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Displaying Results 1 - 25 of 3383 on page 1 of 136
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``I don't like Maths as a subject but I like doing it'': a methodology for understanding mathematical identity
(2019)
Howard, Fionnán; Nic Mhuirí, Siún; O'Reilly, Maurice
``I don't like Maths as a subject but I like doing it'': a methodology for understanding mathematical identity
(2019)
Howard, Fionnán; Nic Mhuirí, Siún; O'Reilly, Maurice
Abstract:
This paper presents a thematic analysis methodology which uses a hybrid coding process to understand how science and engineering students in higher level education relate to mathematics. This process utilises and builds on previous research on mathematical identity amongst student teachers by using deductive coding while continuing to be grounded in the new data through inductive coding. Many authors have written on both or either of these methods. Most treat it was a simple choice between one or the other. Few have addressed best practice in integrating these approaches
http://doras.dcu.ie/25276/
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?A Rare Case of Adult Scalp Pyoderma gangrenosum with cranial osteolysis?
(2018)
Aljohmani, Lylas
?A Rare Case of Adult Scalp Pyoderma gangrenosum with cranial osteolysis?
(2018)
Aljohmani, Lylas
http://hdl.handle.net/2262/82508
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?Scientists are not always right, but they do their best.? Irish children?s perspectives of innovations in science teaching and learning.
(2016)
MURPHY, COLETTE
?Scientists are not always right, but they do their best.? Irish children?s perspectives of innovations in science teaching and learning.
(2016)
MURPHY, COLETTE
http://hdl.handle.net/2262/79726
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?The only learning I?m going to get?: Students with intellectual disabilities learning a second language through performative pedagogy
(2019)
Piazzoli, Erika; Kubiak, John
?The only learning I?m going to get?: Students with intellectual disabilities learning a second language through performative pedagogy
(2019)
Piazzoli, Erika; Kubiak, John
Abstract:
Traditionally, adults with intellectual disabilities have not been given the option of participating in and thus benefiting from higher and post-secondary education. However, over the last number of years, an increasing number of inclusive tertiary educational programmes have come into existence. This article focuses on one such programme entitled Arts, Science and Inclusive Applied Practice delivered in the Trinity Centre for People with Intellectual Disabilities, School of Education, Trinity College Dublin, Ireland. The aim of this study was to consider the role of embodiment in supporting the Second Language Acquisition (SLA) process of a group of students with intellectual disabilities. The paper describes a project which integrated two of the programme modules ? Italian for Beginners and Exploring Art: Renaissance to Modern. Findings presented support the use of a performative approach to second language learning for students with intellectual disabilities and sheds light on th...
http://hdl.handle.net/2262/91420
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'Choose Safety'. An evaluation of a Health and Safety module for use in secondary schools. Health Promotion Research Centre, NUI, Galway
(2013)
Hodgins, Margaret; Hogan, Victoria; Galvin, Marie
'Choose Safety'. An evaluation of a Health and Safety module for use in secondary schools. Health Promotion Research Centre, NUI, Galway
(2013)
Hodgins, Margaret; Hogan, Victoria; Galvin, Marie
Abstract:
The overall aim of this project was to comprehensively evaluate the pilot of the 'Choose Safety' module developed by the H.S.A. The module is a teaching and learning pack for post-primary students. The main objectives of the study were to: provide a profile of the types of employment students in the roll-out area schools were engaged in and estimate length of working hours, to assess the impact of the programme upon the students¿ knowledge of health and safety informaiton and upon their safety beliefs and behaviour, to assess the ¿Choose Safety¿ module process i.e. the perceived usefulness of the structure and appropriateness of the content of the module material, etc. from the students, teachers and coordinators involved in the pilot, and finally, to assess the operational aspects of the programme i.e. the methodology employed to recruit schools and teachers and the delivery of the packs and support provided to the teachers.
http://hdl.handle.net/10379/3240
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'Education about religions and beliefs (ERB) and ethics in the primary school: Consultation paper’ A response
(2016)
O'Connell, Daniel
'Education about religions and beliefs (ERB) and ethics in the primary school: Consultation paper’ A response
(2016)
O'Connell, Daniel
Abstract:
'Education about religions and beliefs ERB and ethics in the primary school: Consultation paper’ A response.
http://hdl.handle.net/10395/2623
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'I’m Glad to Know I’m Not Going Mad!': The Use of Videos of Authentic Classroom Practice to Prompt Collaborative Reflective Practice Among Second Level Modern Foreign Languages Teachers
(2012)
Healy, Celine; Rickard, Angela; McDermott, Kevin; Ruddock, Karen
'I’m Glad to Know I’m Not Going Mad!': The Use of Videos of Authentic Classroom Practice to Prompt Collaborative Reflective Practice Among Second Level Modern Foreign Languages Teachers
(2012)
Healy, Celine; Rickard, Angela; McDermott, Kevin; Ruddock, Karen
Abstract:
The aim of this publication is to present how Open Educational Resources (OERs) are being strongly promoted at all levels of education. This book presents a select number of case studies from contributors to the Irish National Digital Learning Resources (NDLR) service. The scarcity of inside views of real Irish classrooms and especially the dearth of video-based resources that depict these, coupled with increased expectations for teacher education providers to work together (DES 2011), were among the considerations that motivated and shaped the development of the project described in this chapter. Video Ideas in Teaching and Learning Languages (VITALL) is a collaboration between the Education Department in NUI Maynooth, the Professional Development Service for Teachers (PDST) and the Post-Primary Languages Initiative (PPLI). It seeks to address, in one initiative, our shared concerns in relation to the production and use of resources to support the professional development of secon...
http://mural.maynoothuniversity.ie/4510/
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'Je suis d'aucune Nation': the recruitment and identity of Irish women religious in the international mission field, c. 1840-1940
(2016)
Raftery, Deirdre
'Je suis d'aucune Nation': the recruitment and identity of Irish women religious in the international mission field, c. 1840-1940
(2016)
Raftery, Deirdre
Abstract:
This article examines the lives of Irish-born women religious around the world in the period 1840–1940. Ireland sent thousands of nuns overseas as teachers and missionaries, to work in schools, orphanages and hospitals in Sub-Saharan Africa, South East Asia, the Americas, Australia and Europe. Looking at contemporaneous views of missionary work, recruitment to religious life and the social conditions for Irish women during and after the years of the Great Famine, the article determines some of the attractions of religious life for Irish women, and the expression of their Irish identity to be found in convents internationally. The article concludes with comments on the bifurcated identity of Irish women religious who, though first and foremost members of particular religious orders, were often identified by others as 'Irish Nuns'.
Ireland-Canada University Foundation
http://hdl.handle.net/10197/7926
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'Let's talk about Sex, Baby'..... second-level students, parents/guardians, teachers and principals talk about the relationships and sexuality programme
(2020)
Duffy, Mel; Feeney, Maria; Lodge, Anne
'Let's talk about Sex, Baby'..... second-level students, parents/guardians, teachers and principals talk about the relationships and sexuality programme
(2020)
Duffy, Mel; Feeney, Maria; Lodge, Anne
http://doras.dcu.ie/24998/
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'Stuck between a Rock and a Hard Place?: How Mental Health Nurses? Experience Psychosocial interventions in Irish Mental Health Care Settings
(2020)
De Vries, Jan; Mc Cann, Edward
'Stuck between a Rock and a Hard Place?: How Mental Health Nurses? Experience Psychosocial interventions in Irish Mental Health Care Settings
(2020)
De Vries, Jan; Mc Cann, Edward
Abstract:
Traditionally, the focus for mental health service delivery in Ireland has involved a medically orientated approach. This research has taken place at a time when mental health professionals are now assumed to provide recovery-orientated care by statute as well as policy. Within a recovery practice, psychosocial interventions (PSI) are recognised and recommended internationally as they primarily focus on improving a client?s mental health and preventing relapse, thus adopting a biopsychosocial approach. This study explored trained MHNs? experiences of using PSI in their care of persons with a mental health problem. Consistent with the goal of understanding experience, a multiple case study methodology guided the study and situated within an interpretive paradigm. Data were gathered using semi-structured interviews with 40 PSI-trained MHNs and analysed thematically. Three overarching themes emerged: PSI-trained MHNs? understandin...
http://hdl.handle.net/2262/92922
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'There Was Never Really Any Question of Anything Else': Young People's Agency, Institutional Habitus and the Transition to Higher Education
(2012)
Smyth, Emer; Banks, Joanne
'There Was Never Really Any Question of Anything Else': Young People's Agency, Institutional Habitus and the Transition to Higher Education
(2012)
Smyth, Emer; Banks, Joanne
Abstract:
International research into educational decision-making has been extensive, focusing on the way in which young people and their families assess the different options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very different student intakes, this paper examines the key influences which shape young people?s choices. Decisions about whether to go on to higher education are found to reflect three sets of processes: individual habitus; the institutional habitus of the school, as reflected in the amount and type of guidance provided; and young people?s own agency, namely, the conscious process whereby students seek out information on different options and evaluate these alternatives.
http://hdl.handle.net/2262/67341
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'Value'ing children differently? Migrant children in education
(2015)
Devine, Dympna
'Value'ing children differently? Migrant children in education
(2015)
Devine, Dympna
Abstract:
This paper considers dilemmas around 'value' and the 'valuing' of children and childhood(s) in schools. I argue that in neo-liberal contexts, processes of children's identity making become aligned with the idea of the corporate citizen – value and worth derived from the capacity to produce, excel, self-regulate as well as consume in an ever expanding marketplace. Taking the positioning of migrant children as an exemplar, the paper explores the tensions in pedagogic practices between the valuing of migrant children and their 'added value' that is communicated through spheres of re/action in schools. The paper argues for education that is radical and strategic; careful and nurturing. In its absence, being valued differently involves reproducing negative patterns in a circular dialectical loop that naturalises under achievement of migrant children and other children at risk, to deficiencies in culture and identity.
http://hdl.handle.net/10197/6405
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'You can only get a degree!' Theoretically situating the alterations to the back to education allowance welfare to education programme of 2003/04
(2010)
Power, Martin J.
'You can only get a degree!' Theoretically situating the alterations to the back to education allowance welfare to education programme of 2003/04
(2010)
Power, Martin J.
Abstract:
This article critically examines the Back to Education Allowance (BTEA) as a mechanism of social inclusion for Irish welfare recipients through participation in third-level education. The article is based on empirical data from focus group and in-depth qualitative interviews with third-level students on the BTEA, and key informants. The article adopts a strong ‘structural’ position, situating the source of social exclusion in the structured inequality of the labour market and the state, which disadvantages particular groups in society. In an era of unprecedented growth in Ireland, the first signs of a fiscal crisis saw cuts made to welfare programmes in 2003/2004. The article examines the resultant changes made to the BTEA, utilising Mutch’s adaptation of Bourdieu’s field theory to form a theoretical understanding of how and why these restrictive changes to the BTEA occurred.
PUBLISHED
peer-reviewed
http://hdl.handle.net/10344/3810
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‘ A Not-so-simple Story from My Life ’ : Using Auto-ethnography and Creative Writing to Re-frame the Heteronormative Narratives of School Life
(2014)
Rickard, Angela
‘ A Not-so-simple Story from My Life ’ : Using Auto-ethnography and Creative Writing to Re-frame the Heteronormative Narratives of School Life
(2014)
Rickard, Angela
Abstract:
Re fl ecting on my experience as a teacher and a lesbian in a second-level school in Ireland in the early 1990s, I use an auto-ethnographic approach fi rst to explore some of the ways dominant narratives can silence, constrain and marginalise some people. Projecting forward to an imagined future, I draw on creative writ- ing to ‘ re-frame ’ how identity could be represented and experienced. While it is noted that context, attitudes and experiences have changed for the better in the intervening decades, legislative frames still hold fast, and heteronormativity con- tinues to curb expressions of difference. Adopting a creatively disruptive style and format, I hope to provide a glimpse of a new normal in schools where more positive and less alienating experiences are imaginable ... for everyone.
http://mural.maynoothuniversity.ie/5730/
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‘Experimentation in contact with the real’: networking with Deleuze & Guattari
(2011)
Kamp, Annelies
‘Experimentation in contact with the real’: networking with Deleuze & Guattari
(2011)
Kamp, Annelies
Abstract:
This paper draws on data from an longitudinal case study of a Local Learning and Employment Network (LLEN) instituted by a state government in Victoria in the arena of post compulsory education and training to explore the possibilities of a new approach to thinking about networks, their formation and operation, one that is inspired by ‘A Thousand Plateaus’ (Deleuze & Guattari, 1987). Using a rhizomatic approach my focus is on the middle — the plateau — a space that is made of lines moving in multiple directions. Looking at the middle disrupts taken-for-granted understandings and perceptions of linearity; it is in considering middles and plateaus that it is possible to move beyond a concern with joining-up ‘fixed’ entities within existing, and constrained, ways of knowing and, in the process, finding new ways of understanding and realizing the potential of a phenomenon that is ‘fast becoming a standard explanation of structure and action in both the public and private domain’(...
http://doras.dcu.ie/16701/
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‘Making a Difference’: What it means for early career teachers working in designated disadvantaged schools
(2014)
Burns, Gareth
‘Making a Difference’: What it means for early career teachers working in designated disadvantaged schools
(2014)
Burns, Gareth
Abstract:
Given the increasing influence of overly rationalistic and technicist views of teaching, it is even more difficult to imagine education as a transformative praxis (Apple, 2005, 2011, Lmgard & Keddie, 2013) By viewing themselves as public intellectuals and cultural workers, teachers can ‘make a difference’ in terms of social justice Focusing specifically on Irish primary teachers m disadvantaged schools, this study explores early career teachers’ understandings of ‘making a difference’ and what shape this takes m their day-to-day practice This study defines ‘early career teachers’ as those with a minimum of three and a maximum of nine years teaching experience. The literature indicates that while the experiences of teachers m the early stages of their professional lives has become a topic of interest for Irish researchers, much of it has been concerned with teachers in the first five years of their careers No previously published research has provided critical socio-cultural ana...
http://doras.dcu.ie/22828/
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‘newcomer adaptation’: a lens through which to understand how nursing students fit in with the real world of practice
(2018)
Houghton, Catherine E
‘newcomer adaptation’: a lens through which to understand how nursing students fit in with the real world of practice
(2018)
Houghton, Catherine E
Abstract:
Aims and objectives. To present a discussion on newcomer adaptation as a lens through which to understand how nursing students adapt to clinical practice and raise awareness of strategies that can be used to enhance their learning experiences. Background. Socialisation is an important factor that facilitates students' learning in the clinical setting. Therefore, it is beneficial to examine organisational socialisation literature, particularly that pertaining to newcomer adaptation. Design. This is a critical review of organisational socialisation literature. Methods. Seminal literature and more recent research in the field of organisational socialisation and newcomer adaptation were accessed. In addition, nursing and allied health literature examining students' socialisation and the clinical learning environment was retrieved. Conclusions. It is revealed in this article that to create an appropriate clinical learning environment, an understanding of socialisation tactics c...
http://hdl.handle.net/10379/11984
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‘Teachers matter’: the impact of mandatory reporting on teacher education in Ireland
(2015)
Bourke, Ashling; Maunsell, Catherine
‘Teachers matter’: the impact of mandatory reporting on teacher education in Ireland
(2015)
Bourke, Ashling; Maunsell, Catherine
Abstract:
The role of teachers in safeguarding the welfare of children is long acknowledged. However, recent research in Ireland found that the training provided to teachers on child protection issues was lacking (Buckley and McGarry, 2011). The frequent interactions teachers have with children and their expertise in terms of typical child development place them in an ideal position for identifying possible signs of abuse. Yet despite this advantage, research indicates that schools fail to report a substantial proportion of suspected child abuse cases (Kenny, 2004). The oft cited reasons for this may be conceptualised as; explicit reasons such as, a lack of knowledge about child abuse issues; and implicit reasons such as, the individual teachers’ belief system about abuse. The current paper discusses implicit as well as explicit obstacles to teachers’ ‘engagement’ with, and consequent barriers to their responding to, child protection issues. The current changes in initial teacher education an...
http://doras.dcu.ie/24974/
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‘The Pandemic Will Not be on Zoom’: A Retrospective from the Year 2050
(2020)
Costello, Eamon; Brown, Mark; Donlon, Enda; Girme, Prajakta
‘The Pandemic Will Not be on Zoom’: A Retrospective from the Year 2050
(2020)
Costello, Eamon; Brown, Mark; Donlon, Enda; Girme, Prajakta
Abstract:
This paper aims to interpret, analyse, and critique educational pasts, presents, and futures. It is framed by potentially falsifiable memories of colonization and struggles for identity and social justice. We adopt the device of social science fiction (Gerlach and Hamilton 2003) as a specialist genre of speculative fiction (Graham et al. 2019). Such speculative approaches seek to develop provocations rather than predictions (Selwyn et al. 2020) and to implicate their readers rather than to inculcate them. In this tradition, we seek to ponder possibilities of post-pandemic educational futurities. Our work centres on the ramblings of an unknown scholar who, on the cusp of a postscientific world, screams a maddened poem into the void titled ‘The Pandemic will not be on Zoom’. The events surrounding this poem are pieced together to reveal a world of stark inequities and digital and biological fractures. These fractures prefigured a bleak colonization of humankind by a deepmind hive Arti...
http://doras.dcu.ie/25126/
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‘The silence phenomenon’ an exploration of the factors influencing Irish gifted adolescents’ resistance to report their experiences of cyberbullying behaviour
(2017)
Connolly, Justin P.
‘The silence phenomenon’ an exploration of the factors influencing Irish gifted adolescents’ resistance to report their experiences of cyberbullying behaviour
(2017)
Connolly, Justin P.
Abstract:
Whilst non-reporting response amongst adolescents who have experienced either traditional bullying or cyberbullying is widely acknowledged in the literature, the reasons for such non-reporting remains undetermined and require further research. Successful intervention and prevention of bullying incidents is to a large degree dependent on such incidents being reported to an adult caregiver. However, early research shows that adolescents who have experienced cyberbullying tend not to inform parents or teachers, despite having previously stated their intention to do so should they experience such behaviour. Despite this fact, little attention has been paid to understanding the factors underlying adolescent reporting resistance. The aim of this study was to explore Irish gifted adolescents’ resistance to reporting their experiences of cyberbullying behaviour. A qualitative design was selected as most appropriate for this study. To that end, three focus group interviews comprising 59...
http://doras.dcu.ie/21772/
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‘The teacher is here to ask for your help’: A story of schools, employers and networks.
(2005)
Kamp, Annelies
‘The teacher is here to ask for your help’: A story of schools, employers and networks.
(2005)
Kamp, Annelies
Abstract:
This paper explores the development of the Jobs4Kids (J4K) campaign, a joint initiative of the SGR LLEN Employer Reference Group and the Beacon Foundation. Involving a three-year business plan, the J4K campaign aims to broker young people into employment in local jobs in the region. The campaign is the result of the intersection between an evolving project within the LLEN and the growth of an established program of the Beacon Foundation. The paper will use a Deleuzian lens to explore the ground shifts that have occurred in the process of forming this connection; I am concerned with the intersecting movements of different orders that have created a necessary transitory coordination. Within such a ‘rhizome’ there are only lines: dimensional lines of segmentarity and stratification and lines of flight as ‘the maximum dimension after which the multiplicity undergoes metamorphosis, changes in nature’ (Deleuze & Guattari 1987 p.21). My perspective of this metamorphosis is specif...
http://doras.dcu.ie/16253/
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‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education
(2020)
Farrell, Orna; Brunton, James; Costello, Eamon; Delaney, Lorraine; Brown, Mark; Foley, ...
‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education
(2020)
Farrell, Orna; Brunton, James; Costello, Eamon; Delaney, Lorraine; Brown, Mark; Foley, Colum
Abstract:
This qualitative study explores the transition experiences of refugees to study online in Dublin City University (DCU). Asylum seekers face financial, structural, cultural and digital equity barriers to access higher education (HE). In response to these barriers to access, DCU became a ‘University of Sanctuary’ in 2017, offering scholarships to refugees. Data were collected via semi-structured interviews. Four themes were constructed in the data-led thematic analysis: asylum world, belong-ing to the DCU community, the personal impact of studying and study world. Overall, this study strengthens the idea that access programmes such as the University of Sanctuary scholarships can facilitate participation in HE for refugees, provided that the necessary support to address the financial, structural, cultural and digital equity barriers is in place.
http://doras.dcu.ie/24533/
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‘Voices of a sample of Irish young people affected by parental substance misuse and parents with a substance misuse issue: Uncovering harm and system fragmentation
(2017)
Kearney, Fiona
‘Voices of a sample of Irish young people affected by parental substance misuse and parents with a substance misuse issue: Uncovering harm and system fragmentation
(2017)
Kearney, Fiona
Abstract:
This research attempts to remedy a neglect of the voices of Irish young people affected by parental substance misuse and parents with a substance misuse issue from an area experiencing social and educational inequality. It challenges the idea that they are a ‘hard to reach’ group in research terms. A qualitative methodology was utilised involving a phenomenological approach to interview 7 young people affected by parental substance misuse and 6 parents with a substance misuse issue. The fragmented nature of service provision emerges as a key finding. The gulf between Irish policy statements, objectives and goals and actual services received by children and families is outlined. Outreach approaches and lead practitioner roles are cited as helpful. Unmet physical and emotional care needs are recalled as impacting on children and young people’s participation in education. Notwithstanding these challenges, the majority of young people and all the parents describe strong parent-child rel...
http://doras.dcu.ie/22008/
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‘You’re thrown in the deep end’: adult learner identity formation in higher education
(2020)
Brunton, James; Buckley, Finian
‘You’re thrown in the deep end’: adult learner identity formation in higher education
(2020)
Brunton, James; Buckley, Finian
Abstract:
For many adult learners transitioning into higher education is an intense experience that challenges their sense of themselves. This article reports on a study that examined the discourse of thirty-four undergraduate adult learners at the start and end of their first year in two Irish higher education institutions. The study focused on participants’ evolving sense of who they were in the new educational context and how they incorporated this new adult learner identity into their existing identity portfolio, their overall sense of who they are. The key finding in this discursive psychology analysis of interview data was that participants engaged in two interrelated forms of identity work across their first year: constructing an identity formation narrative, about becoming adult learners; and ongoing, day-to-day identity management. The study illustrates how these adult learners experienced varying degrees of identity struggle, which had to be minimised if they were to maintain a cons...
http://doras.dcu.ie/24740/
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‘You’ve got to teach people that racism is wrong and then they won’t be racist’: Curricular representations and young people’s understandings of ‘race’ and racism.
(2012)
Bryan, Audrey
‘You’ve got to teach people that racism is wrong and then they won’t be racist’: Curricular representations and young people’s understandings of ‘race’ and racism.
(2012)
Bryan, Audrey
Abstract:
This paper critically examines the discursive (mis) representation of ‘race’ and racism in the formal curriculum. Combining qualitative data derived from interviews with 35 young people who were enrolled in a Dublin-based, ethnically diverse secondary school, with a critical discursive analysis of 20 textbooks, the paper explores parallels between young people’s understandings of ‘race’ and racism and curricular representations of these constructs. It is argued that the formal education system reinforces, rather than challenges, popular theories of racism, and endorses the ideological framework of colourblind racism by providing definitions and explanations which individualize, minimize, and naturalize racism. The analysis centres around four major inter-related themes: (1) the individualization of racism; (2) the attribution of racism to difference; (3) the role of narratives of denial and redemption in the construction of an ‘anti-racist’ state; and (4) the reification of ‘race’. ...
http://doras.dcu.ie/21468/
Displaying Results 1 - 25 of 3383 on page 1 of 136
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