Developing the characteristic spirit of publicly managed schools in a more secular and pluralist Ireland

References

• Abbas, T. (2004). After 9/11: British South Asian Muslims, Islamophobia, multiculturalism, and the state. American Journal of Social Sciences, 21, 26–38.
   Google Scholar
• Akenson, D. H. (1970). The Irish education experiment: The national system of education in the nineteenth century. London: Routledge.
   Google Scholar
• Australian Government. (2005). National framework for values education in Australian schools. Canberra: Department of Education, Science and Training.
   Google Scholar
• Ball, S. J. (1999). Labour, learning and the economy: A ‘policy sociology’ perspective. Cambridge Journal of Education, 29, 195–206.
   Google Scholar
• Benson, C., Garvin, T., Lynch, K., & Roche, B. (1985). Ideology, interests and Irish education. The Crane Bag, 9, 12–24.
   Google Scholar
• Berry, J. (2016). Teachers undefeated: How global education has failed to crush the spirit of educators. London: UCL Institute of Education Press.
   Google Scholar
• Bryan, A. (2008). The co‐articulation of national identity and interculturalism in the Irish curriculum: Educating for democratic citizenship? London Review of Education, 6, 47–58.10.1080/14748460801889894
   Google Scholar
• Catechism of the Catholic Church. (1994). Catechism of the Catholic Church. Liguori, MO: Liguori Publications.
   Google Scholar
• Clarke, P. (2014). Report into allegations concerning Birmingham schools arising from the ‘Trojan Horse’ letter. London: Department for Education.
   Google Scholar
• Coakley, J. (2013). Reforming political institutions: Ireland in comparative perspective. Dublin: Institute of Public Administration.
   Google Scholar
• Cochran-Smith, M. (1999). Learning to teach for social justice. In G. Griffin (Ed.), The education of teachers: Ninety-eighth yearbook of the National Society for the Study of Education (pp. 114–144). Chicago, IL: University of Chicago Press.
   Google Scholar
• Colton, P. (2009). Schools and the law: A patron’s introspection. Irish Educational Studies, 28, 253–277.
   Web of Science ®Google Scholar
• Congregation for Catholic Education. (1977). The Catholic school. London: Catholic Truth Society.
   Google Scholar
• Congregation for Catholic Education. (1998). The Catholic school on the threshold of the third millennium. London: Catholic Truth Society.
   Google Scholar
• Congregation for Catholic Education. (2014). Educating today and tomorrow, a renewing passion, instrumentum laboris. London: Catholic Truth Society.
   Google Scholar
• Cook, T. J., & Simmonds, T. J. (2011). The charism of 21st-century Catholic schools: Building a culture of relationships. Catholic Education: A Journal of Inquiry and Practice, 14, 318–333.
   Google Scholar
• Coolahan, J. (1981). Irish education: Its history and structure. Dublin: Institute of Public Administration.
   Google Scholar
• Coolahan, J. (1984). The fortunes of education as a subject of study and research in Ireland. Irish Educational Studies, 4, 1–34.10.1080/0332331840040104
   Google Scholar
• Coolahan, J. (2014). The shaping of Ireland’s faith-based school system and contemporary challenges to it. In J. Chapman, S. McNamara, M. J. Reiss, & Y. Waghid (Eds.), International handbook of learning, teaching and faith-based schools (pp. 473–487). Dordrecht: Springer.
   Google Scholar
• Coolahan, J., Hussey, C., & Kilfeather, F. (2012). The forum on patronage and pluralism in the primary sector. Report of the forum’s advisory group. Report submitted to the Minister for Education and Skills. Dublin: Stationery Office.
   Google Scholar
• Coolahan, J., Drudy, S., Hogan, P., Hyland, Á., & McGuinness, S. (2017). Towards a better future: A review of the Irish school system. Glounthaune, Co. Cork and Dublin: Irish Primary Principals Network (IPPN) and The National Association of Principals and Deputy Principals (NAPD).
   Google Scholar
• Cooper, E. (2005). What do we know about out-of-school youths? How participatory action research can work for young refugees in camps. Compare, 35, 463–477.
   Google Scholar
• Corcoran, R. P., & O’Flaherty, J. (2016). Moral reasoning development among college students: A growth curve analysis. Journal of Moral Education, 45, 433–448.
   Web of Science ®Google Scholar
• Corcoran, R. P., & O’Flaherty, J. (2017). Executive function during teacher preparation. Teaching & Teacher Education, 63, 168–175.10.1016/j.tate.2016.12.023
   Web of Science ®Google Scholar
• CPE, Centre for Public Education. (2015). An American imperative: Public education. Retrieved July 11, 2015, from http://www.centerforpubliceducation.org/Main-Menu/Public-education/An-American-imperative-Public-education
   Google Scholar
• CPSMA, Catholic Primary School Management Association. (2012). Board of management handbook 2012. Maynooth: Catholic Primary Schools’ Management Association.
   Google Scholar
• Cranston, N., Kimber, M., Mulford, B., Reid, A., & Keating, J. (2010). Politics and school education in Australia: A case of shifting purposes. Journal of Educational Administration, 48, 182–195.
   Google Scholar
• Crozier, G., & Davies, J. (2008). ‘The trouble is they don’t mix’: Self-segregation or enforced exclusion? Race Ethnicity and Education, 11, 285–301.
   Web of Science ®Google Scholar
• CSO, Central Statistics Office. (2011). Census 2011 reports. Retrieved July 16, 2014, from http://www.cso.ie/en/census/census2011reports/
   Google Scholar
• Daly, T. (2008). School culture and values-related change: Towards a critically pragmatic conceptualisation. Irish Educational Studies, 27, 5–27.10.1080/03323310701837822
   Web of Science ®Google Scholar
• Daly, E. (2012). Religion, law and the Irish state: The constitutional framework in context. Dublin: Clarus Press.
   Google Scholar
• Darmody, M., Tyrrell, N., & Song, S. (Eds.). (2011). The changing faces of Ireland: Exploring the lives of immigrant and ethnic minority children. Rotterdam: Sense.
   Google Scholar
• DES, Department of Education and Science. (1992). Education for a changing world. Green paper on education. Dublin: Stationery Office.
   Google Scholar
• DES, Department of Education and Skills. (2016). Key Statistics: 2014-2105; 2015-2016. Dublin: Department of Education and Skills. July, 2016. Retrieved from http://www.education.ie/en/Publications/Statistics/KeyStatistics/Key-Statistics-2015-2016.pdf
   Google Scholar
• DfE, Department for Education. (2011). Teachers’ standards. Retrieved July 10, 2015, from https://www.gov.uk/government/publications/teachers-standards
   Google Scholar
• DfE, Department for Education. (2015). Departmental advice for schools and childcare providers. Retrieved April 21, 2016, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/439598/prevent-duty-departmental-advice-v6.pdf
   Google Scholar
• Durkheim, E. (1885). Social Property and Democracy: Review of Alfred Fouillée, La Propriété et la Démocratie (Paris, 1884). In A. Giddens (Ed.), Durkheim on Politics and the State (1986) (pp. 86–96). Stanford, CA: Stanford University Press.
   Google Scholar
• Dyrenfurth, N. (2007). John Howard’s hegemony of values: The politics of ‘Mateship’ in the Howard Decade. Australian Journal of Political Science, 42, 211–230.
   Web of Science ®Google Scholar
• Educate Together. (2015). Mission and values. Retrieved July 11, 2015, from http://www.educatetogether.ie/about/mission-and-values
   Google Scholar
• Elliot, J. (1998). The curriculum experiment: Meeting the challenges of social change. Buckingham: Open University Press.
   Google Scholar
• Elliott, J. (1994). Clarifying values in school. Cambridge Journal of Education, 24, 413–422.
   Google Scholar
• English, A. R. (2016). Dialogic teaching and moral learning: Self-critique, narrativity, community and ‘Blind Spots’. Journal of Philosophy of Education, 50, 160–176.10.1111/jope.2016.50.issue-2
   Web of Science ®Google Scholar
• ESRI, The Economic and Social Research Institution. (2013). Governance and funding of second-level schools in Ireland. Dublin: ESRI.
