Now showing 1 - 10 of 17
  • Publication
    The care worlds of migrant children - Exploring inter-generational dynamics of love, care and solidarity across home and school
    (Sage Publications, 2016) ;
    There is increasing interest in migrant children’s contribution to family processes of integration. Less explored are the role of affective bonds and the significance of children’s care worlds in managing the transition of the migrant family, especially between home and school. Drawing on a deep ethnographic study of 10 diverse migrant families (parent and child), this article highlights how inter-generational practices of love, care and solidarity – the creation of a 'family feeling' (Bourdieu, 1998) – are central to the negotiation of belonging in the settlement country. However, affective practices, it is argued, are interconnected with access to economic, social and cultural resources giving rise to substantive differences in how migrant children negotiate the transition between home and school.
      504Scopus© Citations 34
  • Publication
    Mobilising capitals? Migrant children's negotiation of their everyday lives in school
    (Taylor and Francis, 2009-09)
    This paper considers how first‐generation immigrant children contribute to processes of capital accumulation through their negotiation and positioning in Irish schools. Drawing on the concepts of social and cultural capital, as well as inter‐generational analyses of children's role in the structuring of everyday life, the paper highlights migrant children's strategic orientation to their primary schooling, positioning themselves in order to maximise the exchange value from their education. Social class, gender and ethnic/migrant status were identified as significant to the strategies adopted, and how children coped with their positioning as ethnic 'other' in school.
    Scopus© Citations 115  1076
  • Publication
    Crafting the Elastic Self? Gender and Identities in Senior Appointments in Irish Education
    This article considers the impact of new managerial reform on the recruitment and retention of women into senior management posts across the Irish education sector. In Ireland as elsewhere, the rhetoric of gender equality permeates new managerial reforms. Yet our data suggest that an emphasis on performativity and an intense commitment to paid work consolidates masculinist management cultures disguised through the ideology of choice. This works to the detriment of women, especially those with caring responsibilities. Drawing on studies of 23 top-level educational appointments in primary, secondary and higher education, we show how the relentless crafting of an elastic self is required for both those who remain in management positions in education and those who seek them.
    Scopus© Citations 58  315
  • Publication
    Experiences of remote teaching and learning in Ireland during the Covid-19 pandemic (March–May 2020)
    Initiated in 2018, Children’s School Lives is an exciting, longitudinal study following 4,000 children in 189 schools through their primary school years. Children’s lived experiences and voices are at the heart of this research. The report, Experiences of Remote Teaching and Learning in Ireland During the Covid-19 Pandemic (March – May 2020), is the second publication arising from the study and focuses on children’s experiences and those of their teachers, principals and families, during the period of school closures earlier this year. The report highlights the important role of education and primary schools in children’s and families’ lives. It also spotlights the centrality of relationships in primary education, those between children and their teacher, between teachers and parents, and relationships between teachers and school leaders. The rich, authentic voices throughout the report give us insights into the many challenges that emerged out of the need to reconfigure and reconceptualise teaching and learning in the context of a global pandemic. This saw primary schooling being relocated from a shared physical space, the classroom, to an online environment, necessitating enormous work, engagement and commitment by study participants—children, parents, teachers and school leaders—to enable teaching and learning to continue. The report also affords us glimpses of how this changed learning environment impacted, positively and negatively, on children, their families, teachers and school leaders.
  • Publication
    Naming the 'other': children's construction and experience of racisms in Irish primary schools
    (Taylor and Francis, 2008-12) ; ;
    This paper considers the construction and experience of racisms among a sample of primary school children in Ireland during a period of intensive immigration. Placing children’s voices at the centre of the analysis, it explores how children’s constructions draw upon discourses of 'norm' and 'other' in relation to national identity and cultural belonging. Constructions of minority ethnic groups are located within a context that defines what it is to be Irish, such constructions carrying with them assumptions related not only to skin colour but also to lifestyle, language, and religious belief. Drawing on key concepts related to power, social identities and child cultures, the findings highlight the significance of ethnic identity to children’s negotiations around inclusion and exclusion in their peer groups. Name‐calling in general, and racist name‐calling in particular, was shown to be an important tool used by some children in the assertion of their status with one another. The sensitivity displayed by the majority ethnic children to skin colour only, in their discussions around racism, highlights the salience of colour to many of these children’s typification of themselves as white Irish, and of many black migrant children especially as 'other'. It also indicates, however, the limited understanding these majority ethnic children had of racism in contrast to their minority ethnic peers (including Irish Traveller children), all of whom were able to recount their own experiences of being racially abused for colour and/or culturally‐based differences. The need for teachers to be sensitive to the dynamics of children’s social world is stressed, as is the importance of developing clear procedures for the monitoring and tackling of racist incidents in schools.
