Learning, Society and Religious Education (Peer reviewed publications)

Permanent URI for this collectionhttps://dspace.mic.ul.ie/handle/10395/12

To view a drop down list of items:Click on

Subject,Title or Author

Browse

Now showing 1 - 20 of 59

Is hope enough? Navigating the complexities and competing pressures of action and global justice in education
(The Centre for Global Education, 2024) Golden, Brighid; Donnelly, Vicky
Global citizenship education (GCE) aspires to meet complex and contested global challenges within systems built on violence, exploitation and extractivism. This article comments on the silence surrounding the toll that this can take on educators working to meet the impossible task of making the world fairer, more just, more equitable, and sustainable for all. While the goals of GCE are themselves challenging and problematic, the content involved can also give rise to trauma. This article discusses the challenge of engaging with ‘difficult knowledge’ as an educator aiming to facilitate a space which honours the complexities inherent in global justice, while also being mindful of the psychological safety of all those involved in the learning space. The ‘call to action’ is often proposed as a mitigating factor to address the potential harm inherent in GCE. While recognising the possible transformative impact which engaging in action can have, it is crucial to also comment on the contradiction of seeking to build a ‘fair’, ‘just’ or ‘sustainable’ world within the neoliberal and capitalist societies which have themselves given rise to existential threats. Yet, we find hope in examples of GCE practitioners engaging with these multiple challenges in their daily practice, and in the development of frameworks and pedagogies that open educational spaces to consider and build as yet unimagined alternatives.
Critical thinking for global citizenship education: a conceptual framework
(Palgrave Macmillan, 2025) Golden, Brighid
This open access book shares a two-part conceptual framework for critical global learning which weaves together theory and practice. The author shares the outcomes of her research and experiences developing students’ critical thinking skills within the context of global citizenship education. While rooted in literature and research findings, the book is personal and reflexive, as the author shares her experiences as a teacher trying, and sometimes failing, to support critical thinking development which allows readers to reflect on their own practice. The book will be of interest to academics working in higher education, initial teacher education, and global citizenship education.
Musical setting creation for a Yeats poem: an autoethnography with the propeller model approach
(Ideas Forum International Academic and Scientific Association (IFIASA), 2025-05-16) Stevenson, Kevin
Researchers and artists alike have their own unique challenges when it comes to engaging with their craft for the purposes of producing a final product. Both occupations hold their own respective identities when it comes to the labour of their work whilst holding other cultural and linguistic identities. This retrospective autoethnography completed in the third-person narrative aims to explore the experience of creating a musical setting in terms of cultural importance and identity dynamics between artist and researcher. The research attempts to convey how the Propeller Model Approach (PMA) can serve as a theoretical framework by deductively providing emotive codes for the memories analyzed. The researcher’s experiences of creating a musical setting for the WB Yeat’s poem “The Song of Wandering Aengus” are recalled in the context of a Canadian Irish recording artist. The secondary literature explores human creativity, philosophy of music and other autoethnographies in conjunction with the four thematic areas of PMA. The results from the research inform of a departure from an intellect-centric view on creativity and provide insight into the music making process.
Understanding the self as hypostasis: a phenomenological view on therapeutic presence
(Tribunal of Milan, 2021) Stevenson, Kevin
Natural scientific views on the human being have the tendency to reduce selfhood to a static object. This tendency arguably derives from the need to objectify the present in which the human being is found. Phenomenology avoids such a reduction by engaging with the present instead of distancing from it for the sake of analysis. This beneficence that derives froma phenomenological view of reality is argued to be a warranted view a counseling therapist should adopt. Not only can a therapist who involves phenomenological perspectives in their practice succeed in viewing their clients non-instrumentally, but such a therapist can also “Be” genuine. The paper conceives of the therapist capable of performing these phenomenological tasks in therapy as adopting a mode of Being which we highlight as akin to the ancient concept: hypostasis. This conception in turn is shown to have epistemological ramifications for the meaning of “understanding”, which is shown quite suitably in the example of therapeutic presence. Heidegger’s Dasein serves as conceptual example of self in the paper to elucidate the connection between hypostasis and understanding throughout.
The hypothetical imperative as an indicator of irrational will: the case of the 2018 Toronto van attack
(Ideas Forum International Academic and Scientific Association (IFIASA), 2023) Stevenson, Kevin
The categorical imperative inherent in Kant's ethics has had indubitable historical influence on societies worldwide whether in the form of laws, democracy or public deliberation. The Toronto Van Attack of 2018 and its subsequent legal trial is a case example that shows how the categorical imperative can be applied to assist in understanding the reasoning for the case's guilty verdict. This paper will convey the applicability of the categorical imperative for examining criminal case studies by closing the gap between ethical theory and practice. Such closure will be shown to assist in understanding why a perpetrator of a crime can be found guilty of following a hypothetical imperative to base their actions. The rationale for the verdict in this case will be shown to be based on the perpetrator's responsibility in the form of maintaining autonomy despite having an autism diagnosis. The perpetrator will be shown to have acted on an irrational will and yet was treated in the legal sense as a rational individual. Such rationality was maintained despite complications with their autonomy in the form of relativism and ethical solipsism.
The embodied fluency model: uncanniness between the mere-exposure effect and angst
(Ideas Forum International Academic and Scientific Association (IFIASA), 2022) Stevenson, Kevin
Human beings can be said to naturally seek familiarity in their environment for survival purposes, and this can explain why the mere-exposure effect, where being merely exposed to external factors in our environment, can increase preference for these factors. Familiarity in this sense can thus be framed as important for affect and preference formation and considered built upon both the subjective process of fluency and the objects of experience being processed. The feeling of uncanniness is often considered the opposite of familiarity, yet within its semantic vicinity. By considering the term ‘uncanny’ as having a double meaning linked to both familiarity and unfamiliarity, however, this paper will show how this ambiguity allows for a semantic relatedness of this concept to process fluency rather than familiarity. This connection will in turn be shown to have ramifications for affect through the proposal of a fourth model of process fluency: The Embodied Fluency Model. Through consideration of Mori’s shinkawan, Freud’s notion of the uncanny, and Heidegger’s connection between uncanniness and Angst, an exploration into conceiving how fluency and uncanniness share attributes that allow for a different view on affect is propounded
Demoicracy as a viable outcome of a party-less European Union
(International Association for Political Science Students (IAPSS), 2017-10) Stevenson, Kevin
The European Union today is a cosmopolitan entity that functions in conjunction with political parties. This reliance on parties is one example of cosmopolitanism’s need to replicate the nation-state at supranational and intergovernmental levels. Maintaining the European Union as its case study, this paper explores the plausibility and requirements for demoicracy adoption as the form of governance for the European Union. This paper reveals that demoicracy can permit partyless governance to a greater extent than cosmopolitanism. This not only exposes the concomitant relationship between parties and cosmopolitanism, but also the benefits of partyless governance. The paper informs that parties need to be avoided due to a hindrance of citizen representation. To deepen our understanding of this notion, parties and cosmopolitanism are examined in the paper as extensions of the project of modernity.
A qualitative analysis on the client’s experience of the propeller model approach to counselling therapy, Dublin Business School
(DBS Library, 2023-03) Stevenson, Kevin
The successful development of psychotherapeutic and counselling approaches can reflect the evolution and innovation within the industry of psychological treatment. Measuring the benefits of an approach involves inquiry into how it is conducted, the practitioner conducting it, and even the setting in which it is conducted. The aims of this exploratory study are to discover if a psychotherapeutic approach, the Propeller Model Approach, serves its purpose of increasing self-awareness for clients. Such awareness is distinguished in the study as intrinsic and instrumental and aims to build on the theoretical framework that self-awareness is beneficial to the human condition. In order to conduct the study, a semi-structured interview was conducted with five clients engaged in counselling therapy after an individual online counselling session. Each session utilized the Approach implemented by the practitioner for the study who was also the principal researcher. To understand the nature of the participant experience of the Approach, a phenomenological interpretivist epistemology was adhered to. The use of abduction assisted in connecting the ontological construction of participant feedback from their interaction with the Approach to new potential hypotheses. The data of the feedback was analysed through a reflexive thematic analysis that respected the hermeneutical nature of the coding and thematization of the data. The study serves as an example of evidence-based research into a new psychotherapeutic approach and can guide practitioners interested in utilizing the Propeller Model Approach to counselling therapy or for general exploration into human identity.
