Emerging models of intercultural education in Irish primary schools: a critical case study analysis

Abstract

Taking account of the complex and fluid relationship that exists between\nsocial structures and human agency, this dissertation critically explores how\nintercultural education is conceptualised and practised by teachers and principals in\nthree Irish primary schools. Adopting a whole school approach, it critically explores\nthe models of intercultural education emerging in the schools and examines the\nextent to which selected variables (leadership, ethos, culture, curriculum, pedagogy,\nrelations) support and determine these models. It also draws on the voice of students\nto illuminate aspects of teachers’ practice.\nA review of the literature indicates that while a small number of Irish studies\n(Bryan, 2008, 2009a, 2009b) have provided critical theoretical insights into\nintercultural education as conceptualised and practised at second level, no previously\npublished Irish research has provided critical analysis of a whole school approach to\nintercultural education at primary level.\nAdopting a qualitative case study methodology grounded in critical\nethnography, this study explores the whole school environments of three Irish\nprimary schools. It employs the methods of semi-structured interviews, focus group\ninterviews, observations and document analysis. The study’s empirical findings are\nintegrated with concepts drawn from critical and poststructural social theories,\nincluding the theories of critical multiculturalism, transformative leadership theory,\ndiscourse theory and cultural reproduction theory.\nFindings indicate a predominance of weaker models of intercultural education\n' underpinned by liberal ideology. However, elements of critical multicultural\neducation underpinned by more radical ideologies are also evident. Analysis\nsuggests that the three interrelated variables of power relations, patronage and ethos\nand school leadership are the most important factors in determining the models of\nintercultural education emerging in the three schools. Findings also indicate that a\nmore traditional curricular approach may be preferable to the weak additive\ncurricular approaches which appear to be endemic in many Irish primary schools.\nThe data suggest that while well intentioned, teachers’ endeavours to include\nintercultural content in their lesson plans can sometimes do more to undermine than\nsupport migrant students’ sense of belonging and feelings of inclusion and nonmigrant\nstudents’ understandings of the “developing” world.\nCritical analysis of the three case study schools and the Intercultural\nEducation Guidelines (IEGs) (NCCA, 2005) suggests that a re-conceptualisation of\nintercultural education is necessary in the Irish context if intercultural education is to\nrealise its transformative potential. In this context, a justice and rights informed\nframework of critical intercultural education which foregrounds the principles of\ndemocracy, critical consciousness and equity is presented. It is argued that this\nframework has the capacity to transform inequitable school power relations,\norganisational structures, policies and practices.

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