Ciaran Sugrue
Datos Biográficos
| ID | 95073 |
|---|---|
| NOMBRE | Ciaran Sugrue |
| NOMBRES | Ciaran |
| APELLIDO | Sugrue |
| FIRMA | SUGRUE C |
| AFILIACIONES | University College Dublin |
| ORCID | 0000-0001-8667-1435 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 24 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Rethinking the dynamics of teacher agency in the context of curriculum reform
Research on teacher agency has evolved through sociocultural and ecological lenses, yet its existential and affective dimensions remain under-theorised. This paper advances a conceptual account of teacher agency in the context of curriculum reform by integrating two phenomenological constructs: Heidegger’s notion of Unheimlichkeit (not-at-homeness) as an existential attunement that accompanies radical change, and Sartre’s distinction between good…
Building Children’s Competencies for Educational Achievement Through Chores and Labor
This study investigates whether children’s work outside of school (manual work and domestic chores) positively impacts their educational outcomes, via the development of social and emotional resources. This challenges assumptions that child work is always detrimental to academic outcomes. The study is set in rural Sierra Leone and uses four waves of data from the Safe Learning Study (N = 3,118; female: 43%), a longitudinal intervention aimed at i…
Internationalisation of Higher Education in Ethiopia
The internationalisation of higher education (IHE) has become a central agenda of Ethiopia's higher education institutions (HEIs). However, there is a dearth of information on whether IHE is an intentional and integrated endeavour. A framework is developed to investigate how strategic the internationalisation process is in public universities in Ethiopia, focusing on intentionality and integration. Data were collected using a survey from eleven p…
The Covid-19 pandemic and children’s engagement with learning in rural Sierra Leone
The COVID-19 pandemic caused worldwide educational disruption. This paper addresses a gap in the literature relating to the impact of the pandemic on learning experiences of children in rural communities in the Global South, particularly in earlier years of schooling. Children in these communities are at considerable disadvantage in comparison to their urban peers due to poor school infrastructure and challenges in recruitment and retention of te…
Picturing safety and danger
The question of dangers and safety in children's lives has become a matter of increasing concern. This paper aims to contribute to the discussion in this field and elaborate on children's experiences of risks and dangers in the context of chronic poverty. Drawing on the post‐humanism approach, we argue that children's conceptions of risks and dangers emerge through their active and mutual exchange with other human and non‐human beings such as riv…
Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone
The study establishes the validity of a new measure of child and adolescent hedonic and eudaimonic wellbeing designed for international use and based on social evolutionary theory. The measure advances the fields of psychometrics and happiness studies by providing the first a-contextual assessment of both hedonic and eudaimonic wellbeing that is suitable for use with children and adolescents. The Child and Adolescent Personal and Social Assessmen…
Assessing experiences with violence and peace in primary schools in Sierra Leone
Purpose This paper aims to discuss the construction of two composite indices to assess children’s experiences with violence and peace in primary schools in Sierra Leone. Design/methodology/approach The authors provide a conceptual framework based on the three dimensions of the violence index (direct, structural and cultural violence) and the three dimensions of the positive peace index (inclusion, citizenship and well-being). After that, this wor…
Power, agency and children’s time use in rural Sierra Leone
Children’s time allocation plays an important role in their well-being, education and future chances in life. This paper examines children’s time use in rural Sierra Leone in the context of dynamics of power. It analyses the ways in which children co-construct their patterns of time use and create their own temporal spaces within the boundaries of existing expectations and norms. Drawing on rich qualitative data we argue that children’s routines …
An empty bag cannot stand upright’
Sierra Leone is one of the poorest countries in the world with a literacy level of 51%. The government has oficially abolished school fees; however, families still have to cover various education-related costs for their children. This paper analyses the nature of the schooling costs in Sierra Leone. It shows that despite the abolition of school fees, schooling costs remain prohibitively high. Based on field research – which involved the observati…
Gendering childhood(s) and engagement with schooling in rural Sierra Leone
In spite of widespread initiatives to improve access to education for girls, substantive concerns remain. While there is a rich and growing body of literature on gendered experiences of school in majority world contexts, absent is a focus on how this intersects with children’s out of school lives. Further, research with children in rural communities is limited, including those who are in the earlier years of their schooling. This paper addresses …
Becoming 'brilliant
This paper explores the generationing of education and development in five villages in Northern Sierra Leone. Understood as 'fields' governed by power dynamics, we consider how the interactive 'fields' of generation, education and development coalesce, re/structuring adult and child 'being' and 'doing'. We explore the tensions that arise between transformation and preservation in the field in light of wider social, cultural and economic change, a…
Toward articulating an academic praxis by interrogating university strategic plans
Universities are allocated considerable public resources and are expected to fulfil societal mandates through teaching, research and service to local, national and international communities. University strategic plans are public documents that express how university leaders, students, academic and administrative staff are expected to aspire to meet these societal mandates. We suggest that strategic plans can be a point of departure for academic s…
Trends in the practices of academic developers
Amidst the rapidly evolving Higher Education (HE) landscape, this paper provides a systematic review of Academic Development (AD) work, the roles and responsibilities of Academic Developers (ADs) in HE. Beginning from the perspective that HE institutions, as publicly funded organisations, have responsibility to contribute to the public good, more than 100 peer-reviewed papers (1995–2015) are interrogated under five themes. These are: a review of …
Policy rhetorics and resource neutral reforms in higher education
As higher education (HE) comes under increasing pressure from policy-makers, nationally and internationally, to contribute more directly to economic development, tensions between more traditional missions of universities and their more recent entrepreneurial makeovers create major dilemmas for academic staff regarding their roles and responsibilities. Using the lens of professional responsibility and accountability, the paper takes Initial Teache…
Research capacity and initial teacher education reform
English language teaching and whole school professional development in Tanzania
Professional accreditation of initial teacher education programmes
Autonomy and Accountability
Plowden
A review of Children and their primary schools, a report of the Central Advisory Council for Education (England) (Bridget Plowden, Chair. 1967. London: Her Majesty’s Stationery Office.)
Welfare State Restructuring in Education and its National Refractions
The governance of the welfare state is going through profound transformations in many western countries. Similarly, reforms, influenced by neoliberal ideology, are being applied particularly in the field of education all over Europe. However, it is likely that there are divergent outcomes as these widely shared models are adapted in historical and local particularities. The aim of this article is to examine how Finnish, Irish and Swedish teachers…
Developing Teachers and Teaching Practice
1. Emotional Geographies of Teaching Andy Hargreaves 2. I Didn't Hire a Robot: An Investigation into the Pedagogical Identity of Teachers Han Leeferink and Cees Klaassen 3. Representations of Educator Knowledge: From Ivory Tower to Tower of Babel Jonathan Neufeld and Michael Kompf 4. How Teachers Know and Know About Others Jukka Husu 5. Reconstructing Progressivism Peter Woods 6. Sites and Sources of Teachers' Learning Milbrey McLaughlin 7. Profe…
Gendering childhood(s) and engagement with schooling in rural Sierra Leone
In spite of widespread initiatives to improve access to education for girls, substantive concerns remain. While there is a rich and growing body of literature on gendered experiences of school in majority world contexts, absent is a focus on how this intersects with children’s out of school lives. Further, research with children in rural communities is limited, including those who are in the earlier years of their schooling. This paper addresses …
Professional accreditation of initial teacher education programmes
Research capacity and initial teacher education reform
Toward articulating an academic praxis by interrogating university strategic plans
Universities are allocated considerable public resources and are expected to fulfil societal mandates through teaching, research and service to local, national and international communities. University strategic plans are public documents that express how university leaders, students, academic and administrative staff are expected to aspire to meet these societal mandates. We suggest that strategic plans can be a point of departure for academic s…
Assessing experiences with violence and peace in primary schools in Sierra Leone
Purpose This paper aims to discuss the construction of two composite indices to assess children’s experiences with violence and peace in primary schools in Sierra Leone. Design/methodology/approach The authors provide a conceptual framework based on the three dimensions of the violence index (direct, structural and cultural violence) and the three dimensions of the positive peace index (inclusion, citizenship and well-being). After that, this wor…