   Google Scholar
• Faulkner, P. (2005). As I saw it. Reviewing over 30 years of Fianna Fáil and Irish politics. Dublin: Wolfhound Press.
   Google Scholar
• Feinberg, W. (2006). For Goodness Sake: Religious schools and education for democratic citizenry. London: Routledge.
   Google Scholar
• Fischer, K. (2010). Ethos vs Ethics or the hierarchy of rights and values in schools – The Irish case. Paper presented at Education and Citizenship in a Globalising World Conference, London, 19–20 November 2010.
   Google Scholar
• Fischer, K. (2016). Schools and the politics of religion and diversity in the Republic of Ireland: Separate but equal? Manchester: Manchester University Press.10.7228/manchester/9780719091964.001.0001
   Google Scholar
• Fitzgerald, J. (1998). The way we are: Education and the Celtic Tiger. In B. Farrell (Ed.), Issues in Education 3: Changing Education, Changing Society (pp. 35–44). Dublin: ASTI.
   Google Scholar
• Fitzgerald, G. (2007). Civic republicanism: Vision and values in 21st Century Ireland, Le Chéile. Journal of the National Association of Principals and Deputy Principals, 1, 29–51.
   Google Scholar
• Fullan, M. (2007). The new meaning of educational change. New York, NY: Teachers College Press.
   Google Scholar
• Furlong, C., & Monahan, L. (Eds.). (2000). School culture and ethos. Dublin: Marino Institute of Education.
   Google Scholar
• Garvin, T. (2004). Preventing the future. Why was Ireland so poor for so long? Dublin: Gill and MacMillan.
   Google Scholar
• Giroux, H. A. (1981). Ideology, culture and the process of schooling. London: Falmer Press.
   Google Scholar
• Giroux, H. A. (2011). Education and the crisis of public values. New York, NY: Peter Lang.10.3726/978-1-4539-1557-8
   Google Scholar
• Gleeson, J. (2004). The rhetoric of reform and the reality of educational politics power and control in Irish post-primary curriculum policymaking and implementation. In C. Sugrue (Ed.), Ideology and curriculum: Irish experiences – international perspectives (pp. 101–140). Dublin: Liffey Press.
   Google Scholar
• Gleeson, J. (2010). Curriculum in context: Partnership, power and praxis in Ireland. Oxford: Peter Lang.
   Google Scholar
• Goodson, I. (2001). Social histories of educational change. Journal of Educational Change, 2, 45–63.10.1023/A:1011508128957
   Google Scholar
• Government of Ireland. (1930). Vocational act. Dublin: Stationery Office.
   Google Scholar
• Government of Ireland. (1937). Irish constitution. Dublin: Stationery Office.
   Google Scholar
• Government of Ireland. (1998). Education act. Dublin: Stationery Office.
   Google Scholar
• Government of Ireland. (2013). Education and training board act. Dublin: Stationery Office.
   Google Scholar
• Green, E. (2014). The negotiation and articulation of identity, position and ethos in joint church academies. Research Papers in Education, 29, 285–299.
   Web of Science ®Google Scholar
• Haidt, J., Osenberga, E., & Hom, H. (2003). Differentiating diversities: Moral diversity is not like other kinds. Journal of Applied Social Psychology, 33(1), 1–36.10.1111/jasp.2003.33.issue-1
   Web of Science ®Google Scholar
• Halpin, D. (1999). Democracy, inclusive schooling and the politics of education. International Journal of Inclusive Education, 3, 225–238.
   Google Scholar
• Hannan, D., & Boyle, M. (1987). Schooling decisions: The origins and consequences of selection and streaming in Irish post-primary schools. ESRI Paper no. 136. Dublin: ESRI.
   Google Scholar
• Healy, G., Sheehan, B., & Whelan, N. (2015). Ireland says yes: The inside story of how the vote for marriage equality was won. Dublin: Merrion Press.
   Google Scholar
• Hinchcliffe, G. (2015). Education: A civic republican approach. Abingdon: Routledge.
   Google Scholar
• Hogan, P. (1983). An overview of the educational ethos. The Crane Bag, 7, 41–213.
   Google Scholar
• Hoggett, P. (2006). Conflict, ambivalence, and the contested purpose of public organisations. Human Relations, 59, 179.
   Web of Science ®Google Scholar
• Hopkins, N. (2015). Freedom as non-domination, standards and the negotiated curriculum. Journal of Philosophy of Education, 49, 607–618.10.1111/1467-9752.12129
   Web of Science ®Google Scholar
• Howe, S. (2013). Colonized and colonizer: Ireland in the British Empire. In A. Jackson (Ed.), The Oxford handbook of modern Irish history (pp. 67–82). Oxford: Oxford University Press.
   Google Scholar
• Husu, J., & Tirri, K. (2007). Developing whole school pedagogical values – A case of going through the ethos of ‘good schooling’. Teaching & Teacher Education, 23, 390–401.10.1016/j.tate.2006.12.015
   Web of Science ®Google Scholar
• Inglis, T. (1998). Moral Monopoly: The rise and fall of the Catholic Church in modern Ireland. Dublin: University College Dublin Press.
   Google Scholar
• Inglis, T. (2007). Catholic identity in contemporary Ireland: Belief and belonging to tradition. Journal of Contemporary Religion, 22, 205–220.10.1080/13537900701331064
   Google Scholar
• Ipgrave, J. (2011). Religious diversity: Models of inclusion for schools in England. Canadian and International Education /Education canadienne et international, 40, 94–109.
   Google Scholar
• JMOS, John Marcus O’Sullivan Summer School. (2011). Religion, diversity and publically managed schools in Ireland. Annual Conference, University of Limerick, Limerick, June 17th-18th.
   Google Scholar
• Jones, T. M. (2009). Framing the framework: Discourses in Australia’s national values education policy. Education Research Policy and Practice, 8, 35–57.
   Google Scholar
• Lane, D. (1991). Catholic Education and the School. Some theological reflections. Dublin: Veritas.
   Google Scholar
• Langmann, E. (2016). My way to you: How to make room for transformative communication in intercultural education. Journal of Philosophy of Education, 50, 233–245.10.1111/jope.2016.50.issue-2
   Web of Science ®Google Scholar
• Lawton, D. (1975). Class, culture and the curriculum. London: Routledge and Kegan Paul.
   Google Scholar
• Lee, J. J. (1989). Ireland 1912–1985: Politics and society. Cambridge: Cambridge University Press.
   Google Scholar
• Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51, 129–147.10.1080/17508481003731026
   Web of Science ®Google Scholar
• Lovat, T., & Clement, N. (2008). Quality teaching and values education: Coalescing for effective learning. Journal of Moral Education, 37(1), 1–16.10.1080/03057240701803643
   Web of Science ®Google Scholar
• Lovat, T., Dally, K., Clement, N., Toomey, R. (2011). Values pedagogy and student achievement. Contemporary research evidence (pp. 21–39). Dordrecht: Springer.10.1007/978-94-007-1563-9
   Google Scholar
• Lynch, K. (1989). The hidden curriculum. London: The Falmer Press.
   Google Scholar
• Lyons, Z., & Little, D. (2009). English language support in Irish post-primary schools: Policy, challenges and deficits. Dublin: Trinity College Dublin.
   Google Scholar
• Matthews, A. (1985). Economics and ideology. Crane Bag, 9, 52–59.
   Google Scholar
• Maylor, U., & Read, B. (2007). Diversity and citizenship in the curriculum: Research review. London: Department of Education and Skills.
   Google Scholar
• McCormack, O., & Gleeson, J. (2012). Curriculum, culture, ideology and ownership: The case of the exploring masculinities programme. Irish Educational Studies, 31, 397–414.
   Web of Science ®Google Scholar
• McCormack, T. (1992). Some general issues in the green paper: A CMRS perspective. Irish Education Decision Maker, 4, 26–29.
   Google Scholar
• McLaughlin, T. H. (1994). Values, coherence and the school. Cambridge Journal of Education, 24, 453–470.
   Google Scholar
• Ministerial Council on Education, Employment, Training and Youth Affairs MCEECDYA. (2009). Melbourne declaration on educational goals for young Australians. Retrieved March 6, 2014, from www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
   Google Scholar
• MPI, Migration Policy Institute. (2015). International migrants by country of destination, 1960-2013. Retrieved April 14, 2015, from http://www.migrationpolicy.org/programs/data-hub/charts/international-migrants-country-destination-1960-2013?width=1000andheight=850andiframe=true
   Google Scholar
• Mulcahy, D. (1981). Curriculum and policy in Irish post-primary education. Dublin: Institute of Public Administration.
   Google Scholar
• Noddings, N. (1997). Thinking about standards. Phi Delta Kappa, 79, 27.
   Web of Science ®Google Scholar
• Ó Buachalla, S. (1988). Education policy in twentieth-century Ireland. Dublin: Wolfhound Press.
   Google Scholar
• Ó Tuathaigh, G. (2005). Language, ideology and national identity. In J. Cleary & C. Connolly (Eds.), The Cambridge companion to modern Irish culture (pp. 42–58). Cambridge: Cambridge University Press.
   Google Scholar
• O’Donoghue, T. (1999). The Catholic Church and the secondary school curriculum in Ireland, 1922–1962. Paris: Peter Lang.
   Google Scholar
• O’Flaherty, J., & Gleeson, J. (2014). Longitudinal study of levels of moral reasoning of undergraduate students in an Irish university: The influence of contextual factors. Irish Educational Studies, 33, 57–74.
   Web of Science ®Google Scholar
• O’Flaherty, J., & Gleeson, J. (2017). Irish student teachers’ levels of moral reasoning: Context, comparisons, and contributing influences. Teachers & Teaching: Theory and Practice, 23, 59–77.
   Web of Science ®Google Scholar
• O’Flaherty, J., & McGarr, O. (2014). The use of case-based learning in the development of student teachers’ levels of moral reasoning. European Journal of Teacher Education, 37, 312–330.
   Web of Science ®Google Scholar
• O’Higgins-Norman, J. (2003). Ethos and education in Ireland. Paris: Peter Lang.
   Google Scholar
• O’Reilly, B. (2002). IVEA centenary: Reflections on growth and change 1902-2002. Paper presented at the IVEA Centenary Congress, Ballyconnell, Co. Cavan, 23rd May.
   Google Scholar
• O’Reilly, B. (2015). An exploration into the genealogy of the term ‘Patron’ as a concept in Irish education governance: An interim report. Paper presented at Educational Studies Association of Ireland Annual Conference, Maynooth, April 2015.
   Google Scholar
• O’Sullivan, D. (1989). The ideational base of Irish educational policy. In D. G. Mulcahy & D. O’Sullivan (Eds.), Irish educational policy: Processes and substance (pp. 219–274). Dublin: Institute of Public Administration.
   Google Scholar
• O’Sullivan, D. (1991). Legislating for education: Some political issues. Irish Education Decision-Maker, 3, 45–48.
   Google Scholar
• O’Sullivan, D. (1992). Cultural strangers and educational change: The OECD report investment in education and Irish educational policy. Journal of Education Policy, 7, 445–469.10.1080/0268093920070502
   Google Scholar
• O’Sullivan, D. (2005). Cultural politics and Irish education since the 1950s. Policy paradigms and power. Dublin: IPA.
   Google Scholar
• O’Toole, B. (2015). 1831–2014: An opportunity to get it right this time? Some thoughts on the current debate on patronage and religious education in Irish primary schools. Irish Educational Studies, 34, 89–102.
   Web of Science ®Google Scholar
• OECD, Organisation for Economic Co-operation and Development. (1991). Reviews of national policies for education: Ireland. Paris: OECD.
   Google Scholar
• OECD, Organisation for Economic Co-operation and Development. (2009). Reviews of migrant education: Ireland. Paris: OECD.
   Google Scholar
• OECD/DES. (1966). OECD/Department of Education. Investigation in education report. Dublin: Stationery Office.
   Google Scholar
• Ohmae, K. (1995). The evolving global economy (1st ed.). Boston, MA: Harvard Business School Press.
   Google Scholar
• Olssen, M. (2004). From the Crick Report to the Parekh Report: Multiculturalism, cultural difference, and democracy – The re-visioning of citizenship education. British Journal of Sociology of Education, 25, 179–192.
