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Framing diversity : responding to cultural diversity in Irish post-primary schools
Gannon, Mary
THESIS 7725 The recent growth in cultural diversity in Ireland nationally has been reflected in increasing levels of ethnic, cultural, and religious diversity in Irish schools. Schools need to examine the appropriateness of their policies, structures, ethos, and curriculum, and to evaluate their provision for a culturally diverse student body. Responses are needed at all levels of education - those of the classroom, the school, and national policy. Because the growth in cultural diversity in Irish society is so recent, there is a dearth of research and writing based on the Irish experience and applicable to the particularities of the Irish education system. This research study aims to partly fill this gap by examining and analysing the responses to cultural diversity among educators within the Irish post-primary sector. The practice Irish educators are developing is likely to be incorporated into general school policy and to impact on the development of policy nationally. It is therefore of interest to explore not just their practice, but, more importantly, to explore the frameworks or mental models within which they work and which influence the responses they make. The Research Study -- Thus, the overarching question, which this thesis sought to answer, was: What are the frameworks which educators use in developing an educational response to cultural diversity in the Irish post-primary sector? In conjunction with the overarching question, and for the purposes of this thesis, four specific questions were posed: -- What were Irish educators? perceptions of and resulting attitudes towards cultural diversity? -- What educational approach did they believe schools should take to cultural diversity? -- What values did they believe schools should promote in relation to cultural diversity? -- What support, resources, and professional development did they need in developing a response to cultural diversity? Methodology: Qualitative methodology was deemed most appropriate to answer the research questions and the methodology selected was that of semi-structured individual
Keyword(s): Education, Ph.D.; Ph.D. Trinity College Dublin
Publication Date:
Type: Doctoral thesis
Peer-Reviewed: Unknown
Language(s): English
Institution: Trinity College Dublin
Citation(s): Mary Gannon, 'Framing diversity : responding to cultural diversity in Irish post-primary schools', [thesis], Trinity College (Dublin, Ireland). School of Education, 2005, pp 336
Publisher(s): Trinity College (Dublin, Ireland). School of Education
Supervisor(s): Fitzgibbon, Anne
First Indexed: 2018-11-30 06:10:45 Last Updated: 2018-11-30 06:10:45