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    Responding to educational inequality in Ireland; Harnessing teachers’ perspectives to develop a framework for professional conversations


    Jeffers, Gerry and Lillis, Carmel (2021) Responding to educational inequality in Ireland; Harnessing teachers’ perspectives to develop a framework for professional conversations. Educational Studies, 47. pp. 1-27. ISSN 1465-3400

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    Abstract

    Aspirations to combat educational inequality and disadvantage in Ireland feature strongly in policy documents of recent decades. Teachers and their concerns are not always to the forefront in such publications or, indeed, in associated research. For this study, 20 teachers and school principals who work in schools located in communities with limited levels of economic, cultural and social capital were interviewed. The interviews were openended, allowing participants to articulate freely their thoughts and feelings about their work. Transcript analysis led to the identification of eight key themes: context; tensions and contradictions; attendance; the ugliness of poverty; lack of continuity; parents’ expectations; teachers’ expectations; school leadership. Furthermore, we propose that “relationships” is a crucially persistent thread linking the eight themes. We conclude that these themes offer a promising framework for schools to evaluate their practices and to structure a programme of staff development and to their understandings of educational disadvantage.

    Item Type: Article
    Keywords: Educational inequality; disadvantage; ireland; teaching as emotional practice; relationships;
    Academic Unit: Faculty of Social Sciences > Education
    Item ID: 14558
    Identification Number: https://doi.org/10.1080/03055698.2021.1931043
    Depositing User: Dr. Gerry Jeffers
    Date Deposited: 23 Jun 2021 11:12
    Journal or Publication Title: Educational Studies
    Publisher: Routledge
    Refereed: Yes
    URI:

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