Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.634334
Title: The road to democracy in Irish primary school education
Author: Ryan, Aine
ISNI:       0000 0004 5350 5395
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2014
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
This thesis explores the extent to which democratic values and ideals have informed Irish primary school education since independence in 1922. The examination reveals how undemocratic structures, principles and practices have been maintained in primary education by denying equality and freedom of conscience to those not of the majority Catholic faith. It describes how the unique predicament of religious hegemony has persisted because of legislative machinery which, by guaranteeing protection of religious ethos, allows discrimination in enrolment policies, employment practices of primary school teachers, indoctrination across the curriculum and religious control of all teacher training colleges. The social, cultural and political factors which have produced this anomaly of a democratic State having an undemocratic education system are examined, as well as why this situation persists. The possibility for evolution of the democratic discourse within education as well as the forces currently obstructing change is also considered. The arguments presented emerge from a critical policy analysis which draws on democratic theories. In particular, a historical account of Irish primary education is outlined which is informed by Dewey’s philosophy of education, theories referencing participatory democracy and those contemporary sociological concepts which emphasise the role of education in the process of social reproduction and transformation. Gramsci’s ideas on hegemony are applied to analyse the power structures controlling education and theories of selective knowledge, as propounded by Williams and Apple, are applied to the Irish context to highlight the political nature of the curriculum and how it is manipulated to exercise power. Contemporary schooling as a site of conflict and contest is analysed in the light of the potential of counter-hegemonic groups to challenge existing patterns and tradition. The main findings are that the grip which hegemonic forces have had on Irish society has produced a conservative culture contributing to a democratic deficit in terms of social reform and civic participation. Although the Irish social order has changed significantly there is still a mismatch between society’s expectations and the ideology and practice which defines primary schooling today. Education is not keeping pace with the requirements of contemporary Irish culture.
Supervisor: Carr, Wilfred Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.634334  DOI: Not available
Share: