Rejecting the Modern World: the educational ideas of Timothy Corcoran

Titley, E. Brian

doi:10.1080/0305498830090206

Cited by 10 publications

(2 citation statements)

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“…Timothy Corcoran, Professor of Education at the Catholic University College Dublin. According to Titley (1983a), Corcoran was critical of any form of education that was not thoroughly Catholic, but child‐centred approaches like those of Montessori were the subject of particularly uncompromising and even vitriolic attacks. His criticisms were based on Montessori’s emphasis on children’s freedom to learn and flourish in self‐directed ways, whereas he believed in contrast that ‘folly is bound up in the heart of a child, and the rod of correction shall drive it away’ (Corcoran, 1930, p. 206).…”

Section: Alternative Provisions/outliersmentioning

confidence: 99%

“…Here we see the personification of the opposing constructions of the ‘agentic child’ on the one hand and the ‘child as evil’ and ‘the commodified child’/‘child as adult in training’ on the other hand. There is little doubt that it was Corcoran’s rather than Montessori’s conceptualisation that held the upper hand in education in the Free State in the period following partition, and Titley (1983a, p. 137) refers to Corcoran as ‘the watchdog of the church on educational developments’.…”

Section: Alternative Provisions/outliersmentioning

confidence: 99%

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Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s

O’Toole

McClelland

Forde

et al. 2021

British Educational Res J

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Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26‐county Irish Free State (South) and the 6‐county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation‐building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.

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Section: Alternative Provisions/outliersmentioning

confidence: 99%

Section: Alternative Provisions/outliersmentioning

confidence: 99%