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Fleming, Brian
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Fleming, Brian
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- PublicationThe DEIS programme as a policy aimed at combating educational disadvantage: fit for purpose?Existing research in the area of educational disadvantage in the Irish context is located either within the historiography of policy in the area or in contemporary macro analysis of dominant trends. The existing canon of research tells us that prolonged periods of unemployment and poorer health outcomes are features of early school leavers, that the educational experience of young people are reflected in their future life trajectories, and that inter-generational transmission is common. While broader macro analysis is fundamental in informing policy, context-specific research is also critical in shaping the policy trajectory and policy implementation. This article provides for the first time in Irish post-primary education an in-depth examination of the experience of existing policy in six case study schools, as articulated through the voices of school leaders, teachers, parents and pupils. The focus here is on the adequacy or otherwise of the resources provided under the DEIS (Delivering Equality of Opportunity in Schools) programme in light of the particular challenges those school communities face. Clear evidence emerges that not only are the resources inadequate but that mechanisms are in place in the state’s funding of post-primary schools to ensure the perpetuation of educational disadvantage.
113Scopus© Citations 25 - PublicationIrish educational policy in the 1960s: a decade of transformationA decade of transformation that emerged following a period of inertia and insularity in Irish education, the 1960s is widely regarded by scholars as representing a paradigm shift in education policy. Marked by a more interventionist, strategic policy approach, this period resulted in significant democratisation of education, particularly at post-primary level. Based on an analysis of key primary sources, many of which are here examined for the first time, this article argues that this step change in policy, the impact of which should not be underestimated, would not have been possible without the deep-seated commitment of a number of politicians and policy advisers committed to the democratisation of post-primary education.
204Scopus© Citations 16 - PublicationIrish education and the legacy of O’ConnellIn 1831, the British Government decided to become directly involved in the provision of elementary education in Ireland, a country over which it then had jurisdiction. By European standards of the time this was a highly unusual step. A number of scholars have interrogated the factors that led to this outcome as well as the role played by various individuals. Daniel O’Connell’s activities, at this time, have been described as relatively limited, which appears incongruous given that he is considered the most powerful Irish politician of this era and was then at the height of his powers. It is the central contention of this article that O’Connell was, in fact, intimately involved in bringing about a national system of elementary education. Of more lasting significance is the manner in which he defined the role of the politician vis-à-vis the Church authorities in educational policy-making. In this regard he established a pattern that remained unchanged for over a century and indeed, it could be argued, largely persists to this day.
172Scopus© Citations 7 - PublicationReflecting on 100 years of educational policy in Ireland: was equality ever a priority?The year 2022, one hundred years since the foundation of the State, provides an opportunity to reflect on the development of policy in relation to educational equality over the course of the last century, including promises made and opportunities lost. This article looks back at one hundred years of education policy through an equality lens, asking whether or not the state has delivered on promises made and whether or not commitments to fostering equality espoused at key junctures have been realised. It concludes that despite the incremental and sophisticated evolution of policy, achieving equality has not been to the forefront of policymaking in Irish education since the State was founded, with the exception of a brief period during the 1960s.
47Scopus© Citations 5 - Publication100 years of inequality?: Irish educational policy since the foundation of the state2022 marks one hundred years since the foundation of the Irish State, and thus an appropriate time in which to reflect on how educational policy has shaped the nation over the course of a century. This article examines one hundred years of education policy through an equality lens, asking how the concept of educational equality has been understood, fostered and mediated. Framing policy implementation across three defined periods, 1922–1959, 1960–1980 and 1981–2022, it argues that with the exception of a brief window which occurred during the 1960s, education policy has not been underpinned by rigorous policy formation based on considerations of social justice. 11 We employ the term equality throughout as this was the term used by politicians and policy-makers in the period under review. While originally conceived of in terms of access, the 1990s marked a shift in emphasis towards equality of participation. Nonetheless, a rather limited application of the concept, narrowly understood in terms of access, still dominates to this day.
75Scopus© Citations 1