   Web of Science ®Google Scholar
• Parker-Jenkins, M., & Masterson, M. (2013). No longer ‘Catholic, White and Gaelic’: Schools in Ireland coming to terms with cultural diversity. Irish Educational Studies, 32, 477–492.
   Web of Science ®Google Scholar
• Pettit, P. (2012). On the people’s terms: A Republican theory and model of democracy. Cambridge and New York: Cambridge University Press.10.1017/CBO9781139017428
   Google Scholar
• Reid, W. (1984). Curriculum, community, and liberal education: A response to the practical 4. Curriculum Inquiry, 14, 103–111.10.1080/03626784.1984.11075910
   Web of Science ®Google Scholar
• Rizvi, F., & Lingard, B. (2010). Globalizing education policy. Abingdon: Routledge.
   Google Scholar
• Runnymede Trust. (2000). The future of multi-ethnic Britain: Report of the commission on the future of multi-ethnic Britain.
   Google Scholar
• Sachs, J. (1990, November 15). The persistence of faith. The Reith lectures, lecture 1 ‘The environment of Faith’. The Listener, pp. 4–6.
   Google Scholar
• Sahlberg, P. (2016). The global educational reform movement and its impact on schooling. In K. Mundy, A. Green, B. Lingard, & A. Verger (Eds.), Handbook of global education policy (pp. 128–144). Chichester: John Wiley.10.1002/9781118468005
   Google Scholar
• Starratt, J. (1991). Building an ethical school: A theory for practice in educational leadership. Educational Administration Quarterly, 27, 185–202.10.1177/0013161X91027002005
   Web of Science ®Google Scholar
• Tomlinson, J. (1998). How schools can create a moral curriculum. Teachers & Teaching: Theory and Practice, 4, 323.
   Google Scholar
• Trant, A. (1998). Giving the curriculum back to teachers: Curriculum development and the teacher’s role, The future of the curriculum. Dublin: Curriculum Development Unit.
   Google Scholar
• Tuohy, D. (2006). Issues in Catholic education in Ireland. In E. Woulfe & J. Cassin (Eds.), From present to future: Catholic education in Ireland for the new century (pp. 20–46). Dublin: Veritas.
   Google Scholar
• Tuohy, D. (2008). Catholic schools: Schools for Catholics? Studies: An Irish Quarterly Review, 97, 125–136.
   Google Scholar
• Walsh, P. (2008). Education and the ‘universalist’ idiom of empire: Irish national school books in Ireland and Ontario. History of Education, 37, 645–660.
   Web of Science ®Google Scholar
• Walshe, J. (1999). A new partnership in education: From consultation to legislation in the nineties. Dublin: Institute of Public Administration.
   Google Scholar
• Ward, E. (1999). ‘Clergy, politicians and mutual friends’: The vocational education committee 1930–1992. In J. Logan (Ed.), Teachers Union: The TUI and its forerunners 1899–1994 (pp. 204–234). Dublin: A. and A. Farmar.
   Google Scholar
• Weiler, H. (1990). Curriculum reform and the legitimation of educational objectives: The case of the Federal Republic of Germany. Oxford Review of Education, 16, 17–18.
   Web of Science ®Google Scholar
• Williams, K. (1992). Religious ethos and state schools. Doctrine and Life, 42, 561–570.
   Google Scholar
• Williams, K. (1999). Faith and the nation: Education and religious identity in the Republic of Ireland. British Journal of Educational Studies, 47, 317–331.10.1111/1467-8527.00122
   Web of Science ®Google Scholar
• Williams, I., & Shearer, H. (2011). Appraising public value: Past, present and futures. Public Administration, 89, 1367–1384.10.1111/padm.2011.89.issue-4
   Web of Science ®Google Scholar
• Wood, P. (2016). Social and emotional learning in Britain; Guarding against cultural pollution or maintaining culture? In M. A. Brown (Ed.), Migration and the Education of Young People 0–19: An Introductory Guide (pp. 22–36). London: Routledge.
   Google Scholar
• Wood, P., & Warin, J. (2014). Social and emotional aspects of learning: Complementing, compensating and countering parental practices. British Educational Research Journal, 40, 937–951.10.1002/berj.3122
   Web of Science ®Google Scholar