ERG SES G 10, Primary and Post-primary Education
Globalization, European integration, and migration are challenging national identities and changing education across Europe (Faas, 2010). This research focused on the lived experiences of minority faith and non-religious students in Catholic Post Primary schools in Ireland. The rationale for the study was to understand how the human right to freedom of thought, conscience and religion of all students is addressed in a traditionally Catholic school system. The literature review investigated the historical, socio-political and legal climate in which schools operate; it also explored human dignity, stereotyping, and adolescent identity development.
Three research questons were addressed :
Who are the non–catholic students and how do they articulate their Post Primary school experience?
Are teachers and institutions critically self-aware in engaging with individual non-Catholic students and parents?
Do religious inequalities exist and how are they addressed at an individual and institutional level?
The rational for the research is acknowledgement that increasing diversity of students alongside cultural shifts creates challenges for a traditionally homogenous school system (MaWhinney 2010, 2012), (Maher2009).
The theoretical framework used to analysis the data was Marcie Fisher -Borne et al (2015) cultural humility model.
Faas, Daniel. Negotiating Political Identities : Multiethnic Schools and Youth in Europe. Farnham, Surrey, GBR: Ashgate Publishing Group, 2010. ProQuest ebrary. Web. 13 January 2016. Devine, D. (2011) Securing migrant children’s educational well-being: perspective of policy and practice in Irish schools. In M. Darmody, N. Tyrrell, and S. Song (Eds) Mawhinney, A. (2007), Freedom of Religion in Irish primary school system: A Failure to Protect Human Rights? Legal Studies 27 no.3:379-403 Marcie Fisher-Borne, Jessie Montana Cain & Suzanne L. Martin (2015) From Mastery to Accountability: Cultural Humility as an Alternative to Cultural Competence, Social Work Education, 34:2, 165-181, DOI: 10.1080/02615479.2014.977244 To link to this article: http://dx.doi.org/10.1080/02615479.2014.977244 European Values Study Group (2010): European Values Study 2008, 4th wave, Integrated Dataset. GESIS Data Archive, Cologne, Germany, ZA4800 Data File Version 2.0.0 (2010-11-30) doi: 10. 4232/1. 10188 . Irving, B. ( 2012). Emerging Adulthood Theory, Research, and Recent Advances . Handbook of Psychology, Volume 6. Developmental Psychology,, 2nd Edition, Nov 2012. FAAS, D., DARMODY, M. and SOKOLOWSKA, B., Religious diversity in primary schools: Reflections from the Republic of Ireland, British Journal of Religious Education, 2016 Journal Article, 2016 Chambers, M. (2012). Students who are not Catholics in Catholic schools: Lessons from the Second Vatican Council about the Catholicity of schools. International Studies in Catholic Education. 4 (2) 186-199. Equal Status Act (2000,2011), section(7)(3)(c). Government of Ireland, The Stationary Office, Dublin Employment Equality Act (1998-2011) (section37(1). Government of Ireland, The Stationary Office, Dublin Irish Constitution (1937) available @ http://www.taoiseach.gov.ie/attached_files/Pdf%20files/Constitution%20of%20Ireland.pdf, Committee Ninety-third session (2008) Consideration of Reports Submitted by States Parties Under Article 40 of the Covenant: Concluding observations of the Human Rights Committee. Geneva: 30 July 2008 Maher E. (2009), ‘Issues in Contemporary Irish Catholicism’, Doctrine and Life, Vol. 59, no. 5, pp. 3-13. MaWhinney A. (2010) International Human Rights Law and the Place of Religion in Schools. Paper presented at the Irish Human Rights Commission/TCD Conference Religion and Education: A Human Rights Perspective 27 November 2010
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