The emergence of a national policy on teacher education in Ireland

Bibliographic Data

ID10106174
AuthorsJudith Harford (0000-0001-5511-1283, University College Dublin, corresponding author)
Year2009
Volume41
Issue1
Pages45-56
Publication date2009-01-30
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Educational Administration & History (JOURNAL)
Journal identifiersISSN: 0022-0620 • E-ISSN: 1478-7431
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00220620802604602
OpenAlexW2119468058
LanguageEN
Citations received5

The development of the Irish system of education was, not unlike all critical aspects of Irish identity, fundamentally shaped by its relationship with its colonial neighbour. Prior to Independence in 1922, the system of education promoted was a fundamental part of a strategic effort to ensure cultural assimilation and political socialisation. Control over the education system facilitated the systematic erosion of the native language and culture and the reproduction of colonial values. Following Independence, the system of education promoted was a response to what was perceived as centuries of political, economic, cultural and linguistic domination. However, whether prior to or post‐Independence, the pedagogical was often marginalised at the expense of the political. This article focuses on an aspect of Irish education policy which has largely escaped the focus of scholars to date: teacher education policy. It examines the ideological basis underlying the development of a national policy on teacher education from 1831

Aesthetics · Colonialism · Economic growth · Economics · Education policy · Higher education · Identity (music · Ideology · Independence (probability theory · Irish · Linguistics · National identity · Pedagogy · Political economy · Political science · Politics · Social science · Sociology · Educator Training and Historical Pedagogy · Law · Religious Education and Schools

Tools

Open DOISci-Hub