Identity, Diversity and Citizenship: A critical analysis of textbooks and curricula in Irish schools
Citation:
FAAS, D. and ROSS, W., Identity, Diversity and Citizenship: A critical analysis of textbooks and curricula in Irish schools, International Sociology, 27, 4, 2012, 574-591Download Item:
Identity.pdf (Accepted for publication (author's copy) - Peer Reviewed) 458.9Kb
Abstract:
Despite the long presence of migrant communities, Ireland was only transformed to a net-receiving immigration nation in 1996, and is currently experiencing net emigration in the wake of a sharp economic downturn. Debates about immigrant incorporation and educational responses are still at a relatively early stage. This study, which forms part of a larger project, set out to explore the role of schools and curricula in developing citizenship and the conception of Irish identity implicit therein. The article draws on citizenship curricula as well as some textbooks used in citizenship lessons. It argues that the curriculum at primary level emphasizes diversity and active citizenship in a plural society to a greater extent than the curriculum at secondary level. Moreover, there are discrepancies between the progressive rhetoric of policy documents and the content of textbooks and other curriculum material. This raises important questions of inclusivity in a still Catholic-dominated education system.
Author's Homepage:
http://people.tcd.ie/faasdDescription:
PUBLISHED
Author: Faas, Daniel
Type of material:
Journal ArticleSeries/Report no:
International Sociology27
4
Availability:
Full text availableKeywords:
citizenship, curriculum, diversity, identity, IrelandSubject (TCD):
Identities in Transformation , Inclusive Society , International IntegrationLicences: