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• W2891558722 abstract "Taking account of the complex and fluid relationship that exists betweensocial structures and human agency, this dissertation critically explores howintercultural education is conceptualised and practised by teachers and principals inthree Irish primary schools. Adopting a whole school approach, it critically exploresthe models of intercultural education emerging in the schools and examines theextent to which selected variables (leadership, ethos, culture, curriculum, pedagogy,relations) support and determine these models. It also draws on the voice of studentsto illuminate aspects of teachers’ practice.A review of the literature indicates that while a small number of Irish studies(Bryan, 2008, 2009a, 2009b) have provided critical theoretical insights intointercultural education as conceptualised and practised at second level, no previouslypublished Irish research has provided critical analysis of a whole school approach tointercultural education at primary level.Adopting a qualitative case study methodology grounded in criticalethnography, this study explores the whole school environments of three Irishprimary schools. It employs the methods of semi-structured interviews, focus groupinterviews, observations and document analysis. The study’s empirical findings areintegrated with concepts drawn from critical and poststructural social theories,including the theories of critical multiculturalism, transformative leadership theory,discourse theory and cultural reproduction theory.Findings indicate a predominance of weaker models of intercultural education' underpinned by liberal ideology. However, elements of critical multiculturaleducation underpinned by more radical ideologies are also evident. Analysissuggests that the three interrelated variables of power relations, patronage and ethosand school leadership are the most important factors in determining the models ofintercultural education emerging in the three schools. Findings also indicate that amore traditional curricular approach may be preferable to the weak additivecurricular approaches which appear to be endemic in many Irish primary schools.The data suggest that while well intentioned, teachers’ endeavours to includeintercultural content in their lesson plans can sometimes do more to undermine thansupport migrant students’ sense of belonging and feelings of inclusion and nonmigrantstudents’ understandings of the “developing” world.Critical analysis of the three case study schools and the InterculturalEducation Guidelines (IEGs) (NCCA, 2005) suggests that a re-conceptualisation ofintercultural education is necessary in the Irish context if intercultural education is torealise its transformative potential. In this context, a justice and rights informedframework of critical intercultural education which foregrounds the principles ofdemocracy, critical consciousness and equity is presented. It is argued that thisframework has the capacity to transform inequitable school power relations,organisational structures, policies and practices." @default.
• W2891558722 created "2018-09-27" @default.
• W2891558722 creator A5020415342 @default.
• W2891558722 date "2013-11-01" @default.
• W2891558722 modified "2023-09-24" @default.
• W2891558722 title "Emerging models of intercultural education in Irish primary schools: a critical case study analysis" @default.
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