Policy actors’ experiences of the decisionmaking processes in Irish primary educational policymaking 1990-2023: a continuum from a ‘cosy consensus’ to a ‘fight in the ditch’

Abstract

This research investigated the mechanisms by which decisions are made surrounding Irish primary educational policymaking. Policymaking can be viewed as a complicated and complex process abundant with change, tension and opposing perspectives (Anderson 2003; Bell and Stevenson 2015; Luetjens and Mintrom 2016). This research aimed to identify the policy actors involved in educational policy design and examine the appearance, influence and extent of this involvement (Ball 2016). A further aim of this research was to contribute rich insight into the mechanisms of policymaking thus positively contributing to future policy formulation (Lingard 2013). Data-collection for this research was completed through the use of open-ended interviews, documents and a methodological journal in accordance with the qualitative constructivist grounded theory research design and social constructivism paradigm (Charmaz 2014). A combination of initial sampling and theoretical sampling was used to recruit a research sample of fourteen participants with a range of policymaking experiences. The research data was analysed through the use of initial, focussed and theoretical coding as well as the use of analytic memos (Charmaz 2014). The findings of this research indicate that educational policymaking is innately shaped by political, economic and societal influences. Furthermore, the findings highlight the multitude of policy actors involved in policymaking processes and the differentials of power that exist between policy actors. Finally, consultation is presented as a celebrated and flawed construct. This research presents eight conclusions arising from the findings, spotlighting the influential and side-lined voices in the policymaking space as well as the challenges associated with the involvement of numerous policy actors in policymaking. A number of recommendations for improving policymaking processes in Irish education are advanced. The accumulation of these recommendations enabled the construction of the conceptual framework for this research which proposes potential improvements to Irish educational policymaking at primary level.