Improv to improve: the importance of philosophy in the university
(Sociedad Española de Fenomenología, 2016) Stevenson, Kevin
The status of philosophy is contingent upon the civilizations that embrace or undermine its importance. Such status is never fully understood, nor clear, due in part to its inutility. In a goal-oriented world, philosophizing is pointless if it does not produce material results. One point of philosophy though is not only to recognize, but promote activities which are uniquely human and which therefore artificial intelligence could not possibly simulate. Improvisation, as one such activity, can reveal the importance of philosophy as a discipline by maintaining the relevance of subjectivity. In order to justify the presence of philosophy in the university, one important way is to have philosophy maintain the notion that the mental cannot be reduced to the material or physical. Consequently, phenomenology in philosophy’s defense becomes more relevant the more we realize that philosophy is threatened by the interdependency of materialism, A.I. research, and the corporatization of the university.
The role of expectancy-value theory in upper secondary level students’ decisions to avoid the study of advanced mathematics
(Routledge, 2023-04-25) Treacy, Páraic; O'Meara, Niamh; Prendergast, Mark
Widening and increasing participation in advanced mathematics studies at upper secondary level (age 16-18) is a significant challenge for most education systems. Policy makers in Ireland have attempted to address this challenge over the past decade by introducing an incentive to encourage students to study advanced mathematics. This study examines the reasons why students, who would appear to have sufficient prior achievement to enable them to engage in advanced mathematics studies at Upper Secondary Level, opted not to do so even with the presence of this incentive. Responses to questionnaires completed by 183 students in 10 secondary schools across Ireland were analysed. This analysis indicated that these students tended to avoid engaging in advanced mathematics study at upper secondary level for a range of reasons. Most cited the expectation that they would struggle or had struggled too much with advanced mathematics. Other commonly cited reasons included the amount of time and effort required to engage effectively in the study of advanced mathematics and the impact this would have on time available to study other subjects.
“To educate themselves”: southern black teachers in North Carolina’s schools for the freedpeople during the Civil War and reconstruction period, 1862–1875 (Pre-published version)
(Routledge, 2019-11-26) Brosnan, AnneMarie
Between 1862 and 1875, most of the teachers in North Carolina’s schools for the freedpeople were black. The vast majority of these teachers were from the South, mostly North Carolina, and many were former slaves. Yet, for over a century, the teachers of the freedpeople had been consistently portrayed as northern white women. Using North Carolina as a case study, this article examines the life and work of southern black teachers during the Civil War and Reconstruction eras, 1862–1875. In particular, it investigates how formerly enslaved men and women organized and mobilized to create a sustainable system of schooling for both themselves and their children. In doing so, this article demonstrates that southern black men and women were not passive recipients of northern largesse. Instead, it argues that North Carolina’s black population played a powerful role in shaping the contours of southern black schooling.
Exploring global citizenship education through integrated curricula (Pre-published)
(Centre for Global Education, 2016) Golden, Brighid
This article is informed by a qualitative case study of a primary school in England which developed an integrated school curriculum which focused on global citizenship education (GCE). The school followed a number of steps to create an integrated curriculum with the aim of inspiring its students to engage in global learning and active citizenship. If we are to prepare our students to be effective citizens, we must inspire them to engage with lifelong learning, and not to discard subjects when they have been completed school. Lifelong learning is essential to the aspirations of GCE which aims to equip students to be effective citizens in an ever changing global society (Banks, 2008; Merryfield and Duty, 2008; Banks, 2006; Davies et al., 2010). This article outlines a number of delivery models for curricula which range from the traditional fragmented model of delivery where subjects follow very distinctive divisions to pure student-led immersed models in which discipline lines fade and the student is enabled to choose the most effective themes and methods to explore topics (Fogarty, 1991; Kysilka, 1998). According to Kysilka (1998) and Drăghicescu et al. (2013) the main focus of effective integrated curricula is on forming connections between the school and the ‘real world’. Indeed, many researchers have found that students who have been exposed to integrated curricula experience both higher academic achievement and a deeper engagement with the topics explored (DeLuca et al., 2015; Anderson, 2013; Drăghicescu et al., 2013; Cervetti et al., 2012; Johnston, 2011; White, 2008; Schultz, 2007).
