Seeing the Wood from the Trees: A Critical Policy Analysis of Intersections between Social Class Inequality and Education in Twenty-First Century Ireland

Autor/in	Cahill, Kevin
Titel	Seeing the Wood from the Trees: A Critical Policy Analysis of Intersections between Social Class Inequality and Education in Twenty-First Century Ireland
Quelle	In: International Electronic Journal of Elementary Education, 8 (2015) 2, S.301-316 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Policy Analysis; Educational Policy; Social Class; Equal Education; Correlation; Educational Legislation; Social Differences; Educational Opportunities; Educational Experience; Outcomes of Education; Neoliberalism; Educational Philosophy; Commercialization; Socioeconomic Status; Low Income; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Politikfeldanalyse; Politics of education; Bildungspolitik; Social classes; Soziale Klasse; Korrelation; Bildungsrecht; Schulgesetz; Sozialer Unterschied; Bildungsangebot; Bildungschance; Bildungserfahrung; Lernleistung; Schulerfolg; Neo-liberalism; