100 years of inequality?: Irish educational policy since the foundation of the state.
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 co...
| Publicado en: | Paedagogica Historica Vol. 60; no. 4; pp. 726 - 742 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Aug2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=178911313&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 178911313 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00309230 J54 jtl: Paedagogica Historica issn: 00309230 maglogo: N pubinfo: dt: Aug2024 vid: 60 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 178911313 10.1080/00309230.2022.2155979 ppf: 726 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 414KB tig: atl: 100 years of inequality?: Irish educational policy since the foundation of the state. aug: au: Harford, Judith Fleming, Brian Hyland, Áine affil: School of Education, University College Dublin, Dublin, Ireland School of Education, University College Cork, Cork, Ireland su: Education policy Educational equalization History of education Social justice Ireland sug: subj: Ireland Education policy Educational equalization History of education Social justice keyword: educational disadvantage equality Free State Irish educational policy ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Paedagogica Historica holder: Taylor & Francis Ltd dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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