Tony Gallagher
Datos Biográficos
| ID | 4780353 |
|---|---|
| NOMBRE | Tony Gallagher |
| NOMBRES | Tony |
| APELLIDO | Gallagher |
| FIRMA | GALLAGHER T |
| AFILIACIONES | Queen's University Belfast |
| ORCID | 0000-0003-1501-8863 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 78 |
| OBRAS COMO AUTOR | 20 |
| OBRAS COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1989 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 4 |
The political economy of school exclusion in Northern Ireland
This paper examines the context of school exclusion in Northern Ireland. In doing so, we explore the political economy of exclusion, focusing in particular on the intersection of perspectives between four key stakeholder groups: principals (n = 7) and teachers (n = 31) in mainstream schools, representatives from an official education body (n = 8), and staff from Education Other Than at School (EOTAS) Centres (n = 4) who provide alternative educat…
Governance and leadership in education policy making and school development in a divided society
The Good Friday Agreement (1997) brought political violence in Northern Ireland to an end and provided the basis for shared government. A consociational political structure was adopted which institutionalised community differences while encouraging coalition government. The goal was that a requirement for consensus decisions would encourage cooperation between political leaders and promote effective decision-making. This paper examines the period…
Civic engagement and the arts and humanities
Higher education in the UK is in a state of flux and this is having particular impact on the humanities. On the one hand, the pressure to support a STEM agenda is seen by some as forcing higher education down a narrow economic agenda, while government requirements for assessing the social and economic impact of research have raised concerns about excessive utilitarianism and a downgrading of ‘disinterested enquiry’. This paper argues that these c…
Collaborative evolution
This paper examines an initiative promoting collaboration between schools located in a city setting in Northern Ireland, which is broadly divided along ethnic and political lines. The schools involved, like the vast majority of schools in Northern Ireland, educate Protestant and Catholic children separately. This presents particular challenges for school collaboration as it implies the establishment of new, connected relationships in an education…
Activity Theory in Practice
Response
Peace Education in Conflict and Post-Conflict Societies
This collection of peace education efforts in conflict and post-conflict societies brings together an international group of scholars to offer the very latest theoretical and pedagogical developments
Assimilation and multiculturalism
In the world before 9/11 debates on diversity were dominated by arguments between assimilation and multiculturalism, on whether people should conform to an assumed societal norm or celebrate differ
Education and Conflict
(2006). Education and Conflict: Complexity and Chaos by Lynn Davies. British Journal of Educational Studies: Vol. 54, No. 2, pp. 252-253
Balancing difference and the common good
Northern Ireland endured a quarter century of political violence from 1969 until the declaration of ceasefires in 1994. Although a political settlement was signed in 1998, the actual implementation of agreed institutions has proved to be very difficult and the actual institutions have been fragile (and are currently under suspension). The purpose of this paper is to examine aspects of the role of education through the years of violence and in the…
Mediating globalisation
Education in Divided Societies
All societies contain ethnic divisions.
Systemic factors in school improvement
Many official strategies for school improvement appear to be based on an assumption that schools operate as autonomous units, hence the privileging of school‐based characteristics that are taken to provide indicators of effectiveness. However, if the systemic relationships between schools are recognized then it may be that the establishment of effective characteristics in one school may simply shift problems onto other schools in the system rathe…
After the War Comes Peace? An Examination of the Impact of the Northern Ireland Conflict on Young People
When the conflict in Northern Ireland erupted over 30 years ago many voiced concern at the implications for children and young people. In the early years many looked to U.S. experience in order to frame questions, problems, and solutions. This article examines the strands of psychological research that developed and their link to the articles in the present collection. The article critiques the consensus among psychologists in the 1970s and 1980s…
Gender and achievement
The paper examines evidence showing that the academic performance of girls in Northern Ireland has risen at a faster rate than for boys. While policy concern has tended to concentrate on religious differences, the paper suggests that this may help to create a discursive environment within which equity considerations are given more attention. Thus there has not been the same evidence of the ‘moral panic’ over gender differences in education and th…
Science education policy
This paper represents a 10‐year follow‐up to research funded by the Equal Opportunities Commission for Northern Ireland. It examines the impact of government science education policy through the uptake of science A levels and patterns of attainment among boys and girls. The nature of the study allows for an examination of the consequences of developing changes in educational policy following the introduction of the National Curriculum. The sample…
Higher Education Participation in Northern Ireland
Higher education participation in Northern Ireland is higher than England and Wales and second only to Scotland. This paper charts the progress of participation and examines its social characteristics. Uniquely within the UK, approximately one‐third of Northern Ireland entrants come from working class backgrounds. Catholic and female participation has also increased significantly but the participation of mature entrants is lower than in the rest …
Psychology's contribution to understanding conflict in Northern Ireland
This article reviews the work of psychologists in Northern Ireland as applied to various aspects of the ongoing political conflict. Three major research strands are identified: (a) attempts to understand the impact of the political conflict on the mental health of children and adults, and the way they have learned to cope with the associated stress; (b) studies directed at understanding the dynamics of the conflict especially through Social Ident…
Religion, Equity and Education in Northern Ireland
For some years concern has been expressed about the lower qualifications of leavers from Catholic schools in Northern Ireland in comparison with leavers from Protestant schools. The paper outlines research carried out for the Standing Advisory Commission on Human Rights on possible contributory factors to this attainment gap. The research highlighted the effects of different funding arrangements for Catholic schools and a shortage of grammar scho…
The evaluation function of the commonwealth tertiary education commission
Social Identity and the Northern Ireland Conflict
A series of experimental studies examined various identity polarities (Catholic/Protestant, Irish/British, and nationalist/unionist) relevant to the majority and minority communities in Northern Ireland. Subjects allocated themselves to one group within a polarity and awarded points on a series of matrices to anonymous others identified solely on the basis of group membership. Results suggested that the Catholic and nationalist identities had a s…
Balancing difference and the common good
Northern Ireland endured a quarter century of political violence from 1969 until the declaration of ceasefires in 1994. Although a political settlement was signed in 1998, the actual implementation of agreed institutions has proved to be very difficult and the actual institutions have been fragile (and are currently under suspension). The purpose of this paper is to examine aspects of the role of education through the years of violence and in the…
Social Identity and the Northern Ireland Conflict
A series of experimental studies examined various identity polarities (Catholic/Protestant, Irish/British, and nationalist/unionist) relevant to the majority and minority communities in Northern Ireland. Subjects allocated themselves to one group within a polarity and awarded points on a series of matrices to anonymous others identified solely on the basis of group membership. Results suggested that the Catholic and nationalist identities had a s…
Psychology's contribution to understanding conflict in Northern Ireland
This article reviews the work of psychologists in Northern Ireland as applied to various aspects of the ongoing political conflict. Three major research strands are identified: (a) attempts to understand the impact of the political conflict on the mental health of children and adults, and the way they have learned to cope with the associated stress; (b) studies directed at understanding the dynamics of the conflict especially through Social Ident…
Higher Education Participation in Northern Ireland
Higher education participation in Northern Ireland is higher than England and Wales and second only to Scotland. This paper charts the progress of participation and examines its social characteristics. Uniquely within the UK, approximately one‐third of Northern Ireland entrants come from working class backgrounds. Catholic and female participation has also increased significantly but the participation of mature entrants is lower than in the rest …
Governance and leadership in education policy making and school development in a divided society
The Good Friday Agreement (1997) brought political violence in Northern Ireland to an end and provided the basis for shared government. A consociational political structure was adopted which institutionalised community differences while encouraging coalition government. The goal was that a requirement for consensus decisions would encourage cooperation between political leaders and promote effective decision-making. This paper examines the period…
Religion, Equity and Education in Northern Ireland
For some years concern has been expressed about the lower qualifications of leavers from Catholic schools in Northern Ireland in comparison with leavers from Protestant schools. The paper outlines research carried out for the Standing Advisory Commission on Human Rights on possible contributory factors to this attainment gap. The research highlighted the effects of different funding arrangements for Catholic schools and a shortage of grammar scho…
After the War Comes Peace? An Examination of the Impact of the Northern Ireland Conflict on Young People
When the conflict in Northern Ireland erupted over 30 years ago many voiced concern at the implications for children and young people. In the early years many looked to U.S. experience in order to frame questions, problems, and solutions. This article examines the strands of psychological research that developed and their link to the articles in the present collection. The article critiques the consensus among psychologists in the 1970s and 1980s…
Collaborative evolution
This paper examines an initiative promoting collaboration between schools located in a city setting in Northern Ireland, which is broadly divided along ethnic and political lines. The schools involved, like the vast majority of schools in Northern Ireland, educate Protestant and Catholic children separately. This presents particular challenges for school collaboration as it implies the establishment of new, connected relationships in an education…
Systemic factors in school improvement
Many official strategies for school improvement appear to be based on an assumption that schools operate as autonomous units, hence the privileging of school‐based characteristics that are taken to provide indicators of effectiveness. However, if the systemic relationships between schools are recognized then it may be that the establishment of effective characteristics in one school may simply shift problems onto other schools in the system rathe…
Gender and achievement
The paper examines evidence showing that the academic performance of girls in Northern Ireland has risen at a faster rate than for boys. While policy concern has tended to concentrate on religious differences, the paper suggests that this may help to create a discursive environment within which equity considerations are given more attention. Thus there has not been the same evidence of the ‘moral panic’ over gender differences in education and th…
Assimilation and multiculturalism
In the world before 9/11 debates on diversity were dominated by arguments between assimilation and multiculturalism, on whether people should conform to an assumed societal norm or celebrate differ
Science education policy
This paper represents a 10‐year follow‐up to research funded by the Equal Opportunities Commission for Northern Ireland. It examines the impact of government science education policy through the uptake of science A levels and patterns of attainment among boys and girls. The nature of the study allows for an examination of the consequences of developing changes in educational policy following the introduction of the National Curriculum. The sample…
The evaluation function of the commonwealth tertiary education commission
Social Identity and the Northern Ireland Conflict
A series of experimental studies examined various identity polarities (Catholic/Protestant, Irish/British, and nationalist/unionist) relevant to the majority and minority communities in Northern Ireland. Subjects allocated themselves to one group within a polarity and awarded points on a series of matrices to anonymous others identified solely on the basis of group membership. Results suggested that the Catholic and nationalist identities had a s…
Religion, Equity and Education in Northern Ireland
For some years concern has been expressed about the lower qualifications of leavers from Catholic schools in Northern Ireland in comparison with leavers from Protestant schools. The paper outlines research carried out for the Standing Advisory Commission on Human Rights on possible contributory factors to this attainment gap. The research highlighted the effects of different funding arrangements for Catholic schools and a shortage of grammar scho…
Psychology's contribution to understanding conflict in Northern Ireland
This article reviews the work of psychologists in Northern Ireland as applied to various aspects of the ongoing political conflict. Three major research strands are identified: (a) attempts to understand the impact of the political conflict on the mental health of children and adults, and the way they have learned to cope with the associated stress; (b) studies directed at understanding the dynamics of the conflict especially through Social Ident…
Science education policy
This paper represents a 10‐year follow‐up to research funded by the Equal Opportunities Commission for Northern Ireland. It examines the impact of government science education policy through the uptake of science A levels and patterns of attainment among boys and girls. The nature of the study allows for an examination of the consequences of developing changes in educational policy following the introduction of the National Curriculum. The sample…
Higher Education Participation in Northern Ireland
Higher education participation in Northern Ireland is higher than England and Wales and second only to Scotland. This paper charts the progress of participation and examines its social characteristics. Uniquely within the UK, approximately one‐third of Northern Ireland entrants come from working class backgrounds. Catholic and female participation has also increased significantly but the participation of mature entrants is lower than in the rest …
Gender and achievement
The paper examines evidence showing that the academic performance of girls in Northern Ireland has risen at a faster rate than for boys. While policy concern has tended to concentrate on religious differences, the paper suggests that this may help to create a discursive environment within which equity considerations are given more attention. Thus there has not been the same evidence of the ‘moral panic’ over gender differences in education and th…
Education in Divided Societies
All societies contain ethnic divisions.
