Kathy Reilly
Biographic Data
| ID | 3759249 |
|---|---|
| NAME | Kathy Reilly |
| GIVEN NAMES | Kathy |
| FAMILY NAME | Reilly |
| SIGNATURE | REILLY K |
| AFFILIATIONS | Ollscoil na Gaillimhe – University of Galway |
| ORCID | 0000-0002-1326-1934 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Towards worldview literate climate change education: Perspectives from European educators’ interviews
Climate change education (CCE) often involves profound, value-laden, and existential questions that are closely tied to the worldviews through which individuals interpret the world. This article explores the potential of worldview literacy as an approach for recognising and engaging with worldview influences in CCE. Based on in-depth interviews with 37 educators working in formal and non-formal education across four European city-regions, the stu…
Reflections on co-productive research in a youth-focused climate education project
The 1989 UN Convention on the Rights of the Child emphasises the value of listening to young people's voices. Since its inception, there have been significant moves to involve young people in research that concerns their lives in a time of environmental emergency. Drawing on critical analysis of our work with Youth Action Partnerships (YAPs), this article explores how co-production with young people can effectively be achieved and offers meaningf…
From local to national – lessons from a community stewardship perspective
The Heritage Keepers programme is a national place-based learning programme piloted in 2022 as part of a partnership between Burrenbeo Trust located in County Galway in the West of Ireland and the Heritage Council of Ireland. The following paper provides details on the programme’s background, evaluation and outcomes; in addition to discussing the findings in relation to scaling-up and community stewardship more generally. We outline some of the k…
Learning from young people’s experiences of climate change education
This article centres on young people’s experiences of climate change education (CCE). There is much written on CCE (e.g. what it is, what it should be, how it should be taught, where it should be taught), but there is little exploring young people’s views on learning about climate and the climate crisis. This Spotlight On article considers data collected as part of 21 focus groups, which engaged more than 100 young people in Bristol (UK), Galway …
Exploring the association between growth mindsets and climate action with young people
Decades of research has demonstrated the power of growth mindsets (i.e. belief in the malleability of the qualities of humans) to shape people’s ways of making sense of their socio-cultural reality and influence their ways of thinking about and acting towards change. Yet, research which connects mindsets with climate action or sustainability behavior remains scarce. This study explores the association between mindsets and climate action among Eur…
Exploring the environmental value action gap in education research: A semi-systematic literature review
Despite rising levels of interest in global environmental challenges, progress towards the widespread adoption of pro-environmental behaviours remains slow and inconsistent. Previous literature identifies the importance of education for working to address this inconsistency between the environmental values people hold and their behaviours, commonly described as the value-action gap. To examine current knowledge in this area we conducted a semi-sy…
Distant suffering and digital knowledge politics: New trajectories for critical geography
This paper engages theoretical principles from critical human geography, media and communication studies, and development literature to present a research trajectory that unpacks the influence of digital platforms in representing and mediating distant suffering. Critiques of aid and development communication have long focused on concerns around the representation of the Global South as an 'Othered' space; powerful and deeply problematic geographi…
Making evaluation work for the practitioner evaluator: Experience from the field of environmental education
Drawing on work from environmental education, evaluation, and practitioner research, this paper presents a discussion of programme evaluation practices from the practitioner's perspective. This discussion is informed by a meta-evaluation conducted on ten-years (2008–2018) of data collected from a suite of place-based learning programmes delivered by a charity in Ireland. Analysis of the data available allowed for an evaluation of the programmes i…
Narrating Childhood with Children and Young People: Diverse Contexts, Methods and Stories of Everyday Life
Mediating representations of poverty and development: A help or a hindrance
This paper explores the role of media, and in particular Comic Relief plea films (2013), in scripting understandings of poverty and development. The films represent a coding of poverty that is embedded with wider geographical imaginings that essentially abstract knowledge and produce assumptions about particular places that remain premised on hegemonic Global North ideas about the world and how it works. As a result the Global South is often cons…
Participative critical enquiry in graduate field-based learning
This paper outlines a critical pedagogic approach to field-based learning (FBL) at graduate level. Drawing on student experience stemming from a FBL module and as part of an MA programme in Environment, Society and Development, the paper addresses the complexities associated with student-led, participative critical enquiry during fieldwork in Sarajevo, Bosnia-Herzegovina. The paper examines emerging student discourses through a group assessment a…
Fringe benefits? Educational experiences of migrant and non-migrant youth in the urban-rural fringe of Galway City, Ireland
Field-based learning: The challenge of practising participatory knowledge
In 2009, Geography at National University of Ireland, Galway, launched a new taught master's programme, the MA in Environment, Society and Development. The vision for the programme was to engage students in the analysis and critique of the array of interventionary practices of development and securitization in our contemporary world. A range of modules were set up focusing on a number of interrelated concerns, including “geopolitics and security”…
Accommodating all applicants? School choice and the regulation of enrolment in Ireland
