Developments in special education in Ireland: deep structures and policy making

Clinical discourses from the domains of medicine and psychology exert a powerful influence on theory and practice in special education. These discourses first define disability as ‘an individual human condition’ and locate ‘the problem’ in the physiological and psychological characteristics of the individual. Second, they privilege the role of experts and exclude the perspectives of disabled people themselves. In spite of considerable criticism, psycho-medical definitions of and responses to disability have been incorporated into educational legislation in Ireland and continue to dominate policy development in special education. The real danger of failing to address these deep structures in special education is that exclusion and marginalization will be reproduced even in well-intentioned and well-supported programmes.     

The emergence of a national policy on teacher education in Ireland

The development of the Irish system of education was, not unlike all critical aspects of Irish identity, fundamentally shaped by its relationship with its colonial neighbour. Prior to Independence in 1922, the system of education promoted was a fundamental part of a strategic effort to ensure cultural assimilation and political socialisation. Control over the education system facilitated the systematic erosion of the native language and culture and the reproduction of colonial values. Following Independence, the system of education promoted was a response to what was perceived as centuries of political, economic, cultural and linguistic domination. However, whether prior to or post‐Independence, the pedagogical was often marginalised at the expense of the political. This article focuses on an aspect of Irish education policy which has largely escaped the focus of scholars to date: teacher education policy. It examines the ideological basis underlying the development of a national policy on teacher education from 1831.     

Early education and day care: in search of a policy

This paper examines policy issues in the provision of services for children under five and their families. It argues that services have developed in response to political and economic factors rather than in response to the needs of children and their parents. It shows how the separate strands of development that have led to the current confused situation reflect different ideological and philosophical approaches which tend to militate against a more coherent and co‐ordinated service provision. In the absence of a national policy on services for children under five, the paper examines the attempts by some local authorities to rationalize their own services on a local basis. It considers some of the areas in which a policy is required, including the organizational structure of services, flexibility and responsiveness of nurseries and centres to the needs of families, the quality of day care and education, the involvement of parents, equal opportunities, the relationship between the vouluntary and statutory sectors, pay and conditions of pre‐school workers, and initial and in‐service training.     

Further education and skills in Northern Ireland: policy and practice in a post-conflict society

ABSTRACT

This paper contextualises the Further Education (FE) sector in Northern Ireland (NI). It outlines the specific political, social and economic influences that have shaped its position as a major but understated educational provider in what remains a highly divided educational system that is slowly transitioning in a post-conflict environment. Key policy frameworks underpinning sectoral development are described, showing how many policy initiatives have been both ‘borrowed’ from the English context and adapted to local need. The article proceeds to highlight a number of curricular and institutional innovations that have contributed to the development of a small-scale, but distinctive educational, social and economic model. The piece concludes by suggesting that the NI FE experience has the potential to contribute not only to its own specific conditions but, through its ‘policy and practice’ adaptations’, to positively influence FE policy and practice in other parts of the United Kingdom (UK) that require interventions around skills development economic growth and social cohesion.     

Changing policy and legislation in special and inclusive education: a perspective from Northern Ireland

It is now 15 years since the signing of the 1998 Belfast (or ‘Good Friday’) Peace Agreement which committed all participants to exclusively democratic and peaceful means of resolving differences, and towards a shared and inclusive society defined by the principles of respect for diversity, equality and the interdependence of people. In particular, it committed participants to the protection and vindication of the human rights of all. This is, therefore, a precipitous time to undertake a probing analysis of educational reforms in Northern Ireland associated with provision in the areas of inclusion and special needs education. Consequently, by drawing upon analytical tools and perspectives derived from critical policy analysis, this article, by Ron Smith from the School of Education, Queen's University Belfast, discusses the policy cycle associated with the proposed legislation entitled Every School a Good School: the way forward for special educational needs and inclusion. It examines how this policy text structures key concepts such as ‘inclusion’, ‘additional educational needs’ and ‘barriers to learning’, and how the proposals attempt to resolve the dilemma of commonality and difference. Conceived under direct rule from Westminster (April 2006), issued for consultation when devolved powers to a Northern Ireland Assembly had been restored, and with the final proposals yet to be made public, this targeted educational strategy tells a fascinating story of the past, present and likely future of special needs education in Northern Ireland. Before offering an account of this work, it is placed within some broader ecological frameworks.     

The place of language learning in a liberal education: implications for curriculum policy in Ireland

This article attempts to expand, and to add to, one important aspect of the rationale for including the study of languages as part of a liberal education. Following criticism of the profile of the vocational rationale for language learning in Irish curriculum policy, the article develops recent research on the work of L. V. Shcherba to defend the role of language learning as part of a liberal education. The principal argument advanced and illustrated is that language learning has the potential to increase intellectual resources and, secondarily, to enhance literacy. This it achieves by introducing learners to new worlds of thought through revealing different linguistic maps for representing the world and by making them are aware of the nature of language. The argument is supplemented by reference to research in neuroscience that shows that knowledge of languages contributes to cognitive empowerment.     

The transformation of school-based sex education policy in the context of AIDS in Ireland

While AIDS was neither the initial nor the sole factor, it had a profound impact on the development of school-based sex education policy and practice in 1980s Ireland. Attempts to introduce a national programme of sex education on foot of increasing rates of crisis pregnancy pre-date the AIDS era, but these efforts had been vociferously opposed by conservative Catholic interests. The fear generated by AIDS prompted a shift in what political theorist, John Kingdon terms, the 'national mood' that? coupled with the singular determination of then Minister for Education, Mary O’Rourke, who faced down intense opposition from conservative groups and the Catholic Bishops, created the conditions needed to introduce the AIDS Education Resource – a forerunner to the Relationships and Sexuality Education programme – in post-primary schools throughout Ireland in October 1990.     

Early Childhood Services in Ireland

This paper gives background information on early childhood services in Ireland and presents the results of a survey of the preschool experiences of 1065 children. The results of the survey suggest that the majority of children experienced some form of early childhood service before starting school. The most common service was a playgroup although a significant proportion of the children had experienced home‐based care with a relative or family day care provider. The implications of the findings for the development of a policy on early childhood services are discussed.     

Early childhood education for all: a mixed-methods study of the global policy agenda in Tanzania

This study considers the extent to which access to basic education and student learning outcomes have become more equalized or more disparate in Tanzania following the implementation of the international Education for All (EFA) initiative, and whether early childhood education access and performance follow similar patterns. To answer these questions, we apply a mixed-methods research design, which includes a longitudinal analysis of changes in educational opportunity and a critical discourse analysis (CDA) of key education policy documents in Tanzania. Findings from our quantitative analysis suggest that social inequality is persistent across time and consistent across access and learning outcomes at the early childhood and basic education levels. The implication is that, to date, the EFA agenda has only served to reproduce social inequalities in Tanzania, with the exception of increased opportunity for girls. These results align with CDA findings assessing the global and national policy discourse, which find educational inequalities to be prioritized in language but not adequately in final targets and strategies. Given the resiliency of such education inequalities, it would appear that policy capable of removing social barriers to educational opportunity requires more attention to specific at-risk student populations.     

Charting teacher education policy in the Republic of Ireland with particular reference to the impact of economic recession

Background: Teacher education is an area of concern both in the policy and practice domains in both international and national contexts. Internationally, there are a wide range teacher education programmes and there is also considerable diversity with reference to policy approaches that operationalise such provision.

Purpose: This paper focuses on teacher education policy in Ireland and explores the relationships that exist between policy and teacher education as a sub-system of the education system.

Sources of evidence: Data from Governmental legislation, discussion papers, professional bodies commentaries, institutional practice and research.

Main argument: The paper provides a critical analysis of existing policy and practice in the area and it reflects on recent policy approaches in the context of the difficult economic circumstances, which Ireland has been experiencing since 2010.

Conclusions: The process of policy formation has been historically slow and rarely rational. It is likely to remain so for the foreseeable future given the current fiscal crisis and the need to further reduce public spending, with teacher education viewed primarily in terms of promoting economic objectives.     

Emerging education hubs: the case of Singapore

In anticipation of a globalising post-Fordist political economy, countries and universities are increasingly pursuing strategic transnational education and research alliances. This article analyses the Global Schoolhouse, a key education policy platform that aims to transform Singapore into a knowledge and innovation hub by establishing networks and collaborations with foreign universities. Two Global Schoolhouse initiatives are examined—the alliance between Singapore and MIT (Massachusetts Institute of Technology), and the institutional restructuring aimed at re-modelling the National University of Singapore into a ‘leading global university centred in Asia’. We outline some of the complexities and unanticipated outcomes which emerge when nations and their education institutions seek to globalise.     

Shared education in Northern Ireland: school collaboration in divided societies

Abstract

During the years of political violence in Northern Ireland many looked to schools to contribute to reconciliation. A variety of interventions were attempted throughout those years, but there was little evidence that any had produced systemic change. The peace process provided an opportunity for renewed efforts. This paper outlines the experience of a series of projects on 'shared education', or the establishment of collaborative networks of Protestant, Catholic and integrated schools in which teachers and pupils moved between schools to take classes and share experiences. The paper outlines the genesis of the idea and the research which helped inform the shape of the shared education project. The paper also outlines the corpus of research which has examined various aspects of shared education practice and lays out the emergent model which is helping to inform current government practice in Northern Ireland, and is being adopted in other jurisdictions. The paper concludes by looking at the prospects for real transformation of education in Northern Ireland.     

Comparative education in primary teacher education in Ireland and South Africa

Comparative Education as a subject or course on teacher education curricula mainly continues to be taught in Ireland, some African and East European countries and a few colleges in Ireland, the UK and several universities in the USA, Canada, Western Europe, Latin America and Australia. This research compares Irish and South African students' experiences of their Comparative Education courses. The article commences with a survey of literature on the position of Comparative Education in teacher education, a portrayal of the contextual background of South Africa and of Ireland, and a brief synopsis of the pre-course survey of students' expectations, upon which this study builds. Subsequently the research method is explained and the results presented. Three findings emerged from this study. The first is the valuable role of Comparative Education in teacher education. The second is the role of contextual factors in determining the significance of Comparative Education in teacher education. Thirdly, the centrality of clients (i.e. students) is critical to the future of Comparative Education in teacher education.     

Racism and citizenship education in Northern Ireland

Racist attitudes towards, and attacks on, the minority ethnic populations in Northern Ireland (NI) have increased dramatically over the last number of years. Despite the increased media attention regarding racist attacks, the fallacy that racism is not a major problem in NI is an enduring one. However, there is a growing recognition that minority ethnic communities experience a diverse range of racial harassment. Education is a mode promoted by national and European governments as the vehicle in which anti-racism programmes can be delivered. This article suggests the impending introduction of a statutory citizenship education (CE) component to the revised NI curriculum from September 2007 can play an important role in tackling the high levels of racism being experienced by the minority ethnic population in NI.