Audrey Bryan
COURSES TAUGHTReflection and Enquiry (BEd I)Analysis of Teaching (BEd I)Social Contexts of Childhood (BA I Human Development)Constructions of Childhood (BEd I)Sociology of Education (BEd III)Sociology of Education (Grad Diploma in Education)Social Movements: Equality and Diversity (EdD)Education and Development (MA/MEd)Development Education (MA/MEd)Gender, Youth and Development (MDP)Childhoods in a Global Context (MSc Childhood Studies)Research Design (MA in Education)Sociological Approaches to Psychopathology (BA III)Ways of Knowing in Educational Research and Practice (EdM/PhD/EdD)PhD SUPERVISION Benjamin Mallon. From understanding, towards responsibility?: Cross-border education for reconciliation on the island of Ireland. (IRCHSS Doctoral Fellowship Recipient, 2012-2014).This research project seeks to examine how learning opportunities for young people are created, given meaning and experienced within cross-border education programmes, whilst exploring the connections and tensions between such projects and aspects of the formal curricula involving issues of peace, conflict and social justice.Anne Marie Kavanagh. Emerging Models of Intercultural Education in Irish Primary Schools: A Critical Multiple Case Study Analysis (With Fionnuala Waldron)This dissertation critically explores the models of intercultural education emerging in three Irish primary schools. Adopting a whole school approach it examines the extent to which selected variables (leadership, ethos, culture, formal curriculum, pedagogy, interactions) support and determine the models of intercultural education emerging in each of the schools. Drawing on critical multicultural theory, transformative leadership theory and discourse theory, the study critically interrogates and highlights fault lines between policy and practice at the schools. Adopting a mixed methods case study methodology, the study employs the methods of interviews, observations, questionnaires and document analysis.MASTERS THESIS SUPERVISIONMiriam Denningan (2011-2012, MEd) An Investigation of teachers’ experiences and perspectives of teaching Religious Education in Catholic primary schools.REVIEWER FOR: Journal of Curriculum StudiesJournal of Development StudiesSocial Sciences and Humanities Research Council of CanadaAmerican Sociological ReviewAsia Pacific Journal of EducationChildren and SocietyIrish Educational StudiesIrish Journal of SociologyPolicy and Practice: A Development Education ReviewRace , Ethnicity and EducationRoutledgeSocial ForcesSociologyTranslocations: Migration and Social ChangeYouth Studies Ireland
Phone: Audrey.bryan@spd.dcu.ie
Address: Education Department
St. Patrick's College, Drumcondra
Dublin 9
Ireland
Phone: Audrey.bryan@spd.dcu.ie
Address: Education Department
St. Patrick's College, Drumcondra
Dublin 9
Ireland
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This essay has, as its focus, the ‘Scheme for Free Post-Primary Education’ (hereafter the ‘free scheme’ or ‘scheme’)—a radical expansionist programme, premised ostensibly at least on egalitarian principles, which, it is claimed, produced a ‘societal transformation’ in Ireland. Introduced in 1967/1968, the ‘free scheme’ was an ambitions and wide-ranging reform which resulted in the abolition of post-primary tuition in the vast majority of second-level schools and the authorisation of a statutory payment of a supplementary grant to all schools that were willing to discontinue charging fees. Although enrolment rates were increasing prior to the introduction of the scheme, there was an accelerated growth in participation rates following the elimination of second-level fees. Before the scheme was introduced, two-thirds of students had left school by the time they reached 16 years of age, and half of these had left on or before their fourteenth birthday. By the late 1970s, over 90 percent of students completed junior cycle level exams and the percentage completing the terminal secondary school examination—the Leaving Certificate—more than doubled between 1967 and 1974, when it accounted for almost one in two students of the relevant age-group.
subject to lower-secondary level students in Irish second-level schools since the late 1990s in the form of Civic, Social and Political Education (CSPE). It seeks to
illuminate the “placebo” function that citizenship education serves (Gillborn, 2006). While ostensibly concerned with enabling young people to come to a deeper understanding of social and global injustice and empowering them to take action against these injustices, it presents evidence to suggest that CSPE works to constrain young people’s imagination about what is possible and how they might engage in struggle for a more egalitarian world (Kennelly, 2011). The chapter also interrogates the recent reframing of citizenship within a newly foregrounded well-being discourse in contemporary educational policy, paying particular attention to the ideological work performed by the civic dimensions of a newly implemented well-being program in Irish schools. Specifically, it is argued that the citizenship-as-well-being discourse serves to amplify earlier individualized versions of citizenship promoted in CSPE and to encourage citizen-subjects who are self-reliant, self-responsible, self-managing, and resilient. In so doing, it seeks to demonstrate the ways in which the contemporary focus on well-being detracts from the actual social and material determinants of well-being and considers what forms of citizenship are foreclosed by a citizenship-as-well-being discourse.
inequality and discrimination in their own classrooms, and to work with culturally diverse student groups. The research is contextualised within a broader critique of intercultural educational approaches to diversity in education. The
stated aim of intercultural education in Ireland is to contribute to the development of Ireland as an intercultural society (NCCA, 2006).
IDEA is delighted to welcome Larry Siems, the editor of Mohamedou Ould Slahi’s Guantánamo Diary. In the Diary, Mohamedou tells the story of his rendition, torture and detention without charge at the hands of the US government. Audrey Bryan will engage Larry in a conversation about Mohamedou, the diary, how Larry became involved as editor, the issues the diary raises, and how the diary might be used in a Development Education context. Audience members will be invited to respond to excerpts from this powerful text and to reflect upon how it could be used in their own practice. The event is free but we ask you to register in advance.
18/05/2015
Time: 15:30 – 17:00
While the increased focus on LGBT experiences is important in terms of overcoming the invisibilisation of minority sexuality in schools, we highlight a number of negative implications associated with dominant discursive framings which positions LGBT children and youth as “always-already-at-risk” of poor social and educational experiences and adverse mental health outcomes (Marshall, 2010). In particular, we stress their potential to foreclose important discursive spaces where all young people can think critically about their bodies and their sexuality. Drawing on empirical research (author and author 2012), we challenge the view that vulnerability is endemic to being LGBT and underscore the crucial significance of painting a more nuanced picture which captures the diverse experiences and lived realties of LGBT children and youth. We conclude by underscoring the need for comprehensive sexual literacy programmes in schools which promote the physical and mental well-being of all children (Robinson, 2013), and which recognise LGBT youths’ agency and their capacity for pleasure, joy and human flourishing.