The views of Irish primary teachers towards the in-class versus the withdrawal models of support when working with children with dyslexia

This article focuses on the perspectives of primary school teachers on the current provision for students with dyslexia in the mainstream classroom. Five themes emerged from this research and these were (1) Diagnosis, (2) Inclusion, (3) Effective classroom practice, (4) Difficulties encountered in the classroom and (5) Teacher education. The focus of this article is on the theme of Inclusion. The data collected explores the perspectives of twelve primary teachers towards the in-class versus withdrawal models to support children with dyslexia in the mainstream classroom. As the concept of inclusive education has evolved in recent years, the objective of this research was to identify the most effective means of addressing the needs of the dyslexic student in the mainstream classroom. The insights provided by the teachers signify the need for in-class support, as much as possible, to support inclusion for students with dyslexia in the mainstream classroom.     

Beyond Hegemony: Classical Propaganda Theory and Presidential Communication Strategy After the Invasion of Iraq

The “hegemonic” tradition argues that the president enjoys unparalleled power to manage news and opinion during war. This approach has dominated political communication literature on war and the media for over a generation. The war with Iraq, however, provides a major challenge to conventional wisdom. We believe that classical propaganda theory provides a useful corrective to the hegemonic perspective and offers a better way to understand the Bush administration's propaganda strategy and its impact on public opinion. Using a combination of content analysis, opinion data, and analysis of the administration's Iraq-related public addresses, we argue that the president neither dominated war news nor managed public opinion in the manner predicted by hegemonic theories.     

Education as Spectacle

Abstract

Global economic and advanced capitalist agendas have taken on ideological dimensions that are flat, precise and which assert ‘undeniable’ facts. These agendas are gradually shaping a society and its education based on consumerism and a global economic order which is ‘not accidentally or superficially spectacular, it is fundamentally spectaclist. In the spectacle … goals are nothing, development is everything. The spectacle aims at nothing other than itself’. In this paper, I argue, in line with Debord, that teachers’ work has moved from being predominantly controlled by technicist accountability and pedagogical conformity to become a form of decentred labour. Teachers’ work has been transformed into the role of spectator, one who is destined to simply monitor events in the classroom and in technologized environments, caught between the economic world view and student consumer desire. In such a view, the teacher can do little more than watch while education, subjugated to economic dogma and digitized appearances, presents life as a spectacle of accumulation and desire.