Daniel Faas
Dados Biográficos
| ID | 165052 |
|---|---|
| NOME | Daniel Faas |
| PRENOMES | Daniel |
| SOBRENOME | Faas |
| ASSINATURA | FAAS D |
| AFILIAÇÕES | Trinity College Dublin |
| ORCID | 0000-0002-9920-9407 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 35 |
| TOTAL DE CITAÇÕES | 129 |
| TOTAL COMO AUTOR | 35 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 7 |
Workers’ experiences in non-profit and for-profit managed asylum systems
Does the management of asylum systems by non-profit as opposed to for-profit organizations affect workers’ experiences and satisfaction? This study explores this question through interviews with workers and other stakeholders involved in the daily implementation of asylum policy in Italy and Ireland: Italy has a public system managed by civil society actors, whereas Ireland subcontracts management to for-profit actors. We find that job satisfacti…
Parental school choice in post-secular Ireland
The countervailing trends of secularisation and the emergence of diverse religious affiliations, due in part to upward trends in immigration, have raised many important questions for parents in Ireland when considering their child’s educational experience. In a highly denominational educational landscape, school choice is often limited, with many children attending schools that may not align with their family’s belief system. Understanding the ed…
The creation of culturally responsive school environments in Ireland
Ireland’s cultural identity has transformed significantly in the past few decades as a result of large-scale inward migration. Consequently, the creation of culturally responsive school environments has become a major concern in policy discourses in recent years. Despite the prevalence of such discourses, research on the cultural responsiveness of the four major primary school types in Ireland, and what factors influence the gap between policy an…
Familial ties and their impact on the class conditions of migrant nurses in the Republic of Ireland
This article examines how familial ties and kinship networks shape the class conditions of migrants in their host country. Using data from 61 semi-structured interviews with Filipino migrant nurses in Ireland, we examine the connection between familial social networks and their socioeconomic conditions in the host society. We argue that kinship ties and their local contexts continue to impinge on migrants’ class position and class conditions in t…
Street-Level Bureaucrats in the Irish Privatised Asylum Regime
Forced migration to Europe is growing in numbers and salience. In response, EU asylum services have been increasingly securitised, externalised and privatised. We investigate the functioning of marketised asylum regimes through the perspective of street-level bureaucrats (workers, civil servants and volunteers) working in the Irish asylum system, the only completely privatised asylum system in the EU. Interviews show that street-level bureaucrats…
Frames of forced migration
Upward Mobility and Class Inequities among Filipino Migrant Nurses in the Republic of Ireland
Using Bourdieusian class analysis, this mixed-methods study examines the nuances in the upward mobility of Filipino nurse migrants in the Republic of Ireland as they move from the Philippines to Ireland. The article illustrates how the transnational connections of nurses create cleavages among them as a micro-class category in the host state and argues how the social class position of the family continues to impact on the class conditions of migr…
Ethno-cultural diversity in initial teacher education courses
The internationalisation of the population of Ireland in recent decades has created a more culturally diverse society. Hence teachers need to have the necessary skills to teach in ethno-culturally diverse classrooms. In addition, teachers need to have required tools and knowledge to teach in increasingly multicultural classrooms. This article looks at ethno-cultural diversity in Irish primary ITE courses. The research draws on documentary sources…
(No) time to engage
Worldwide, HEIs strive to provide the best possible training for their PGRs, the next generation of researchers. PGRs engagement is crucial for a successful completion of their training, however, research on the experiences of PGRs is limited. Moreover, the number of international PGRs has increased steadily over the last decade, which poses the question whether international PGRs have different engagement levels compared to local PGRs. Therefore…
International student mobility within Europe
In this article, we provide an introduction to the special issue on ‘Challenges to International Student Mobility within Europe’. We first discuss the current context of such mobility and justify our focus on Europe, in particular, by outlining some distinctive features of this geographical region. We then outline the contributions of the articles that make up the special issue—in terms of the challenges they identify, the ways in which they theo…
Inclusion and Agency in Ghanaian Schools
This article examines the factors affecting the inclusion of migrant students and how they exercise agency in response to the challenges that impede their inclusion within the Ghanaian education system. We draw on agency and inclusion theories in the analysis of interviews and observation data from 68 migrant students across 30 schools. The findings show the negative impact of language, exploitation, labeling, and teasing on migrant students in t…