Systemic factors in school improvement
Many official strategies for school improvement appear to be based on an assumption that schools operate as autonomous units, hence the privileging of school‐based characteristics that are taken to provide indicators of effectiveness. However, if the systemic relationships between schools are recognized then it may be that the establishment of effective characteristics in one school may simply shift problems onto other schools in the system rathe…
After the War Comes Peace? An Examination of the Impact of the Northern Ireland Conflict on Young People
When the conflict in Northern Ireland erupted over 30 years ago many voiced concern at the implications for children and young people. In the early years many looked to U.S. experience in order to frame questions, problems, and solutions. This article examines the strands of psychological research that developed and their link to the articles in the present collection. The article critiques the consensus among psychologists in the 1970s and 1980s…
Balancing difference and the common good
Northern Ireland endured a quarter century of political violence from 1969 until the declaration of ceasefires in 1994. Although a political settlement was signed in 1998, the actual implementation of agreed institutions has proved to be very difficult and the actual institutions have been fragile (and are currently under suspension). The purpose of this paper is to examine aspects of the role of education through the years of violence and in the…
Mediating globalisation
Education and Conflict
(2006). Education and Conflict: Complexity and Chaos by Lynn Davies. British Journal of Educational Studies: Vol. 54, No. 2, pp. 252-253
Assimilation and multiculturalism
In the world before 9/11 debates on diversity were dominated by arguments between assimilation and multiculturalism, on whether people should conform to an assumed societal norm or celebrate differ
Peace Education in Conflict and Post-Conflict Societies
This collection of peace education efforts in conflict and post-conflict societies brings together an international group of scholars to offer the very latest theoretical and pedagogical developments
Response
Activity Theory in Practice
Civic engagement and the arts and humanities
Higher education in the UK is in a state of flux and this is having particular impact on the humanities. On the one hand, the pressure to support a STEM agenda is seen by some as forcing higher education down a narrow economic agenda, while government requirements for assessing the social and economic impact of research have raised concerns about excessive utilitarianism and a downgrading of ‘disinterested enquiry’. This paper argues that these c…
Collaborative evolution
This paper examines an initiative promoting collaboration between schools located in a city setting in Northern Ireland, which is broadly divided along ethnic and political lines. The schools involved, like the vast majority of schools in Northern Ireland, educate Protestant and Catholic children separately. This presents particular challenges for school collaboration as it implies the establishment of new, connected relationships in an education…
Governance and leadership in education policy making and school development in a divided society
The Good Friday Agreement (1997) brought political violence in Northern Ireland to an end and provided the basis for shared government. A consociational political structure was adopted which institutionalised community differences while encouraging coalition government. The goal was that a requirement for consensus decisions would encourage cooperation between political leaders and promote effective decision-making. This paper examines the period…
The political economy of school exclusion in Northern Ireland
This paper examines the context of school exclusion in Northern Ireland. In doing so, we explore the political economy of exclusion, focusing in particular on the intersection of perspectives between four key stakeholder groups: principals (n = 7) and teachers (n = 31) in mainstream schools, representatives from an official education body (n = 8), and staff from Education Other Than at School (EOTAS) Centres (n = 4) who provide alternative educat…
Sociology (20 obras) · Political science (19 obras) · Psychology (9 obras) · Law (8 obras) · Pedagogy (7 obras) · Politics (7 obras) · Economic growth (6 obras) · Irish and British Studies (6 obras) · Law (6 obras) · Northern ireland (6 obras)