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Adopting a life story approach, this book explores the memories of
those who attended Irish secondary schools prior to 1967. It serves
to initiate and enhance the practice of remembering secondary
school education amongst those who attended secondary schools not
just in Ireland, but around the world.
The under-representation of women in leadership positions in
educational settings is a widely acknowledged, complex phenomenon
that seems to persist, despite the fact that teaching as a
profession is dominated by women. Over recent decades, scholars
have investigated the factors contributing towards this
under-representation, with a particular focus on the personal,
organisational and social/cultural levels. This volume has been
compiled in honour of Marianne Coleman, Emeritus Reader in
Educational Leadership and Management at the Institute of
Education, University College London. She is widely regarded as one
of the most significant scholars globally in the field of gender
and educational leadership, forging the research agenda and
mentoring some of the scholars who contribute essays here. Amongst
the key questions the book asks are: Why does society continue to
accept male leaders as the norm? What barriers do women who seek
leadership positions face? What supports do women require in order
to encourage them to pursue leadership positions? How do women
working in leadership positions conceive of their role as leaders?
How might women's educational leadership be best supported at an
institutional level?
Ensuring quality in and through teaching and learning has become a
fundamental global concern. Emanating from a colloquium on Quality
Assurance and Teacher Education hosted by University College Dublin
in 2010 and funded by the European Educational Research
Association, this book interrogates how quality cultures can be
fostered in the field of education. The volume brings together a
series of background and case study chapters from leading scholars
in the field of teacher education internationally.
The expectations of the Catholic Church and the demands of the
state are a precarious balancing act that have been apparent
throughout the history of Catholic education. It is a relationship
that is under scrutiny, even in the contemporary context. Drawing
on the works and lives of key figures in the history of teacher
preparation in Catholic education internationally, this important
text illuminates the contributions they made and the challenges
they faced. In providing this rich historical synthesis, the
authors invite further reflection on the most appropriate methods
of teacher preparation for contemporary Catholic schools and on
possible contributions to wider teacher preparation from cogitating
the history of the Catholic tradition. This book addresses teacher
preparation for Catholic schools at both the 'pre-service' and
'in-service' levels by looking at the Church and its relationship
with the state. The former will allow opportunities for a deep
study of the role of 'faith' in Teacher Preparation, while the
latter focuses on how a distinctive faith-based model of education
can be in dialogue with the expectations of civil society. By using
this multi-layered framework, the book offers exciting and
innovative opportunities to inform contemporary practice from
international examples, proving an invaluable text for researchers
in the fields of comparative education, theology and the sociology
of religion.
Fifty years ago, in 1967, free education was introduced in Ireland
for attendance at second-level schools and great expansion of
provision of education at both this and third-level followed.
Currently, great interest is developing in this landmark
development in Irish history, which was probably the most
significant initiative taken in regard to education in Ireland from
Independence from Britain in 1922 to the present. This book
contributes to the interest generated by this landmark anniversary
by tracing the history of teacher preparation in Ireland. It
relates to the introduction to the 'free education' education
scheme introduced in 1967, in that it provides an exposition on the
nature of teacher preparation for teaching in primary and
second-level schools both before and after the initiative was
taken. Thus, it traces the history of teacher preparation through a
number of stages; from education for nation-building in the new
post-colonial society to partaking in the recent neo-liberal agenda
sweeping through education systems throughout the world. This book
should be of interest not only to Irish educationists, historians
and policy makers, but also to their counterparts internationally,
as well as to comparative educationists. It can be seen as
providing an exposition which can be used by teacher educators in
many parts of the world which they can use to sharpen their
perceptions of their own situations through comparison and
contrast, provoke ideas for critical discussion, and stimulate them
to come to an understanding of the importance of considering
contemporary developments within their wider historical contexts.
The under-representation of women in leadership positions in
educational settings is a widely acknowledged, complex phenomenon
that seems to persist, despite the fact that teaching as a
profession is dominated by women. Over recent decades, scholars
have investigated the factors contributing towards this
under-representation, with a particular focus on the personal,
organisational and social/cultural levels. This volume has been
compiled in honour of Marianne Coleman, Emeritus Reader in
Educational Leadership and Management at the Institute of
Education, University College London. She is widely regarded as one
of the most significant scholars globally in the field of gender
and educational leadership, forging the research agenda and
mentoring some of the scholars who contribute essays here. Amongst
the key questions the book asks are: Why does society continue to
accept male leaders as the norm? What barriers do women who seek
leadership positions face? What supports do women require in order
to encourage them to pursue leadership positions? How do women
working in leadership positions conceive of their role as leaders?
How might women's educational leadership be best supported at an
institutional level?
For centuries, the Catholic Church around the world insisted it had
a right to provide and organize its own schools. It decreed also
that while nation states could lay down standards for secular
curricula, pedagogy, and accommodation, Catholic parents should
send their children to Catholic schools and be able to do so
without suffering undue financial disadvantage. Thus, from the Pope
down, the Church expressed deep opposition to increasing state
intervention in schooling, especially during the nineteenth
century. By the end of the 1920s however, it was satisfied with the
school system in only a small number of countries. Ireland was one
of those. There, the majority of primary and secondary schools were
Catholic schools. The State left their management in the hands of
clerics while simultaneously accepting financial responsibility for
maintenance and teachers' salaries. During the period 1922-1967,
the Church, unhindered by the State, promoted within the schools'
practices aimed at 'the salvation of souls' and at the reproduction
of a loyal middle class and clerics. The State supported that
arrangement with the Church also acting on its behalf in aiming to
produce a literate and numerate citizenry, in pursuing nation
building, and in ensuring the preparation of an adequate number of
secondary school graduates to address the needs of the public
service and the professions. All of that took place at a financial
cost much lower than the provision of a totally State-funded system
of schooling would have entailed. Piety and Privilege seeks to
understand the dynamic between Church and State through the lens of
the twentieth century Irish education system.
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