Comparing national identity discourses in history, geography and civic education curricula
National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems, and curricula in particular, are responding to this. This article explores how national identity is reflected in history, geography and civic education curricula in France and Ireland. More specifically, it exami…
Preserving ethos
The question of ethos has become increasingly prevalent in Irish primary schools as the demographics of the country have changed dramatically in recent years. However, little is known about the factors that influence the implementation of ethos across the numerous school types in Ireland. To address this gap in the research, this article focuses on the factors that impact the implementation of ethos in Irish schools and whether these factors vary…
Children, language and access to schools in the global South
Research on migrant children and young people has often focused on the global North and less on South–South migration. This article discusses language and its effect on how young migrants access Ghanaian schools. Through interviews with 68 pupils, 21 parents and 40 teachers and principals from 30 schools across Accra, we found that children and young people from francophone countries were placed in lower than age‐appropriate grades due to their l…
The economic and family experiences of Hong Kong Chinese in Ireland
This article explores the economic and family experiences of first- and second-generation Hong Kong Chinese in the Republic of Ireland. Although they are the earliest Chinese group in Ireland, their lived experiences have been overshadowed by a large influx of mainland Chinese since the end of the 1990s. This is the first empirical study in Ireland that makes the complex lived experiences of this migrant group visible. Their cross-generational ec…
Integrating marginalised students in Ghanaian schools
This article focuses on deepening the understanding of the factors affecting migrant students’ integration in Ghana’s educational system. Research on migrant education has primarily centred on northern destination countries. Using the case of West African migrant children in a multiethnic and multilingual Ghanaian setting, the article examines the complex and interplaying factors affecting migrant students’ integration into Ghanaian schools. Anal…
Post-school transitions in Ireland
This article examines the post-school pathways of Russian-speaking students in Ireland after completing secondary education; the importance of personal and institutional factors in shaping their transition process, and the role of parents and schools in achieving the post-school goals. The article draws on the qualitative exploratory study of 14 Russian-speaking migrant-origin students, to see how this group progresses beyond secondary schooling …
Leitkultur debates as civic integration in North-Western Europe
Political responses to ethno-religious diversity often include the idea of a common culture or (core) values, e.g., the German Leitkultur and comparable concepts in Denmark and the Netherlands. These intellectual debates underlie and inform different types of civic integration policies. Their structure demonstrates the discursive connection between the ostensibly liberal and universal components of the latter – which are often heralded as signs o…
Between ethos and practice
This article explores the ethos of multi-denominational primary schools in the context of increasing cultural and religious diversity in the Republic of Ireland. In particular, it investigates how the official ethos is played out in day-to-day school interactions. The mixed-methods study draws on data collected from 11 community national schools focussing on the perspectives of principals, teachers and pupils. The data indicates while schools’ fo…
Equality and diversity in vocational education
This article presents results of a cross-cultural comparison of trainer and trainee attitudes towards a variety of diversity issues, notably attitudes towards non-national trainees and those from other ethnic, religious and racial groups. Cross-cultural comparisons are made in the six European countries studied: France, Ireland, Italy, Latvia, Spain and the UK. The sample included 469 respondents (273 trainees and 196 trainers). There were consis…
Widening the educational capabilities of socio‐economically disadvantaged students through a model of social and cultural capital development
Widening participation programmes aim to increase the progression of students from low socio‐economic status ( SES ) groups to higher education. This research proposes that the human capabilities approach is a good justice‐based framework within which to consider the social and cultural capital processes that impact upon the educational capabilities of young people from low SES groups. It presents a case study which examines the developing capabi…
Everybody is Available to Them’
Migration to Ireland is continuing, albeit at a much slower pace, and migrant children continue to have a strong presence in Irish schools. How well these students integrate into the Irish education system depends, at least partially, on the support measures the schools have put in place for them. This article draws on the results of a large-scale empirical study on academic and social support measures available in Irish secondary schools, and co…
