Audrey Bryan
Biographic Data
| ID | 3660304 |
|---|---|
| NAME | Audrey Bryan |
| GIVEN NAMES | Audrey |
| FAMILY NAME | Bryan |
| SIGNATURE | BRYAN A |
| AFFILIATIONS | Dublin City University |
| ORCID | 0000-0002-0888-9276 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 50 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
From classrooms to communities
The ethics of AI or techno-solutionism? Unesco’s policy guidance on AI in education
International audience
‘Bearing witness to negativity’
Contemporary educational discourse is filled with references to ‘the future’ and ‘the futures of education.’ In September 2024, the United Nations (UN) will host a Summit of the Future, billed as a
The future we want’? – the ideal twenty-first century learner and education’s neuro-affective turn
We examine the ideal twenty-first century learner as discursively produced in recent future-oriented documents published by the OECD and UNESCO. Drawing inspiration from Bacchi's question 'What is the problem represented to be?', we identify a constellation of interrelated discourses that together craft an image of a post-political, resilient, empathic, bio-perfected, transhuman learner. This learner is conditioned to endure, adapt and adjust to …
Up Schitt’s Creek ? Comedy as a Slantwise Pedagogical Encounter with Queerness
Background: Pedagogical approaches to learning about LGBTQI+ themes and experiences remain a largely understudied topic in teacher education. This is partly due to anxieties around exploring these themes in nuanced and sensitive ways, with many teacher educators feeling ill-equipped to navigate the complexities of exploring so-called “difficult knowledge.” Purpose: In response to this, the purpose of this paper is to offer reflections on the peda…
Laughing ourselves out of the closet’
This paper explores comedy as a queer pedagogical form that subverts problematic representational tropes of queerness pervading mainstream depictions of queer experience. Articulating ‘form’ less as a fixed arrangement of characters, images, objects, and ideas, and more as a kind of formation that positions these in dynamic relation to the wider context in which comedies are encountered, we mobilise the idea of queer pedagogical forms to capture …
From ‘the conscience of humanity’ to the conscious human brain
This article analyses UNESCO’s advocacy of social-emotional learning (SEL) as key to achieving the UN Sustainable Development Goals (SDGs)—particularly SDG target 4.7. It interrogates the agency’s growing emphasis on digital SEL and conscious “whole brain” approaches as part of a wider neuroliberal turn towards the behavioural, psychological and neurological sciences and considers their implications for UNESCO’s status as the “conscience of human…
Huxleyan utopia or Huxleyan dystopia? "Scientific humanism", Faure's legacy and the ascendancy of neuroliberalism in education
Covid-19 and education
According to the UN (2020), almost 1.6 billion people, or circa one-fifth of the world’s population, across 190 countries and all continents, have been impacted in terms of disruption to education
Supporting LGBT Lives? Complicating the suicide consensus in LGBT mental health research
This article locates itself within an emergent, counter-discursive body of scholarship that is critical of universalizing depictions portraying queer-identified or LGBT youth as vulnerable and ‘at-risk’ of a range of negative mental health outcomes, including self-harm and suicidality. Drawing on key findings from a large-scale, mixed-methods study exploring the mental health and well-being of LGBT people, we seek to contribute to the development…
The sociology classroom as a pedagogical site of discomfort
While recent years have witnessed a growing recognition of the importance of attending to the complex affective dimensions of teaching and learning, emotion remains under-researched and under-theorised as an aspect of education. This paper explores what it means to engage with emotionality in the classroom, particularly in terms of how difficult (sociological) knowledge is experienced, felt and understood by learners, i.e. how they are affected b…
Climate Change Education in the Context of Education for Sustainable Development
Although the role of education in addressing the challenges of climate change is increasingly recognized, the education sector remains underutilized as a strategic resource to mitigate and adapt to climate change. Education stakeholders in many countries have yet to develop a coherent framework for climate change education (CCE). This article underscores the critical role that education can and should play in addressing and responding to climate …
The intersectionality of nationalism and multiculturalism in the Irish curriculum
This research explores the interrelationship between the production of national identity and multiculturalism in Irish schools and society. Working from the perspective that ideas about ‘race’ and nation are inextricably linked, I examine how contemporary nationalistic identity projects and processes map onto the current policy drive towards multicultural (or intercultural) education in Ireland. Informed by the intellectual oeuvre of Pierre Bourd…
The promise and peril of education
This article addresses the pedagogical implications and possibilities that globalisation poses for educational policy and praxis as it relates to teaching about difference in an ever more diverse world. Among the most salient questions in an era of accelerated globalisation is how seemingly different cultures, civilisations, nationalities, ethnicities and races are to coexist peacefully in an increasingly borderless world, or whether they are for…
The future we want’? – the ideal twenty-first century learner and education’s neuro-affective turn
We examine the ideal twenty-first century learner as discursively produced in recent future-oriented documents published by the OECD and UNESCO. Drawing inspiration from Bacchi's question 'What is the problem represented to be?', we identify a constellation of interrelated discourses that together craft an image of a post-political, resilient, empathic, bio-perfected, transhuman learner. This learner is conditioned to endure, adapt and adjust to …
Huxleyan utopia or Huxleyan dystopia? "Scientific humanism", Faure's legacy and the ascendancy of neuroliberalism in education
The intersectionality of nationalism and multiculturalism in the Irish curriculum
This research explores the interrelationship between the production of national identity and multiculturalism in Irish schools and society. Working from the perspective that ideas about ‘race’ and nation are inextricably linked, I examine how contemporary nationalistic identity projects and processes map onto the current policy drive towards multicultural (or intercultural) education in Ireland. Informed by the intellectual oeuvre of Pierre Bourd…
