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    Pedagogy or politics?: cyclical trends in literacy and numeracy in Ireland and beyond


    Ó Breacháin, Anníe and O'Toole, Leah (2013) Pedagogy or politics?: cyclical trends in literacy and numeracy in Ireland and beyond. Irish Educational Studies, 32 (4). pp. 401-419. ISSN 0332-3315

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    Abstract

    In 1999, the primary curriculum was published in Ireland, with emphases on ‘breadth and balance’, recognition of the role of language and the arts and commitment to each child’s potential and holistic development. In 2011, the Irish government published a strategy aimed to improve standards of literacy and numeracy among children and young people in Ireland, ‘Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020’. The approaches to address concerns over literacy and numeracy in Irish schools, taken by the Strategy, require deconstruction, and in this paper, we argue that the focus on literacy and numeracy to the exclusion of other educational objectives in Ireland at present threatens the holistic ethos of the curriculum. We challenge those involved in education in Ireland to ensure that pedagogical rather than political concerns motivate our strategies and policies.

    Item Type: Article
    Keywords: PISA; primary curriculum; literacy; numeracy; standardised testing; politics;
    Academic Unit: Faculty of Social Sciences > Froebel Department of Primary and Early Childhood Education
    Item ID: 12838
    Identification Number: https://doi.org/10.1080/03323315.2013.851441
    Depositing User: Leah O'Toole
    Date Deposited: 30 Apr 2020 11:31
    Journal or Publication Title: Irish Educational Studies
    Publisher: Routledge
    Refereed: Yes
    URI:

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