The politics of access are a central issue when considering education as both a process and product of socio‐demographic stratification. This article undertakes a two‐fold investigation of school choice in Ireland, first using data gathered during 2009–2010 as part of the Galway Education Survey (GES) to examine school choice practices on the ground. We then localize these findings in the discursive context of three Department of Education and Sk…
Two Tiers Emerging? School Choice and Educational Achievement Disparities among Young Migrants and Non‐migrants in Galway City and Urban Fringe
The purpose of this paper is to examine whether migrant and non‐migrant students in Galway City and urban fringe have parity of educational outcomes. The Organisation for Economic Co‐operation and Development suggested such parity in its Review of Migrant Education in Ireland (2009) yet simultaneously suggested that the lack of survey data makes it difficult to gauge the experience of immigrant students. This paper uses survey data collected from…
Exploring the environmental value action gap in education research: A semi-systematic literature review
Despite rising levels of interest in global environmental challenges, progress towards the widespread adoption of pro-environmental behaviours remains slow and inconsistent. Previous literature identifies the importance of education for working to address this inconsistency between the environmental values people hold and their behaviours, commonly described as the value-action gap. To examine current knowledge in this area we conducted a semi-sy…
Mediating representations of poverty and development: A help or a hindrance
This paper explores the role of media, and in particular Comic Relief plea films (2013), in scripting understandings of poverty and development. The films represent a coding of poverty that is embedded with wider geographical imaginings that essentially abstract knowledge and produce assumptions about particular places that remain premised on hegemonic Global North ideas about the world and how it works. As a result the Global South is often cons…
Participative critical enquiry in graduate field-based learning
This paper outlines a critical pedagogic approach to field-based learning (FBL) at graduate level. Drawing on student experience stemming from a FBL module and as part of an MA programme in Environment, Society and Development, the paper addresses the complexities associated with student-led, participative critical enquiry during fieldwork in Sarajevo, Bosnia-Herzegovina. The paper examines emerging student discourses through a group assessment a…
Field-based learning: The challenge of practising participatory knowledge
In 2009, Geography at National University of Ireland, Galway, launched a new taught master's programme, the MA in Environment, Society and Development. The vision for the programme was to engage students in the analysis and critique of the array of interventionary practices of development and securitization in our contemporary world. A range of modules were set up focusing on a number of interrelated concerns, including “geopolitics and security”…
Accommodating all applicants? School choice and the regulation of enrolment in Ireland
The politics of access are a central issue when considering education as both a process and product of socio‐demographic stratification. This article undertakes a two‐fold investigation of school choice in Ireland, first using data gathered during 2009–2010 as part of the Galway Education Survey (GES) to examine school choice practices on the ground. We then localize these findings in the discursive context of three Department of Education and Sk…
Two Tiers Emerging? School Choice and Educational Achievement Disparities among Young Migrants and Non‐migrants in Galway City and Urban Fringe
The purpose of this paper is to examine whether migrant and non‐migrant students in Galway City and urban fringe have parity of educational outcomes. The Organisation for Economic Co‐operation and Development suggested such parity in its Review of Migrant Education in Ireland (2009) yet simultaneously suggested that the lack of survey data makes it difficult to gauge the experience of immigrant students. This paper uses survey data collected from…
Reflections on co-productive research in a youth-focused climate education project
The 1989 UN Convention on the Rights of the Child emphasises the value of listening to young people's voices. Since its inception, there have been significant moves to involve young people in research that concerns their lives in a time of environmental emergency. Drawing on critical analysis of our work with Youth Action Partnerships (YAPs), this article explores how co-production with young people can effectively be achieved and offers meaningf…
Exploring the association between growth mindsets and climate action with young people
Decades of research has demonstrated the power of growth mindsets (i.e. belief in the malleability of the qualities of humans) to shape people’s ways of making sense of their socio-cultural reality and influence their ways of thinking about and acting towards change. Yet, research which connects mindsets with climate action or sustainability behavior remains scarce. This study explores the association between mindsets and climate action among Eur…
Making evaluation work for the practitioner evaluator: Experience from the field of environmental education
Drawing on work from environmental education, evaluation, and practitioner research, this paper presents a discussion of programme evaluation practices from the practitioner's perspective. This discussion is informed by a meta-evaluation conducted on ten-years (2008–2018) of data collected from a suite of place-based learning programmes delivered by a charity in Ireland. Analysis of the data available allowed for an evaluation of the programmes i…
Fringe benefits? Educational experiences of migrant and non-migrant youth in the urban-rural fringe of Galway City, Ireland
Two Tiers Emerging? School Choice and Educational Achievement Disparities among Young Migrants and Non‐migrants in Galway City and Urban Fringe
The purpose of this paper is to examine whether migrant and non‐migrant students in Galway City and urban fringe have parity of educational outcomes. The Organisation for Economic Co‐operation and Development suggested such parity in its Review of Migrant Education in Ireland (2009) yet simultaneously suggested that the lack of survey data makes it difficult to gauge the experience of immigrant students. This paper uses survey data collected from…
Field-based learning: The challenge of practising participatory knowledge
