100 Years of Inequality?: Irish Educational Policy since the Foundation of the State
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| Title: | 100 Years of Inequality?: Irish Educational Policy since the Foundation of the State |
|---|---|
| Language: | English |
| Authors: | Judith Harford (ORCID |
| Source: | Paedagogica Historica: International Journal of the History of Education. 2024 60(4):726-741. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Educational Policy, Educational History, Equal Education, Educational Change, Foreign Countries, Cultural Context, Social Environment, Inclusion, Educational Legislation, Resource Allocation, Church Role, State Church Separation, Unions, Educationally Disadvantaged |
| Geographic Terms: | Ireland |
| DOI: | 10.1080/00309230.2022.2155979 |
| ISSN: | 0030-9230 1477-674X |
| Abstract: | 2022 marks one hundred years since the foundation of the Irish State, and thus an appropriate time in which to reflect on how educational policy has shaped the nation over the course of a century. This article examines one hundred years of education policy through an equality lens, asking how the concept of educational equality has been understood, fostered and mediated. Framing policy implementation across three defined periods, 1922-1959, 1960-1980 and 1981-2022, it argues that with the exception of a brief window which occurred during the 1960s, education policy has not been underpinned by rigorous policy formation based on considerations of social justice. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1435148 |
| Database: | ERIC |
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| Abstract: | 2022 marks one hundred years since the foundation of the Irish State, and thus an appropriate time in which to reflect on how educational policy has shaped the nation over the course of a century. This article examines one hundred years of education policy through an equality lens, asking how the concept of educational equality has been understood, fostered and mediated. Framing policy implementation across three defined periods, 1922-1959, 1960-1980 and 1981-2022, it argues that with the exception of a brief window which occurred during the 1960s, education policy has not been underpinned by rigorous policy formation based on considerations of social justice. |
|---|---|
| ISSN: | 0030-9230 1477-674X |
| DOI: | 10.1080/00309230.2022.2155979 |
