Timothy Murphy

Democratic schooling practices in the Republic of Ireland: the gaps between the rhetoric and reality

Drawing upon the writings of Maxine Greene and Paolo Freire, this article explores the necessary conditions for the advancement of education for democracy in the context of modern post-industrial societies, with a focus on schooling in the Republic of Ireland. The article charts a general topography of the Republic of Ireland in relation to the democratic project. For that purpose, particular attention will be paid to the changing influence of ‘theocentric’ and ‘mercantile’ ideologies of education. Educators are keenly aware of the relationality that exists between particular schooling practices and the flourishing of education for democracy. Conversely, they are also very conscious of the fact that certain schooling practices can severely impede the democratic project in society. In order to situate the study in teacher education practices, the article examines the potential of ‘service-learning’ to advance the project of education, especially with respect to its democratic remit.

Maxine Greene and the democratic project in education: signposts for the Irish educational system

This paper considers the work of philosopher Maxine Greene as it pertains to the democratic project in education, with a particular focus on the Irish educational context. The author considers the extent to which specific aspects of the educational concerns raised by Greene, with respect to the realisation of the democratic project in the context of post-industrial hi-tech societies, might help to illuminate certain educational challenges that are currently being faced in hi-tech post-modern societies. Greene has been regarded as a luminary in the educational field, both within the United States and beyond. She is principally concerned with espousing a conception of the educational project that allows for the flourishing of human freedom. It is anticipated that aspects of the Irish reality, especially in the wake of the Celtic tiger, might be able to resonate with certain aspects of the concerns raised by Greene.

Responding to School Disaffection: Insights from the Republic of Ireland.

Dr Timothy Murphy Senior Lecturer Carnegie Faculty of Sport and Education Leeds Metropolitan University Headingley Campus Beckett Park Leeds LS6 3QS Introduction In a recent publication, Fitzgerald (2003) inquired if the educational system in the Republic of Ireland was catering adequately for the less able learners and/or those from disadvantaged backgrounds. This paper responds to the question by providing an overview of educational inequality in the Irish context with a particular focus on what are referred to as critical transition points, at which particular cohorts of students are perceived to be in danger of dropping out of the system. It will also provide an examination of the explanations that are typically put forward to explain the persistence of educational inequality in the Republic of Ireland. Such persistence is all the more glaring when one considers the amount of investment that has been allocated to it, particularly since the middle of the 1960s. The concluding section will highlight specific strategies for tackling the vitally important question of educational disadvantage in the Irish context.

the civic remit of educational practice in the Republic of Ireland a review of the potential of service learning

This article will attempt to sketch what are considered to be the necessary conditions for the advancement of democratic citizenship in society today. The pivotal role that education plays in this process will be examined and, for that purpose, particular reference will be made to two very influential educationalists, who have written extensively on the nature of the educational project, especially in its relation to democratic citizenship. The capacity for such a project in the Republic of Ireland (RoI) will be examined, particularly in the light of those same educationalists. It is anticipated that this examination will help to unveil, what this author considers to be, educational ‘limit-situations’ in the RoI’s schooling system. It is suggested that such situations inhibit the full-flourishing of democratic citizenship there. The article will conclude with an outline of potential ‘limit-acts’, from an educational perspective, which could help to counteract the aforementioned ‘limit-situations’. In that respect, particular attention will be drawn to the potential of service-learning for pre-service teacher educators.

Jack Mezirow and Perspective Transformation: Toward an Understanding of Irish Educational Policy within a European Framework.

This article considers important junctures in the evolution of Irish educational policy. For this purpose, the author makes appropriate references to the theoretical framework of Jack Mezirow. In particular, Mezirows treatment of ‘meaning schemes’, ‘meaning perspectives’ and ‘paradigm shifts’ are applied toward a better understanding of recent developments in educational policy there. The principal ‘paradigms’ or ‘frames of reference’ which underpin the formulation of educational policy are considered. It is hoped that such an analysis will contribute to the on-going debate about the future role of education in society in Europe generally. Readers from outside Ireland have an opportunity to reflect on the various influences that have impacted the evolution of their educational policies, and may identify resonances with specific developments in the Irish context, as well as points of departure.

Teachers' Views on Research as a Model of CPD: Implications for Policy.

Abstract Teacher research has been identified as a transformative model of CPD. However, as illustrated in the OECD’s TALIS study, while teachers recognise the benefits of classroom enquiry for their own work, their participation in it is low. This paper examines the possible reasons for this discrepancy by considering the views of Irish teachers surveyed during a CPD needs analysis. The data were collected using a national online survey, with both open-ended and closed-ended items, which sought teacher views on different aspects of their engagement in CPD. Following a pilot study, invitations to participate were emailed to all recognised primary and secondary schools throughout Ireland, resulting in a convenience sample of 496 teachers, comprising 227 primary teachers and 269 secondary teachers. The results suggest that the extent to which CPD enables teachers to undertake enquiry that is relevant is key in the minds of teachers. The availability of support for undertaking research, as well as practical issues such as time and cost, are also crucial considerations.

Developing Local and International Collaborations to Enhance the Student Learning Experience through University–Community Engagements

Abstract This chapter documents an innovative pedagogical application of a service-learning oriented approach, pioneered by academics at a University in the North of England (UNEUK). Referred to as directed experiential learning, the core ethos of this approach connected forms of close-to-practice research, critical reflection, and community engagement and as such brought about a radical reworking of the final year of study for an existing undergraduate program – a BA (Hons) Education Studies. Responding to a broadening professional context within UK schools, this program prepared nascent professional educators and through their studies, invited them to engage in university–community partnerships where their learning and contributions to practice were inextricably conjoined.

Placement-based learning and learner engagement: findings from a new university in the UK

This paper addresses the potential for engaged learning among final-year undergraduate Education Studies students at a new, post-1992. It discusses a case study analysis of a ‘Directed Experiential Learning’ (DEL) intervention in the final year of an education studies degree designed to engage and motivate students and emphasise the links between theory and practice for them. Implementation took place in 2012–2013 with a cohort of 37 students and quantitative and qualitative analysis was performed afterwards to investigate the perspectives of students (online questionnaire and interview with 2 students) and tutors (4 individual interviews) on the DEL approach applied. The study described should be of particular interest to those teaching on and designing third level education studies programmes as well as related disciplines that might participate in integrated working arrangements in practice (e.g. nursing, social care).