In 2009, Geography at National University of Ireland, Galway, launched a new taught master's programme, the MA in Environment, Society and Development. The vision for the programme was to engage students in the analysis and critique of the array of interventionary practices of development and securitization in our contemporary world. A range of modules were set up focusing on a number of interrelated concerns, including “geopolitics and security”…
Accommodating all applicants? School choice and the regulation of enrolment in Ireland
The politics of access are a central issue when considering education as both a process and product of socio‐demographic stratification. This article undertakes a two‐fold investigation of school choice in Ireland, first using data gathered during 2009–2010 as part of the Galway Education Survey (GES) to examine school choice practices on the ground. We then localize these findings in the discursive context of three Department of Education and Sk…
Fringe benefits? Educational experiences of migrant and non-migrant youth in the urban-rural fringe of Galway City, Ireland
Participative critical enquiry in graduate field-based learning
This paper outlines a critical pedagogic approach to field-based learning (FBL) at graduate level. Drawing on student experience stemming from a FBL module and as part of an MA programme in Environment, Society and Development, the paper addresses the complexities associated with student-led, participative critical enquiry during fieldwork in Sarajevo, Bosnia-Herzegovina. The paper examines emerging student discourses through a group assessment a…
Mediating representations of poverty and development: A help or a hindrance
This paper explores the role of media, and in particular Comic Relief plea films (2013), in scripting understandings of poverty and development. The films represent a coding of poverty that is embedded with wider geographical imaginings that essentially abstract knowledge and produce assumptions about particular places that remain premised on hegemonic Global North ideas about the world and how it works. As a result the Global South is often cons…
Narrating Childhood with Children and Young People: Diverse Contexts, Methods and Stories of Everyday Life
Making evaluation work for the practitioner evaluator: Experience from the field of environmental education
Drawing on work from environmental education, evaluation, and practitioner research, this paper presents a discussion of programme evaluation practices from the practitioner's perspective. This discussion is informed by a meta-evaluation conducted on ten-years (2008–2018) of data collected from a suite of place-based learning programmes delivered by a charity in Ireland. Analysis of the data available allowed for an evaluation of the programmes i…
From local to national – lessons from a community stewardship perspective
The Heritage Keepers programme is a national place-based learning programme piloted in 2022 as part of a partnership between Burrenbeo Trust located in County Galway in the West of Ireland and the Heritage Council of Ireland. The following paper provides details on the programme’s background, evaluation and outcomes; in addition to discussing the findings in relation to scaling-up and community stewardship more generally. We outline some of the k…
Learning from young people’s experiences of climate change education
This article centres on young people’s experiences of climate change education (CCE). There is much written on CCE (e.g. what it is, what it should be, how it should be taught, where it should be taught), but there is little exploring young people’s views on learning about climate and the climate crisis. This Spotlight On article considers data collected as part of 21 focus groups, which engaged more than 100 young people in Bristol (UK), Galway …
Exploring the association between growth mindsets and climate action with young people
Decades of research has demonstrated the power of growth mindsets (i.e. belief in the malleability of the qualities of humans) to shape people’s ways of making sense of their socio-cultural reality and influence their ways of thinking about and acting towards change. Yet, research which connects mindsets with climate action or sustainability behavior remains scarce. This study explores the association between mindsets and climate action among Eur…
Exploring the environmental value action gap in education research: A semi-systematic literature review
Despite rising levels of interest in global environmental challenges, progress towards the widespread adoption of pro-environmental behaviours remains slow and inconsistent. Previous literature identifies the importance of education for working to address this inconsistency between the environmental values people hold and their behaviours, commonly described as the value-action gap. To examine current knowledge in this area we conducted a semi-sy…
Distant suffering and digital knowledge politics: New trajectories for critical geography
This paper engages theoretical principles from critical human geography, media and communication studies, and development literature to present a research trajectory that unpacks the influence of digital platforms in representing and mediating distant suffering. Critiques of aid and development communication have long focused on concerns around the representation of the Global South as an 'Othered' space; powerful and deeply problematic geographi…
Reflections on co-productive research in a youth-focused climate education project
The 1989 UN Convention on the Rights of the Child emphasises the value of listening to young people's voices. Since its inception, there have been significant moves to involve young people in research that concerns their lives in a time of environmental emergency. Drawing on critical analysis of our work with Youth Action Partnerships (YAPs), this article explores how co-production with young people can effectively be achieved and offers meaningf…
Towards worldview literate climate change education: Perspectives from European educators’ interviews
Climate change education (CCE) often involves profound, value-laden, and existential questions that are closely tied to the worldviews through which individuals interpret the world. This article explores the potential of worldview literacy as an approach for recognising and engaging with worldview influences in CCE. Based on in-depth interviews with 37 educators working in formal and non-formal education across four European city-regions, the stu…
Sociology (13 works) · Political science (11 works) · Geography (7 works) · Pedagogy (6 works) · Computer Science (5 works) · Environmental Education and Sustainability (5 works) · Climate Change Communication and Perception (4 works) · Politics (4 works) · Psychology (4 works) · Public relations (4 works)