Examining 'Postmulticultural' and Civic Turns in the Netherlands, Britain, Germany, and Denmark
There is a widely shared view that the appeal of multiculturalism as a public policy has suffered considerable political damage. In many European states the turn to "civic" measures and discourses has been deemed more suitable for the objectives of minority integration and the promotion of preferred modes of social and political unity. It is therefore said that the first decade of the new century has been characterized by a reorientation in immig…
Intercultural education in Europe
European societies have become increasingly diverse as a result of legal and illegal migration flows, and educationists are facing the challenge of how to address the presence of migrant students. In recent years, there has been increasing activity at European level in the field of intercultural education despite the principle of subsidiarity. This article draws on 30 European level policy documents published within the last decade to analyse the…
Equality and Diversity in the Classroom
Examining 'Postmulticultural' and Civic Turns in the Netherlands, Britain, Germany, and Denmark
There is a widely shared view that the appeal of multiculturalism as a public policy has suffered considerable political damage. In many European states the turn to "civic" measures and discourses has been deemed more suitable for the objectives of minority integration and the promotion of preferred modes of social and political unity. It is therefore said that the first decade of the new century has been characterized by a reorientation in immig…
Leitkultur debates as civic integration in North-Western Europe
Political responses to ethno-religious diversity often include the idea of a common culture or (core) values, e.g., the German Leitkultur and comparable concepts in Denmark and the Netherlands. These intellectual debates underlie and inform different types of civic integration policies. Their structure demonstrates the discursive connection between the ostensibly liberal and universal components of the latter – which are often heralded as signs o…
Equality and Diversity in the Classroom
Reconsidering identity
Sociological research has hitherto largely focused on majority2 and minority ethnic identities or citizenship identities. However, the social connections between youth are not simply ethnic dynamics but also political dynamics involving citizenship categories. This article argues that in postmodern societies, it is important to reconsider the ways we think about youth identities. Drawing upon qualitative data from a study into the political ident…
Youth, Europe and the Nation
Europe is undergoing considerable demographic, economic, cultural and socio-political change. National citizenship identities have been challenged by the simultaneous processes of European integration and the migration of people into and across Europe. This paper explores how the current generation of youth relates towards Europe, and highlights the factors affecting their political knowledge, interests and identities. Although the article draws …
Widening the educational capabilities of socio‐economically disadvantaged students through a model of social and cultural capital development
Widening participation programmes aim to increase the progression of students from low socio‐economic status ( SES ) groups to higher education. This research proposes that the human capabilities approach is a good justice‐based framework within which to consider the social and cultural capital processes that impact upon the educational capabilities of young people from low SES groups. It presents a case study which examines the developing capabi…
Constructing identities
This article investigates how 15‐year‐old white and Turkish students in two Inner London comprehensive schools, one in a predominantly working‐class area (Millroad School) and the other in a more middle‐class environment (Darwin School), construct their identities. Drawing on mainly qualitative data from documentary sources, focus groups and semi‐structured interviews, the work points to a range of factors affecting identity formation processes, …
How ‘intercultural’ is education in Greece? Insights from policymakers and educators
Schools in Greece particularly in inner-city areas, have seen a considerable increase in the number of migrant students over the past two decades. In this article, we discuss the intercultural education policy, which was introduced in 1996, in response to the migration and diversity the country has seen since the mid-1980s. We explore how policymakers and other stakeholders in the field of education have defined the notion of interculturalism and…
The Europeanisation of German ethnic identities
Germany’s national (or ethnic) identity has become thoroughly European and there are even signs of Eurocentrism. This is particularly problematic for the Turkish Muslims who, arguably, are not European. This article explores how fifteen‐year‐old German and Turkish youth in two Stuttgart secondary schools, one in a predominantly working‐class area (Tannberg Hauptschule) and the other in a more middle‐class environment (Goethe Gymnasium), negotiate…
Intercultural education in Europe
