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Discourses, Identities and Investment in Foreign Language Learning
This book explores discourses of foreign language education in Ireland through an ethnographic lens. Taking a critical approach to SLA, it locates students' language ideologies within wider discourses of language learning, such as discourses of gender and language learning and discourses of elite multilingualism. It also examines the role of the imagined identity in language learning investment in a world where English and a limited number of other 'global' languages dominate the foreign language learning experience. The ethnographic approach provides a unique insight into the way in which dominant discourses of identity, gender, and foreign language learning are both constructed and resisted in the institutional context, shaping our understanding of what it means to be a gendered being and what it means to be a language learner in a globalised world. This book will be of interest to postgraduate students and researchers in the fields of SLA and sociolinguistics, as well as language teachers and language policymakers.
eBook
Language, Power, and Resistance
The current policy of educating d/Deaf and h/Hard of hearing (DHH)
students in a mainstream setting, rather than in the segregated
environments of deaf schools, has been portrayed as a positive step
forward in creating greater equality for DHH students. In
Language, Power, and Resistance, Elizabeth S. Mathews
explores this claim through qualitative research with DHH children
in the Republic of Ireland, their families, their teachers, and
their experiences of the education system. While sensitive to the
historical context of deaf education, Mathews focuses on the
contemporary education system and the ways in which the
mainstreaming agenda fits into larger discussions about the
classification, treatment, and normalization of DHH children. The
research upon which this book is based examined the implications
that mainstreaming has for the tensions between the hegemonic
medical model of deafness and the social model of Deafness. This
volume explores how different types of power are used in the deaf
education system to establish, maintain, and also resist medical
views of deafness. Mathews frames this discussion as one of power
relations across parents, children, and professionals working
within the system. She looks at how various forms of power are used
to influence decisions, to resist decisions, and to shape the
structure and delivery of deaf education. The author's findings are
a significant contribution to the debates on inclusive education
for DHH students and will resonate in myriad social and geographic
contexts.
eBook
Church, state, and the control of schooling in Ireland. 1900 - 1944
In the final two decades of British rule in Ireland the Roman Catholic Church saw its pre-eminent role in the control of schooling threatened by the secularist and democratic reforms of the imperial administration. Consequently, the Catholic bishops increasingly viewed the success of the nationalist movement as the best guarantee of the continuation of the educational status quo. The nationalist alliance proved a key element in obstructing proposed reforms in the pre-independence period - a period characterized by church-state hostility. In this volume Dr Titley examines the institutional continuity of the Irish school system, focusing on the role of the church as educational power broker. He shows how, in the congenial atmosphere of the new Irish state, the secular and ecclesiastical authorities shared the same educational philosophy and view of the role of religion in the schools. He argues that the church jealously guarded its educational hegemony because of the important role played by the schools in producing candidates for the religious life and an unquestioning middle class. Dr Titley also suggests that the failure of the secularist ideology to make headway in education proves that the Irish revolution was, in reality, a conservative reaction which insulated the country from modernizing influences. This volume is an important contribution to educational theory and to the cultural history of modern Ireland.
eBook
Secondary school education in Ireland : history, memories and life stories, 1922 - 1967
\"Exploring the memories of those who attended Irish secondary schools prior to 1967, this book makes an important contribution to a growing field of study which seeks to understand school experience through participants' memories. Adopting a life story approach, the book serves to initiate and enhance the practice of remembering secondary school education amongst those who attended secondary schools not just in Ireland, but around the world and explores a range of schools including Diocesan Colleges, Christian Brothers' schools, schools run by other orders of brothers and priests, schools run by Mercy and Presentation nuns, schools run by other orders of nuns, Protestant schools and other categories of secondary schools. The year 2017 will mark the 50th anniversary of the introduction of 'the free education scheme' for second-level schooling in Ireland and considered against this background the book will make a significant addition to the history of secondary school education internationally and will be of interest to academics, students, policymakers and educationalists across history, sociology, education and Irish studies\"-- Provided by publisher.
Book
Critical Perspectives on Further Education and Training
This book is essential reading for educators, student teachers, policymakers, and anyone with an interest in critical viewpoints on adult, community, and further education. It offers a variety of outlooks that include educator identity, critical pedagogy, assessing learning, community education, global citizenship education, professional precarity, and more. -- Contents: Cover -- Title Page -- Copyright Page -- Contents -- List of Figures and Tables -- Acknowledgements -- Preface: 'Done with Prefabs' -- Introduction: Critical Perspectives on FET in Ireland -- Chapter 1. Philosophical Foundations: Applying bell hooks' Engaged Pedagogy to FET Contexts -- Chapter 2. Engaging Holistically with Curriculum and Assessment -- Chapter 3. Why We Need to Talk about Race in Further Education and Training -- Chapter 4. Neurodiversity and Inclusion in Further Education and Training -- Chapter 5. Adult Learning in Groups: 'A Practice of Freedom' -- Chapter 6. Towards Critical and Postcritical Global Education -- Chapter 7. A Winter Sun: Creative Reflexivity as Practitioner Research -- Chapter 8. Older than the Internet: Digital World Literacy and Adult Learning -- Chapter 9. Towards a Grounded Practice: Community Education in Ireland Today -- Chapter 10. Identity (Trans-)formation in Second-Career FET Teachers -- Chapter 11. A Precarious Profession -- 'Afterwords': A Concluding Conversation -- About the Authors -- Bibliography -- Index.
eBook
The Irish Education Experiment
This volume focuses on the creation, structure and evolution of the Irish national system of education. It illustrates how the system was shaped by the religious, social and political realities of nineteenth century Ireland and discusses the effects that the system had upon the Irish nation: namely that it was the chief means by which the country was transformed from one in which illiteracy predominated to one in which most people, even the poorest, could read and write.
eBook