Term of Award
Fall 2014
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
John Weaver
Committee Member 1
Marla Morris
Committee Member 2
Daniel Chapman
Committee Member 3
Howard Keeley
Abstract
This study analyzes the assertion that Irish National Schools continue to be among the most segregated in Europe. The analysis examines the effects of key historical events in Irish history that led to the development of a nationalist government and the emergence of a perceived Irish cultural identity and its effects upon present school structure. The study was accomplished by using a variety of qualitative methodologies including data and statistical analysis, personal interviews, and examination of relevant textual evidence from within the field of Curriculum Studies. Statistical data from the Irish census was reviewed in order to examine the affect of newcomer migrant populations upon existing Irish educational frameworks. Interviews were conducted in Ireland with key stakeholders including Department of Education officials, school principals, community leaders, teachers, and parents. An examination of literature from the field of Curriculum Studies revealed limited studies available that address the impact of globalization upon present Irish educational frameworks related to newcomer and minority populations. Further analysis of legislative mandates highlighted an incompatibility between assumed best practices for intercultural education and present Irish National Schools policies. The study concludes that Ireland is no longer an insulated country with a common shared identity, as an active participant within global economic markets, it is certain that Ireland will continue to experience more diversity within its schools. The Irish Department of Education must acknowledge this diversity within its schools and continue to work towards providing an educational framework that guarantees equality of access for all students.
Recommended Citation
Emerson, Eileen M., "The Need for Reform: Exploring Historical and Cultural Representations of Identity and Equality in Irish National Schools" (2014). Electronic Theses and Dissertations. 1188.
https://digitalcommons.georgiasouthern.edu/etd/1188