European societies have become increasingly diverse as a result of legal and illegal migration flows, and educationists are facing the challenge of how to address the presence of migrant students. In recent years, there has been increasing activity at European level in the field of intercultural education despite the principle of subsidiarity. This article draws on 30 European level policy documents published within the last decade to analyse the…
Everybody is Available to Them’
Migration to Ireland is continuing, albeit at a much slower pace, and migrant children continue to have a strong presence in Irish schools. How well these students integrate into the Irish education system depends, at least partially, on the support measures the schools have put in place for them. This article draws on the results of a large-scale empirical study on academic and social support measures available in Irish secondary schools, and co…
Turkish Youth in the European Knowledge Economy
Globalisation and Europeanisation are complementary and partly overlapping processes that identify the increasingly supranational context in which political and educational systems are operating. This article explores how Turkish youth in two German and English secondary schools relate to the European knowledge economy, and how their political identities are shaped by school dynamics (ethos, curriculum and peer cultures) and social class position…
Identity, diversity and citizenship
Despite the long presence of migrant communities, Ireland was only transformed to a net-receiving immigration nation in 1996, and is currently experiencing net emigration in the wake of a sharp economic downturn. Debates about immigrant incorporation and educational responses are still at a relatively early stage. This study, which forms part of a larger project, set out to explore the role of schools and curricula in developing citizenship and t…
Upward Mobility and Class Inequities among Filipino Migrant Nurses in the Republic of Ireland
Using Bourdieusian class analysis, this mixed-methods study examines the nuances in the upward mobility of Filipino nurse migrants in the Republic of Ireland as they move from the Philippines to Ireland. The article illustrates how the transnational connections of nurses create cleavages among them as a micro-class category in the host state and argues how the social class position of the family continues to impact on the class conditions of migr…
Ethnic diversity and schooling in national education systems
Societies rely on different models to address ethnic, cultural and religious diversity in education, with different potential consequences for the experiences young people have in schools and different implications for policy and identity. For example, Germany, Greece and Ireland prefer the term interculturalism and intercultural education. In contrast, Britain, the Netherlands, Canada, the United States and Malaysia have historically worked with…
Between ethnocentrism and Europeanism? An exploration of the effects of migration and European integration on curricula and policies in Greece
Greek national identity has been challenged by processes of European integration and migration-related cultural diversity. This article begins with a socio-historical analysis of the impact of national, European and multicultural political agendas on education policy in Greece. Drawing on curriculum documents and semi-structured interviews, the article argues that these three agendas were put together in rather different ways, depending on the sc…
Post-school transitions in Ireland
This article examines the post-school pathways of Russian-speaking students in Ireland after completing secondary education; the importance of personal and institutional factors in shaping their transition process, and the role of parents and schools in achieving the post-school goals. The article draws on the qualitative exploratory study of 14 Russian-speaking migrant-origin students, to see how this group progresses beyond secondary schooling …
Between ethos and practice
This article explores the ethos of multi-denominational primary schools in the context of increasing cultural and religious diversity in the Republic of Ireland. In particular, it investigates how the official ethos is played out in day-to-day school interactions. The mixed-methods study draws on data collected from 11 community national schools focussing on the perspectives of principals, teachers and pupils. The data indicates while schools’ fo…
Turkish Youth in the European Knowledge Economy
Globalisation and Europeanisation are complementary and partly overlapping processes that identify the increasingly supranational context in which political and educational systems are operating. This article explores how Turkish youth in two German and English secondary schools relate to the European knowledge economy, and how their political identities are shaped by school dynamics (ethos, curriculum and peer cultures) and social class position…
Youth, Europe and the Nation
Europe is undergoing considerable demographic, economic, cultural and socio-political change. National citizenship identities have been challenged by the simultaneous processes of European integration and the migration of people into and across Europe. This paper explores how the current generation of youth relates towards Europe, and highlights the factors affecting their political knowledge, interests and identities. Although the article draws …
The Europeanisation of German ethnic identities
