The multi‐denominational experience in the national school system in Ireland

Hyland, Áine

doi:10.1080/0332331890080109

Cited by 20 publications

(7 citation statements)

References 3 publications

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“…A notable exception has been the establishment and growth of Educate Together (ET) Schools.2 ET schools are state funded and religious instruction is optional after school hours. Hyland (1989) notes that since the option of multidenominational schools became available, there has been a growing demand for these schools, as the proportion of the population who do not belong to the Catholic faith has increased. Currently there are 58 ET schools, 26 of which are in the greater Dublin area.…”

Section: Identity Diversity and Citizenship In Primary Schoolsmentioning

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: Identity Diversity and Citizenship In Primary Schoolsmentioning

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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“…There have been growing critiques of the existing denominational system (Nugent & Donnelly, 2013;Park, 2019) and a re-evaluation of the adequacy of current approaches to RE (Dineen, 2021;Irwin, 2013;Scally, 2021). The growth of equality-based education (Hyland, 1989;NCCA, 2018;Educate Together, 2004;Conboy, 2016) has led to greater choice in educational provision through multidenominational Educate Together and Community National Schools and the government's proposal to introduce a new state-designed Education about Religion and Beliefs and Ethics (ERBE) programme (Coolahan et al, 2012;NCCA, 2020) has been met with both positive (O'Donnell, 2015) and negative responses (Conway, 2012;Van Nieuwenhove, 2012). Within Catholic schools an innovative Grow in Love programme has been rolled out (2015)(2016)(2017)(2018)(2019)(2020) based on the 2015 Catholic RE curriculum (Irish Episcopal Conference, 2015).…”

Section: The Context For Primary Re In Irelandmentioning

confidence: 99%

Beyond belief? Pre-service teachers’ perspectives on teaching RE in Ireland

Kieran

Mullally²

2021

j. relig. educ.

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This article overviews the contemporary context for teaching Religious Education (RE) in Ireland and profiles changing religious demographics in an increasingly secular context. It presents the findings of a two-year mixed-methods study undertaken in two third-level Catholic colleges in Ireland, investigating four hundred third-level Initial Teacher Education (ITE) students' perceptions of the religiously unaffiliated. The research data reveals the complexity and ambivalence of ITE students' attitudes to teaching RE in primary schools in a rapidly changing Irish society where one in ten is religiously unaffiliated (Central Statistics Office, 2017). Several challenges emerge for ITE students as they begin teaching RE in Ireland's denominational primary school context. The religious and convictional perspectives of the sample group are profiled and findings reveal that participants' personal worldviews impact on their understandings of their future professional roles as religious educators. Data from this mixed methods research suggest that while ITE students view the teaching of RE as an important professional duty, a disconnect between their own personal beliefs and the curricular content they are required to teach in sacramental RE programmes in Catholic primary schools creates a climate of ambivalence and uncertainty.

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“…From the 1960s, there was increasing provision for children with special educational needs 111 and affected by educational disadvantage. 112 Despite an increased diversifi cation of Irish society, the vast majority of schools continued to be denominational, with a gradual growth in the number of Gaelscoileanna 113 and multidenominational schools, 114 particularly from the 1990s.…”

Section: Teacher Education 1922-1971mentioning

confidence: 99%

The National System of Education, 1831–2000

Walsh

2016

Essays in the History of Irish Education

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All work in the infant classes was to be through the medium of Irish, but allowing English to be used before 10.30 a.m. and after 2.00 p.m. The work in the infant classes was classifi ed under Language, Kindergarten, Songs, Games, Arithmetic and Drawing. Higher and Lower Course were introduced in Irish and English, with the aim that the Higher Course in Irish would become the norm. Algebra and Geometry (as part of Mathematics) became optional in classes taught by women teachers and in one-teacher schools. History and Geography were reconstituted as separate subjects.

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The multi‐denominational experience in the national school system in Ireland

Cited by 20 publications

References 3 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

Beyond belief? Pre-service teachers’ perspectives on teaching RE in Ireland

The National System of Education, 1831–2000

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