Experiences, barriers and identity: the development of a workshop to promote understanding of and empathy for the migrant experience (Pre-published)
(Centre for Global Education, 2017) Golden, Brighid; Cannon, Matt
This article explores the development of a workshop that was designed to provide participants with a safe space in which to explore and empathise with the experiences of migrants. In this case the Irish centenary commemorations (1916-2016) provided an opportunity to explore the links between the Irish experience with emigration in order to help the participants develop empathy for present-day migrants. The development of the workshop was based on a review and mapping exercise followed by focus groups which explored themes related to the experiences faced by migrants in Limerick, barriers to integration, and the role played by identity in framing perceptions for both migrants and the host community.
Promoting democratic values in initial teacher education: findings from a self-study action research project
(Centre for Global Education, 2023) Golden, Brighid
Democracy and global education are intrinsically linked in their shared commitment to debate and the opportunity to evaluate multiple perspectives and make informed decisions on topics that impact the world around us. A focus on critical thinking within education offers the opportunity to teach students the skills necessary to question the status quo, develop informed opinions and contribute to the preservation and promotion of democracy in society. This article explores a self-study action research project which took place across three academic years which aimed to identify effective approaches for incorporating critical thinking into initial teacher education. Research was undertaken with students in their second year of study and data sources included ongoing personal reflections, critical conversations with two colleagues who acted as critical friends, alongside a variety of data collection approaches undertaken with students. This research project was undertaken in response to an identified gap between students perceived levels of criticality and the skills they would demonstrate during class time or within assessments. Consequently, this research project focused on identifying strategies to successfully support students to both demonstrate criticality and to understand and identify core critical thinking approaches relevant to global education. Findings indicated that students had the capacity to become critical thinkers and develop an understanding of the potential impact for their future teaching. A focus on providing opportunities to practice critical thinking in a supported setting was key for students’ skill development. The consistent incorporation of active, engaged opportunities to share ideas and work collaboratively supported students to develop core critical thinking skills.
Enabling critical thinking development in higher education through the use of a structured planning tool (Pre-published)
(Routledge, 2023-09-14) Golden, Brighid
Critical thinking is a core component of higher education teaching and learning across multiple disciplines. However, supporting students to develop critical thinking skills can be challenging due to their prior experiences of education which may have emphasised rote learning and due to the high volume of approaches available to choose from as a teacher. This paper explores a self-study action research project which took place within initial teacher education and focused on exploring approaches to critical thinking development. Data collection took place with students and included interviews, surveys and collection of class work. Additionally, critical reflections and conversations with critical friends informed the research process. Through the analysis of data which emerged from action research cycles, and in line with best practice outlined in literature, a planning tool was developed to support critical thinking instruction. The planning tool includes pre-conditions for learning necessary to ensure due attention is given to the impact of the learning environment, four lesson elements which support student critical thinking development, and an awareness of the multiple outcomes of critical thinking engagement in education.
Dealing with and reporting child protection concerns a snapshot of Irish primary schools
(Educational Research Centre, 2023-08-18) Nohilly, Margaret; Treacy, Mia
The research reported in this paper aimed to capture the experiences of primaryschool teachers at a pivotal time in 2018, following the introduction of statutory obligations on primary schools in Ireland to comply with mandatory child protection reporting requirements. It is based on responses received from 387 designated liaison persons (DLPs) to an online survey emailed to all primary schools. Data were collected on categories of abuse dealt with by schools, and on DLP perceptions of teachers’ concerns regarding their new statutory role as “mandated persons” for child protection. Findings of the survey indicate that, in schools, neglect is the most frequently dealt with category of child abuse, followed by emotional abuse, physical abuse, and sexual abuse. DLPs revealed that teachers were most concerned about the implications of reporting for families and about inadequate training on child protection. The paper highlights the complexity for primary teachers of making judgements about child protection and draws attention to the potential for personal consequences that may arise due to their reporting responsibilities. Recommendations include provision of enhanced supports for teachers as mandated persons and a renewed focus on the development of a framework for inter-agency communication and co-operation.
The disruptive impact of COVID-19 on relationships in Irish primary schools: key issues (Pre-published version)
(Routledge, 2023-09-07) Nohilly, Margaret; Collins, Bernie; O'Toole, Veronica
The COVID-19 pandemic is an event that will be written about in history, given its impact on life across the globe, on ways of working, on mortality rates and on day to day living. How schools undertook their work changed across the pandemic, as school buildings both in Ireland and across the world closed for long periods of time. In this timeframe, school communities adapted to online teaching and learning using a variety of platforms to support this. The impact of the pandemic on principal and teacher wellbeing is the subject of this research paper. Findings of a small-scale, mixed-methods study involving semi-structured interviews and the completion of two questionnaires undertaken with 21 Irish primary school principals and teachers are presented. The findings indicate a number of emerging issues for the school community relating to relationships, communication and support and the digital divide. Implications for teacher wellbeing are considered and recommendations for policy and practice relating to teacher wellbeing in particular are made.
The impact of primary school closures in Ireland resulting from the coronavirus pandemic on principal and teacher wellbeing (Pre-published version)
(SAGE Publications, 2023-09-24) Nohilly, Margaret; O'Toole, Veronica; Collins, Bernie
In December 2019, in Wuhan in China an outbreak of Coronavirus (COVID-19) was reported. In late February 2020, the first cases of the virus were recorded in Ireland. By 11th March, the World Health Organisation had declared the outbreak a pandemic and on 12th March, An Taoiseach, Leo Varadkar announced that all schools would close with effect from 6pm that day. The schools remained closed until September. This paper considers the impact of the closure of primary schools on both principals’ and teachers’ wellbeing. A mixed-methods, longitudinal research methodology was undertaken. There were two phases to the research. Phase one was undertaken in June and July 2020 when teachers and principals participated in a semi-structured interview and completed two questionnaires: the Emotional Regulation questionnaire and the Copenhagen Burnout Inventory. Phase 2 of data collection was completed in December/January 2021/2021 when the teachers participated in a further interview and completed the questionnaires again. The overall aim of the study was to provide an opportunity for principals and teachers to reflect on how the pandemic impacted on their wellbeing and by inference, the impact of the increased emotional labour of teaching during COVID.
Child protection in Irish primary schools: supports and challenges in the role of Designated Liaison Person for child protection (Pre-published version)
(Oxford University Press, 2022-03) Nohilly, Margaret; Treacy, Mia
This article reviews child protection in the Irish primary school context from the perspective of the Designated Liaison Person (DLP). Research undertaken with DLPs is presented which illuminates the supports and challenges that are part of this responsible role. A review of the role of the DLP is presented in the article alongside an overview of the changes in legislation in the Irish child protection system. Particular attention is paid to the challenges of the role of DLP and the potential impact on children’s lives and their safety.
The evolution of wellbeing in educational policy in Ireland: towards an interdisciplinary approach
(International Journal of Wellbeing, 2022-01-31) Nohilly, Margaret; Tynan, Fionnuala
This paper examines how wellbeing has evolved in educational policy over the last decade in Ireland. The influence of the developments in national policy on wellbeing are also considered. While the concept of wellbeing is progressing in educational policy documents and becoming embedded in the language of the school community, a review of literature in the area highlights that it is difficult to define and to understand. Although wellbeing is a central theme in Early Years education and an area of learning in post-primary education for Junior Cycle in the Irish context, presently it can be regarded as implicit in the primary school curriculum rather than a defined theme or area of learning. The Draft Curriculum Framework published by the National Council for Curriculum and Assessment (NCCA) in February 2020 includes wellbeing as one of five broad curriculum areas. This paper presents a critical reflection on the inclusion of wellbeing as an area of learning in a redeveloped primary school curriculum.

Browse

Recent Submissions