis of textbooks and curricula in Irish schools

Identity, diversity and citizenship: A critical analysis of textbooks and curricula in Irish schools

The S-Word: Discourse, Stereotypes, and the American Indian Woman

Greek-Cypriot Students’ Stances and Repertoires Towards Migrants and Migrant Students in the Republic of Cyprus

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