    Scopus© Citations 79  1511
  • Publication
    Appointing senior managers in education : homosociability, local logics and authenticity in the selection process
    While there is extensive research on educational leadership and management, the selection of leaders has received comparatively little attention. This article examines how educational leadership is constructed through the selection process in the context of a qualitative study of Irish education. It highlights the tensions that can exist for selection board assessors as they try to balance increasing performativity and new managerialist demands with the traditional ethical and moral dimensions of educational leadership. Key concepts of ‘local logics’ and ‘homosociability’ frame the analysis as it is shown how assessors often select ‘safe’ candidates according to familiar qualities. This normalisation is problematic when educational leadership is faced with intense organisational and socio-cultural change. It is also problematic in gender terms, especially in higher education, where the prevailing leadership model is a masculine one. Differences between sectors are evident, with the primary and second level sectors translating criteria to the local logics of the institution and emphasising the personal qualities of candidates. The higher education sectors were more formalised in their application process, highlighting their own ‘local logics’ of strategic and professional management criteria.
      2740Scopus© Citations 63
  • Publication
    Theorising Catholic Education through the lens of Bernstein and Bourdieu
    (Taylor & Francis, 2017-03-10) ;
    The broader theoretical frameworks of both Bourdieu (and his concepts of habitus, field, doxa, collusio and capital) and Bernstein (and his concepts of classification, framing and ritual) provide a deeper understanding of the distinctiveness of Catholic schooling. This article presents a model for theorising Catholic schooling in which levels of action can be seen to be at work in Catholic schools whereby the habitus of the participants can be closely aligned with the framing of a school’s values through consensual rituals and other leadership practices. The stronger the alignment between these levels generates an experience of collusio and the greater the extent that agents within a Catholic school generate practices towards preserving Catholic spiritual capital, the more strongly that school is classified from other types of schools with its own distinct voice and identity. We conclude by demonstrating how this model was applied in researching Catholic schooling in Ireland.
      627Scopus© Citations 5
  • Publication
    Being Confined within? Constructions of the Good Childhood and Outdoor Play in Early Childhood Education and Care Settings in Ireland
    This study is based on a study of the experience of the outdoors in early childhood education and care settings in Ireland. Central to the analyses are the inter-linkages drawn between constructions of a 'good' childhood, and children’s 'need' for outdoor play, as well as the contradictions which arise around competing discourses of safety and protection versus play and autonomy in the structuring of children’s everyday lives. The findings indicate that the outdoors is increasingly marginalised in young children’s everyday experiences. Conclusions are drawn with reference to the implications for the development of real and meaningful outdoor play experiences for children in early childhood education and care settings.
      3838Scopus© Citations 49
  • Publication
    Theorizing children’s social citizenship: New welfare states and inter-generational justice
    (Sage, 2018-03-04) ;
    This article argues that children's social status and positioning as children needs to be foregrounded in discussions of social citizenship and the re/development of the welfare state against a backdrop of neo-liberal economic and social reform. Set within a theoretical model that highlights the circular and de-centred exercise of power across fields of action, the subject of children's citizenship, understood as a 'citizenship habitus' is explored, taking the exemplar of education and migrant children's positioning in schools. 
      486Scopus© Citations 23
  • Publication
    Children and Value – Education in Neo-liberal Times
    This special issue arises from an international conference, Researching Children, Global Childhoods and Education, at the Graduate Center, City University of New York (CUNY) in 2011. The goal of the conference was to advance theories and methodological practices that cultivate children’s agency in research and educational practices. Many topics were raised -- including child poverty, migration, the growing significance of technologies, consumerism and marketization, the speeding up of children’s lives, child labour and children’s role as carers, shifting gender roles and family dynamics and the greater acknowledgement of children’s rights to provision, protection and participation. As the organizers of the conference, we identified a recurring theme: the changing value of children in education. There was a shared concern within this network of international scholars that education policy and investment in children’s education is being shaped by a vision that is narrowing children’s experience of learning and measuring quality in education through an economically instrumentalist lens.
    Scopus© Citations 13  503