From Dialogue to Governance: A Critical Analysis of the School Completion Programme in the Republic of Ireland 2002 to 2016

Autor/inn/en	Mc Kenna, Declan; Mooney Simmie, Geraldine
Titel	From Dialogue to Governance: A Critical Analysis of the School Completion Programme in the Republic of Ireland 2002 to 2016
Quelle	In: Journal for Critical Education Policy Studies, 15 (2017) 2, S.304-324 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Governance; Program Descriptions; Disadvantaged; Educational Attainment; Elementary School Students; Secondary School Students; Educational Policy; Foreign Countries; School Holding Power; Teaching Methods; Critical Theory; Transformative Learning; Economic Factors; Curriculum Development; Educational Change; Educational Philosophy; Health; Politics; At Risk Students; Dropouts; Ireland + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsabschluss; Bildungsgut; Sekundarschüler; Politics of education; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Pädagogische Transformation; Ökonomischer Faktor; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Gesundheit; Politik; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Irland
Abstract	The School Completion Programme (SCP) was first established in Ireland in 2002 with what appeared to resemble a "bottom up" model of support. The programme was based on authentic effort at partnership with schools, parents and relevant agencies through local management committees and enjoyed a fair share of autonomy in how they would best support students from disadvantaged backgrounds. The aims of SCP include: retention of young people in the formal education system, improving the quality of participation and educational attainment of targeted children, offering positive supports in primary and secondary schools in countering educational disadvantage. This democratic model of SCP as a local service responding to local need has substantially shifted policy direction in recent years to a more centralised and reductionist approach. The preponderance of macro policy objectives set within an expedient model of economic return have taken preference over a former shared ethos and responsibility for SCP. The radical pedagogy of Freire, McLaren and Hill and Foucault's Politics of Health frame this critical study of SCP policy and clearly demonstrate that the former dialogic, transformative and relational stance has become increasingly difficult to maintain. We chart this cycle of disadvantage through a critical analysis of key SCP policy documents. In keeping with an agenda mapped out by Global, European and Irish austerity economics we show how this particular SCP programme is rendered more bureaucratic and less effective. We conclude by drawing on Freire and Greene to consider Posner's (1998) idea of a curriculum of conscience as a valuable counterweight to contemporary educational reform. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01