No longer ‘Catholic, White and Gaelic’: schools in Ireland coming to terms with cultural diversity

Parker‐Jenkins, Marie; Masterson, M.D. James F.

doi:10.1080/03323315.2013.851438

Cited by 31 publications

(13 citation statements)

References 19 publications

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“…In each of these countries, despite their everchanging demographics, teaching, and by association, the school leaders' workforce has remained relatively homogeneous because school leaders are usually former teachers who are selected to be school leaders after having attended some training in school administration. Several OECD reports and academic research literature also endorse this situation (see for example, Schneider and Schmidt 2016;Keane and Heinz, 2015;Nusche et al, 2010;OECD, 2018;Parker-Jenkins and Masterson, 2013;Spanish Ministry of Education and Science, 2007). Teachers quite often come from a middle-class background and the majority population.…”

Section: Discussionmentioning

confidence: 98%

Challenges and opportunities for culturally responsive leadership in schools: Evidence from Four European countries

Brown¹,

Altrichter

Shiyan

et al. 2021

Policy Futures in Education

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Whether voluntary or enforced, increasing patterns of migration have significantly impacted schools by making them linguistically, culturally, religiously and ethnically more diverse than ever before. This increasing diversity requires school leaders to put in place mechanisms to ensure equity of participation for migration background students. Dimmock and Walker (2005) believe that school leaders need to play a vital role in promoting and sustaining an environment that embraces diversity and, by association, contributes to solving the macro problems of society. To accomplish this emerging role, there is a need for ‘new approaches to educational leadership in which leaders exhibit culturally responsive organisational practices, behaviours and competencies’ (Madhlangobe and Gordon, 2012: p. 177). This is all well and good in theory, but the current and historical context in which school leaders operate, together with the training and supports that are provided, influences, to a significant extent, how culturally responsive leadership can operate in practice. This study, which is part of a European Commission Erasmus+ funded project entitled Supporting Culturally Responsive Leadership and Evaluation in Schools (CReLES), examines these assumptions by mapping out the factors and actors that can hinder and facilitate the flourishing of such practices in four European countries, Austria, Ireland, Russia and Spain.

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Section: Discussionmentioning

confidence: 98%

Challenges and opportunities for culturally responsive leadership in schools: Evidence from Four European countries

Brown¹,

Altrichter

Shiyan

et al. 2021

Policy Futures in Education

View full text Add to dashboard Cite

show abstract

“…O'Kelly, 2020; Ombudsman for Children's Office, 2020). Further, the rise of populist alt-right groups and the exacerbation of educational inequalities as a result of COVID-19 (United Nations, 2020) make highly problematic the silence and inaction from the Department of Education and Skills, and other stakeholders (for example, Teacher Unions), on the longstanding (Devine, 2011;Parker-Jenkins & Masterson, 2013) and now urgent need for critical anti-racist education for schools, teachers and students. It remains to be seen if and when the Irish government will identify race equity and antiracist education for teachers and students in Ireland as a priority to be adequately resourced and appropriately implemented.…”

Section: Discussionmentioning

confidence: 99%

‘But you don’t look Irish’: identity constructions of minority ethnic students as ‘non-Irish’ and deficient learners at school in ireland

Dhuinn

Keane

2021

International Studies in Sociology of Education

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“…Numerous studies have been conducted on the socio-economic impact of immigration in Ireland 42 , but fewer on the response of the Irish state to the needs of immigrants 43 . Work on issues of racism and institutional racism has been explored 44,45,46,47 , while school attitudes and the accommodation of newcomer students have been researched within the primary and post-primary context 48,49,50,51,52,53,54 . However, immigration research is mostly limited to the perspective and voice of the host researcher and not the Migrant, Refugee or Asylum Seeker.…”

Section: How Does Ireland Fare In Its Support Of the Displaced?mentioning

confidence: 99%

Exodus, Exile and Resettlement: Displaced children and families in Ireland and the challenges for state and Educational facil

Corcoran¹

2020

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Where oppression, denial of culture, faith, identity, and language have been a significant part of a group’s collective history, strong nationalistic and ethnocentric tendencies develop to protect and reinforce a threatened and diminishing sense of self. Within such a context, policies and practices in schools and state towards newcomers may be problematic. The preferred position in government policies would be for assimilation into the host culture and adoption of its values, but this approach diminishes the values and culture of newcomers and undermines the processes of integration. This approach does not promote an environment where debate on inclusion, equality and identity can create a positive understanding of migration and diversity. Ireland, as part of the global world, will continue to receive new communities, and migration from both Europe and further afield. Therefore, education personnel at all levels need to be trained, inspired and competent when working with diversity. The approach of schools towards diversity and the experience of immigrants can provide a key understanding of inclusion and exclusion in Irish society. These can range from communication difficulties, to cultural practices and beliefs, racism experienced, isolation, and the hopes as well as aspirations of families and young people. This paper explores, in the context of social justice and equality, issues of identity, needs, education, multiculturalism, acceptance and belonging for newcomers to Irish society, and the Irish education system’s preparedness in supporting their children. It offers an overview of the Irish education system in terms of new arrivals, with a focus on challenges and implications for school systems.

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No longer ‘Catholic, White and Gaelic’: schools in Ireland coming to terms with cultural diversity

Cited by 31 publications

References 19 publications

Challenges and opportunities for culturally responsive leadership in schools: Evidence from Four European countries

Challenges and opportunities for culturally responsive leadership in schools: Evidence from Four European countries

‘But you don’t look Irish’: identity constructions of minority ethnic students as ‘non-Irish’ and deficient learners at school in ireland

Exodus, Exile and Resettlement: Displaced children and families in Ireland and the challenges for state and Educational facil

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