From ‘the conscience of humanity’ to the conscious human brain
This article analyses UNESCO’s advocacy of social-emotional learning (SEL) as key to achieving the UN Sustainable Development Goals (SDGs)—particularly SDG target 4.7. It interrogates the agency’s growing emphasis on digital SEL and conscious “whole brain” approaches as part of a wider neuroliberal turn towards the behavioural, psychological and neurological sciences and considers their implications for UNESCO’s status as the “conscience of human…
The promise and peril of education
This article addresses the pedagogical implications and possibilities that globalisation poses for educational policy and praxis as it relates to teaching about difference in an ever more diverse world. Among the most salient questions in an era of accelerated globalisation is how seemingly different cultures, civilisations, nationalities, ethnicities and races are to coexist peacefully in an increasingly borderless world, or whether they are for…
The ethics of AI or techno-solutionism? Unesco’s policy guidance on AI in education
International audience
The promise and peril of education
This article addresses the pedagogical implications and possibilities that globalisation poses for educational policy and praxis as it relates to teaching about difference in an ever more diverse world. Among the most salient questions in an era of accelerated globalisation is how seemingly different cultures, civilisations, nationalities, ethnicities and races are to coexist peacefully in an increasingly borderless world, or whether they are for…
The intersectionality of nationalism and multiculturalism in the Irish curriculum
This research explores the interrelationship between the production of national identity and multiculturalism in Irish schools and society. Working from the perspective that ideas about ‘race’ and nation are inextricably linked, I examine how contemporary nationalistic identity projects and processes map onto the current policy drive towards multicultural (or intercultural) education in Ireland. Informed by the intellectual oeuvre of Pierre Bourd…
Climate Change Education in the Context of Education for Sustainable Development
Although the role of education in addressing the challenges of climate change is increasingly recognized, the education sector remains underutilized as a strategic resource to mitigate and adapt to climate change. Education stakeholders in many countries have yet to develop a coherent framework for climate change education (CCE). This article underscores the critical role that education can and should play in addressing and responding to climate …
The sociology classroom as a pedagogical site of discomfort
While recent years have witnessed a growing recognition of the importance of attending to the complex affective dimensions of teaching and learning, emotion remains under-researched and under-theorised as an aspect of education. This paper explores what it means to engage with emotionality in the classroom, particularly in terms of how difficult (sociological) knowledge is experienced, felt and understood by learners, i.e. how they are affected b…
Supporting LGBT Lives? Complicating the suicide consensus in LGBT mental health research
This article locates itself within an emergent, counter-discursive body of scholarship that is critical of universalizing depictions portraying queer-identified or LGBT youth as vulnerable and ‘at-risk’ of a range of negative mental health outcomes, including self-harm and suicidality. Drawing on key findings from a large-scale, mixed-methods study exploring the mental health and well-being of LGBT people, we seek to contribute to the development…
Covid-19 and education
According to the UN (2020), almost 1.6 billion people, or circa one-fifth of the world’s population, across 190 countries and all continents, have been impacted in terms of disruption to education
From ‘the conscience of humanity’ to the conscious human brain
This article analyses UNESCO’s advocacy of social-emotional learning (SEL) as key to achieving the UN Sustainable Development Goals (SDGs)—particularly SDG target 4.7. It interrogates the agency’s growing emphasis on digital SEL and conscious “whole brain” approaches as part of a wider neuroliberal turn towards the behavioural, psychological and neurological sciences and considers their implications for UNESCO’s status as the “conscience of human…
Huxleyan utopia or Huxleyan dystopia? "Scientific humanism", Faure's legacy and the ascendancy of neuroliberalism in education
Up Schitt’s Creek ? Comedy as a Slantwise Pedagogical Encounter with Queerness
Background: Pedagogical approaches to learning about LGBTQI+ themes and experiences remain a largely understudied topic in teacher education. This is partly due to anxieties around exploring these themes in nuanced and sensitive ways, with many teacher educators feeling ill-equipped to navigate the complexities of exploring so-called “difficult knowledge.” Purpose: In response to this, the purpose of this paper is to offer reflections on the peda…
Laughing ourselves out of the closet’
This paper explores comedy as a queer pedagogical form that subverts problematic representational tropes of queerness pervading mainstream depictions of queer experience. Articulating ‘form’ less as a fixed arrangement of characters, images, objects, and ideas, and more as a kind of formation that positions these in dynamic relation to the wider context in which comedies are encountered, we mobilise the idea of queer pedagogical forms to capture …
‘Bearing witness to negativity’
Contemporary educational discourse is filled with references to ‘the future’ and ‘the futures of education.’ In September 2024, the United Nations (UN) will host a Summit of the Future, billed as a
The future we want’? – the ideal twenty-first century learner and education’s neuro-affective turn
We examine the ideal twenty-first century learner as discursively produced in recent future-oriented documents published by the OECD and UNESCO. Drawing inspiration from Bacchi's question 'What is the problem represented to be?', we identify a constellation of interrelated discourses that together craft an image of a post-political, resilient, empathic, bio-perfected, transhuman learner. This learner is conditioned to endure, adapt and adjust to …
The ethics of AI or techno-solutionism? Unesco’s policy guidance on AI in education
International audience
From classrooms to communities
Sociology (12 works) · Political science (8 works) · Psychology (6 works) · Law (5 works) · Social Psychology (5 works) · Aesthetics (4 works) · Environmental ethics (4 works) · Gender Studies (4 works) · Law (4 works) · Pedagogy (4 works)