Becoming 'brilliant
This paper explores the generationing of education and development in five villages in Northern Sierra Leone. Understood as 'fields' governed by power dynamics, we consider how the interactive 'fields' of generation, education and development coalesce, re/structuring adult and child 'being' and 'doing'. We explore the tensions that arise between transformation and preservation in the field in light of wider social, cultural and economic change, a…
Trends in the practices of academic developers
Amidst the rapidly evolving Higher Education (HE) landscape, this paper provides a systematic review of Academic Development (AD) work, the roles and responsibilities of Academic Developers (ADs) in HE. Beginning from the perspective that HE institutions, as publicly funded organisations, have responsibility to contribute to the public good, more than 100 peer-reviewed papers (1995–2015) are interrogated under five themes. These are: a review of …
Policy rhetorics and resource neutral reforms in higher education
As higher education (HE) comes under increasing pressure from policy-makers, nationally and internationally, to contribute more directly to economic development, tensions between more traditional missions of universities and their more recent entrepreneurial makeovers create major dilemmas for academic staff regarding their roles and responsibilities. Using the lens of professional responsibility and accountability, the paper takes Initial Teache…
English language teaching and whole school professional development in Tanzania
Plowden
A review of Children and their primary schools, a report of the Central Advisory Council for Education (England) (Bridget Plowden, Chair. 1967. London: Her Majesty’s Stationery Office.)
Developing Teachers and Teaching Practice
1. Emotional Geographies of Teaching Andy Hargreaves 2. I Didn't Hire a Robot: An Investigation into the Pedagogical Identity of Teachers Han Leeferink and Cees Klaassen 3. Representations of Educator Knowledge: From Ivory Tower to Tower of Babel Jonathan Neufeld and Michael Kompf 4. How Teachers Know and Know About Others Jukka Husu 5. Reconstructing Progressivism Peter Woods 6. Sites and Sources of Teachers' Learning Milbrey McLaughlin 7. Profe…
Plowden
A review of Children and their primary schools, a report of the Central Advisory Council for Education (England) (Bridget Plowden, Chair. 1967. London: Her Majesty’s Stationery Office.)
Welfare State Restructuring in Education and its National Refractions
The governance of the welfare state is going through profound transformations in many western countries. Similarly, reforms, influenced by neoliberal ideology, are being applied particularly in the field of education all over Europe. However, it is likely that there are divergent outcomes as these widely shared models are adapted in historical and local particularities. The aim of this article is to examine how Finnish, Irish and Swedish teachers…
Autonomy and Accountability
Professional accreditation of initial teacher education programmes
English language teaching and whole school professional development in Tanzania
Research capacity and initial teacher education reform
Policy rhetorics and resource neutral reforms in higher education
As higher education (HE) comes under increasing pressure from policy-makers, nationally and internationally, to contribute more directly to economic development, tensions between more traditional missions of universities and their more recent entrepreneurial makeovers create major dilemmas for academic staff regarding their roles and responsibilities. Using the lens of professional responsibility and accountability, the paper takes Initial Teache…
Trends in the practices of academic developers
Amidst the rapidly evolving Higher Education (HE) landscape, this paper provides a systematic review of Academic Development (AD) work, the roles and responsibilities of Academic Developers (ADs) in HE. Beginning from the perspective that HE institutions, as publicly funded organisations, have responsibility to contribute to the public good, more than 100 peer-reviewed papers (1995–2015) are interrogated under five themes. These are: a review of …
Toward articulating an academic praxis by interrogating university strategic plans
Universities are allocated considerable public resources and are expected to fulfil societal mandates through teaching, research and service to local, national and international communities. University strategic plans are public documents that express how university leaders, students, academic and administrative staff are expected to aspire to meet these societal mandates. We suggest that strategic plans can be a point of departure for academic s…
Power, agency and children’s time use in rural Sierra Leone
Children’s time allocation plays an important role in their well-being, education and future chances in life. This paper examines children’s time use in rural Sierra Leone in the context of dynamics of power. It analyses the ways in which children co-construct their patterns of time use and create their own temporal spaces within the boundaries of existing expectations and norms. Drawing on rich qualitative data we argue that children’s routines …
An empty bag cannot stand upright’
Sierra Leone is one of the poorest countries in the world with a literacy level of 51%. The government has oficially abolished school fees; however, families still have to cover various education-related costs for their children. This paper analyses the nature of the schooling costs in Sierra Leone. It shows that despite the abolition of school fees, schooling costs remain prohibitively high. Based on field research – which involved the observati…
Gendering childhood(s) and engagement with schooling in rural Sierra Leone
In spite of widespread initiatives to improve access to education for girls, substantive concerns remain. While there is a rich and growing body of literature on gendered experiences of school in majority world contexts, absent is a focus on how this intersects with children’s out of school lives. Further, research with children in rural communities is limited, including those who are in the earlier years of their schooling. This paper addresses …
Becoming 'brilliant
This paper explores the generationing of education and development in five villages in Northern Sierra Leone. Understood as 'fields' governed by power dynamics, we consider how the interactive 'fields' of generation, education and development coalesce, re/structuring adult and child 'being' and 'doing'. We explore the tensions that arise between transformation and preservation in the field in light of wider social, cultural and economic change, a…
Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone
The study establishes the validity of a new measure of child and adolescent hedonic and eudaimonic wellbeing designed for international use and based on social evolutionary theory. The measure advances the fields of psychometrics and happiness studies by providing the first a-contextual assessment of both hedonic and eudaimonic wellbeing that is suitable for use with children and adolescents. The Child and Adolescent Personal and Social Assessmen…
Assessing experiences with violence and peace in primary schools in Sierra Leone
Purpose This paper aims to discuss the construction of two composite indices to assess children’s experiences with violence and peace in primary schools in Sierra Leone. Design/methodology/approach The authors provide a conceptual framework based on the three dimensions of the violence index (direct, structural and cultural violence) and the three dimensions of the positive peace index (inclusion, citizenship and well-being). After that, this wor…
Picturing safety and danger
The question of dangers and safety in children's lives has become a matter of increasing concern. This paper aims to contribute to the discussion in this field and elaborate on children's experiences of risks and dangers in the context of chronic poverty. Drawing on the post‐humanism approach, we argue that children's conceptions of risks and dangers emerge through their active and mutual exchange with other human and non‐human beings such as riv…
Internationalisation of Higher Education in Ethiopia
The internationalisation of higher education (IHE) has become a central agenda of Ethiopia's higher education institutions (HEIs). However, there is a dearth of information on whether IHE is an intentional and integrated endeavour. A framework is developed to investigate how strategic the internationalisation process is in public universities in Ethiopia, focusing on intentionality and integration. Data were collected using a survey from eleven p…
The Covid-19 pandemic and children’s engagement with learning in rural Sierra Leone
The COVID-19 pandemic caused worldwide educational disruption. This paper addresses a gap in the literature relating to the impact of the pandemic on learning experiences of children in rural communities in the Global South, particularly in earlier years of schooling. Children in these communities are at considerable disadvantage in comparison to their urban peers due to poor school infrastructure and challenges in recruitment and retention of te…
Rethinking the dynamics of teacher agency in the context of curriculum reform
Research on teacher agency has evolved through sociocultural and ecological lenses, yet its existential and affective dimensions remain under-theorised. This paper advances a conceptual account of teacher agency in the context of curriculum reform by integrating two phenomenological constructs: Heidegger’s notion of Unheimlichkeit (not-at-homeness) as an existential attunement that accompanies radical change, and Sartre’s distinction between good…
Building Children’s Competencies for Educational Achievement Through Chores and Labor
This study investigates whether children’s work outside of school (manual work and domestic chores) positively impacts their educational outcomes, via the development of social and emotional resources. This challenges assumptions that child work is always detrimental to academic outcomes. The study is set in rural Sierra Leone and uses four waves of data from the Safe Learning Study (N = 3,118; female: 43%), a longitudinal intervention aimed at i…
Sociology (17 obras) · Political science (15 obras) · Pedagogy (11 obras) · Global Educational Policies and Reforms (10 obras) · Psychology (10 obras) · Economic growth (8 obras) · Economics (8 obras) · Sierra leone (8 obras) · Poverty, Education, and Child Welfare (7 obras) · Socioeconomics (7 obras)