Between Ethos and Practice: Are Ireland's New Multi-Denominational Primary Schools Equal and Inclusive?

Autor/inn/en	Faas, Daniel; Smith, Aimee; Darmody, Merike
Titel	Between Ethos and Practice: Are Ireland's New Multi-Denominational Primary Schools Equal and Inclusive?
Quelle	In: Compare: A Journal of Comparative and International Education, 49 (2019) 4, S.602-618 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Faas, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1441704
Schlagwörter	Educational Practices; Elementary Schools; Foreign Countries; Community Schools; Elementary School Teachers; Principals; Elementary School Students; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Social Integration; Catholics; Institutional Mission; Inclusion; Intercultural Communication; Religious Education; Rural Urban Differences; Student Diversity; Interaction; Values Education; Ireland + Suchen Sie Ihr Suchwort? Bildungspraxis; Elementary school; Grundschule; Volksschule; Ausland; Community school; ; Gemeindeschule; Gemeinschaftsschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Schülerverhalten; Lehrerverhalten; Soziale Integration; Katholik; Inklusion; Interkulturelle Kommunikation; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Stadt-Land-Beziehung; Interaktion; Werterziehung; Irland
Abstract	This article explores the ethos of multi-denominational primary schools in the context of increasing cultural and religious diversity in the Republic of Ireland. In particular, it investigates how the official ethos is played out in day-to-day school interactions. The mixed-methods study draws on data collected from 11 community national schools focussing on the perspectives of principals, teachers and pupils. The data indicates while schools' formal ethos sets out guiding principles and standards, a closer look reveals the specific identity of each individual school within the broader formal framework. The article presents a new perspective on school ethos research by exploring the extent to which it guides the promotion of diversity and tolerance in a multi-faith context. While the study is carried out in Ireland, it is also of interest to other jurisdictions where schools are faced with increasing religious diversity among their student population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01