Germany’s national (or ethnic) identity has become thoroughly European and there are even signs of Eurocentrism. This is particularly problematic for the Turkish Muslims who, arguably, are not European. This article explores how fifteen‐year‐old German and Turkish youth in two Stuttgart secondary schools, one in a predominantly working‐class area (Tannberg Hauptschule) and the other in a more middle‐class environment (Goethe Gymnasium), negotiate…
Constructing identities
This article investigates how 15‐year‐old white and Turkish students in two Inner London comprehensive schools, one in a predominantly working‐class area (Millroad School) and the other in a more middle‐class environment (Darwin School), construct their identities. Drawing on mainly qualitative data from documentary sources, focus groups and semi‐structured interviews, the work points to a range of factors affecting identity formation processes, …
Reconsidering identity
Sociological research has hitherto largely focused on majority2 and minority ethnic identities or citizenship identities. However, the social connections between youth are not simply ethnic dynamics but also political dynamics involving citizenship categories. This article argues that in postmodern societies, it is important to reconsider the ways we think about youth identities. Drawing upon qualitative data from a study into the political ident…
From Guest Workers into Muslims
"From Guest Workers into Muslims: The Transformation of Turkish Immigrant Associations in Germany." Journal of Ethnic and Migration Studies, 36(3), pp. 537–538
Between ethnocentrism and Europeanism? An exploration of the effects of migration and European integration on curricula and policies in Greece
Greek national identity has been challenged by processes of European integration and migration-related cultural diversity. This article begins with a socio-historical analysis of the impact of national, European and multicultural political agendas on education policy in Greece. Drawing on curriculum documents and semi-structured interviews, the article argues that these three agendas were put together in rather different ways, depending on the sc…
How ‘intercultural’ is education in Greece? Insights from policymakers and educators
Schools in Greece particularly in inner-city areas, have seen a considerable increase in the number of migrant students over the past two decades. In this article, we discuss the intercultural education policy, which was introduced in 1996, in response to the migration and diversity the country has seen since the mid-1980s. We explore how policymakers and other stakeholders in the field of education have defined the notion of interculturalism and…
Identity, diversity and citizenship
Despite the long presence of migrant communities, Ireland was only transformed to a net-receiving immigration nation in 1996, and is currently experiencing net emigration in the wake of a sharp economic downturn. Debates about immigrant incorporation and educational responses are still at a relatively early stage. This study, which forms part of a larger project, set out to explore the role of schools and curricula in developing citizenship and t…
Ethnic diversity and schooling in national education systems
Societies rely on different models to address ethnic, cultural and religious diversity in education, with different potential consequences for the experiences young people have in schools and different implications for policy and identity. For example, Germany, Greece and Ireland prefer the term interculturalism and intercultural education. In contrast, Britain, the Netherlands, Canada, the United States and Malaysia have historically worked with…
Intercultural education in Europe
European societies have become increasingly diverse as a result of legal and illegal migration flows, and educationists are facing the challenge of how to address the presence of migrant students. In recent years, there has been increasing activity at European level in the field of intercultural education despite the principle of subsidiarity. This article draws on 30 European level policy documents published within the last decade to analyse the…
Equality and Diversity in the Classroom
Everybody is Available to Them’
Migration to Ireland is continuing, albeit at a much slower pace, and migrant children continue to have a strong presence in Irish schools. How well these students integrate into the Irish education system depends, at least partially, on the support measures the schools have put in place for them. This article draws on the results of a large-scale empirical study on academic and social support measures available in Irish secondary schools, and co…
Examining 'Postmulticultural' and Civic Turns in the Netherlands, Britain, Germany, and Denmark
There is a widely shared view that the appeal of multiculturalism as a public policy has suffered considerable political damage. In many European states the turn to "civic" measures and discourses has been deemed more suitable for the objectives of minority integration and the promotion of preferred modes of social and political unity. It is therefore said that the first decade of the new century has been characterized by a reorientation in immig…
Widening the educational capabilities of socio‐economically disadvantaged students through a model of social and cultural capital development
Widening participation programmes aim to increase the progression of students from low socio‐economic status ( SES ) groups to higher education. This research proposes that the human capabilities approach is a good justice‐based framework within which to consider the social and cultural capital processes that impact upon the educational capabilities of young people from low SES groups. It presents a case study which examines the developing capabi…
Between ethos and practice
This article explores the ethos of multi-denominational primary schools in the context of increasing cultural and religious diversity in the Republic of Ireland. In particular, it investigates how the official ethos is played out in day-to-day school interactions. The mixed-methods study draws on data collected from 11 community national schools focussing on the perspectives of principals, teachers and pupils. The data indicates while schools’ fo…
Equality and diversity in vocational education
This article presents results of a cross-cultural comparison of trainer and trainee attitudes towards a variety of diversity issues, notably attitudes towards non-national trainees and those from other ethnic, religious and racial groups. Cross-cultural comparisons are made in the six European countries studied: France, Ireland, Italy, Latvia, Spain and the UK. The sample included 469 respondents (273 trainees and 196 trainers). There were consis…
Post-school transitions in Ireland
This article examines the post-school pathways of Russian-speaking students in Ireland after completing secondary education; the importance of personal and institutional factors in shaping their transition process, and the role of parents and schools in achieving the post-school goals. The article draws on the qualitative exploratory study of 14 Russian-speaking migrant-origin students, to see how this group progresses beyond secondary schooling …
Leitkultur debates as civic integration in North-Western Europe
Political responses to ethno-religious diversity often include the idea of a common culture or (core) values, e.g., the German Leitkultur and comparable concepts in Denmark and the Netherlands. These intellectual debates underlie and inform different types of civic integration policies. Their structure demonstrates the discursive connection between the ostensibly liberal and universal components of the latter – which are often heralded as signs o…
The economic and family experiences of Hong Kong Chinese in Ireland
This article explores the economic and family experiences of first- and second-generation Hong Kong Chinese in the Republic of Ireland. Although they are the earliest Chinese group in Ireland, their lived experiences have been overshadowed by a large influx of mainland Chinese since the end of the 1990s. This is the first empirical study in Ireland that makes the complex lived experiences of this migrant group visible. Their cross-generational ec…
Integrating marginalised students in Ghanaian schools
This article focuses on deepening the understanding of the factors affecting migrant students’ integration in Ghana’s educational system. Research on migrant education has primarily centred on northern destination countries. Using the case of West African migrant children in a multiethnic and multilingual Ghanaian setting, the article examines the complex and interplaying factors affecting migrant students’ integration into Ghanaian schools. Anal…
Children, language and access to schools in the global South
Research on migrant children and young people has often focused on the global North and less on South–South migration. This article discusses language and its effect on how young migrants access Ghanaian schools. Through interviews with 68 pupils, 21 parents and 40 teachers and principals from 30 schools across Accra, we found that children and young people from francophone countries were placed in lower than age‐appropriate grades due to their l…
Comparing national identity discourses in history, geography and civic education curricula
National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems, and curricula in particular, are responding to this. This article explores how national identity is reflected in history, geography and civic education curricula in France and Ireland. More specifically, it exami…
Preserving ethos
The question of ethos has become increasingly prevalent in Irish primary schools as the demographics of the country have changed dramatically in recent years. However, little is known about the factors that influence the implementation of ethos across the numerous school types in Ireland. To address this gap in the research, this article focuses on the factors that impact the implementation of ethos in Irish schools and whether these factors vary…
Ethno-cultural diversity in initial teacher education courses
The internationalisation of the population of Ireland in recent decades has created a more culturally diverse society. Hence teachers need to have the necessary skills to teach in ethno-culturally diverse classrooms. In addition, teachers need to have required tools and knowledge to teach in increasingly multicultural classrooms. This article looks at ethno-cultural diversity in Irish primary ITE courses. The research draws on documentary sources…
Political science (34 obras) · Sociology (33 obras) · Law (19 obras) · Pedagogy (19 obras) · Gender Studies (18 obras) · Global Education and Multiculturalism (13 obras) · Economic growth (12 obras) · Gender Studies (11 obras) · Social science (11 obras) · Irish (10 obras)