Making the invisible visible
Managing tensions around including Traveller culture and history in the curriculum at primary and post-primary levels
Bibliographic Data
| ID | 21530670 |
|---|---|
| Authors | Anne Marie Kavanagh (0000-0002-6962-452X, DCU Institute of Education, DCU, corresponding author), Maeve Dupont (0000-0002-2463-250X, DCU Institute of Education, DCU) |
| Year | 2021 |
| Volume | 40 |
| Issue | 3 |
| Pages | 553-569 |
| Publication date | 2021-07-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Irish Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0332-3315 • E-ISSN: 1747-4965 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03323315.2021.1932548 |
| OpenAlex | W3168197167 |
| Language | EN |
| Citations received | 9 |
| References cited | 30 |
The formal recognition of Travellers as a distinct ethnic group by the Irish State in 2017 was arguably a significant step towards redressing the pernicious and endemic institutional racism and marginalisation that Travellers have historically experienced in Ireland. It was announced by the Irish Government in October 2018 that a review of the place of Travellers in existing school curricula would be undertaken, with a view to including Traveller history and culture at primary and post-primary levels. While there are benefits associated with curricular recognition, including its capacity to potentially disrupt the reiterative reproduction of institutional racism at a formal curricular level, a significant body of literature highlights the shortcomings associated with additive curricular approaches. These include tokenism and a failure to challenge dominant mainstream-centric perspectives and wider systemic inequities. The potential for curricular interventions to obscure or side-line critical consideration of the role of teachers’ and student teachers’ subjectivities, privileges and biases in perpetuating inequities is another dimension of this critique. This article draws on critical social justice literature, including tools from Critical Whiteness studies, to critically explore anti-Traveller racism and to analyse the tensions inherent in including Traveller culture and history in Irish primary and post-primary curricula
Curriculum · Institutional racism · Irish · Mainstream · Pedagogy · Political science · Racism · Sociology · Gender Studies · Irish and British Studies · Law · Religious Education and Schools · Romani and Gypsy Studies
‘I wouldn’t say there’s outright racism’
Unsilencing the Histories of Ireland’s Indigenous Minority
“The School for the Travellers and the Blacks”
Traveller students being and relating to an/‘other’
‘ Pavee Leaders ’ – enablers and inhibitors to accessing higher education for Irish Travellers
Children's awareness of ethnic outgroup symbols
Inaugural World Occupational Science Conference . Occupation and Society
Energy poverty among the “invisible minority”
There actually aren’t enough hours in the week’
Affirming diversity
Critical Multiculturalism
Rethinking Multiculturalism
Title unavailable
Rethinking Multiculturalism
The unexamined Whiteness of teaching
I don't think I'm a racist”
School (non-)attendance and ‘mobile cultures’
Naming the ‘other’
How the Irish became CRT’d? ‘Greening’ Critical Race Theory, and the pitfalls of a normative Atlantic state view
Optimism despite disappointment
What about us?’ Gypsies, Travellers and ‘White racism’ in secondary schools in England
Reproducing monocultural education
The Significance of the Declaration of Ethnic Minority Status for Irish Travellers
Nice to Know You? Testing Contact, Cultural, and Group Threat Theories of Anti‐Black and Anti‐Hispanic Stereotypes
Culturally Relevant Pedagogy 2.0
Emancipatory Narratives
Frequent mental distress (FMD) in Irish Travellers
| Unique citing works | 9 |
|---|---|
| Citations per year | 1,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |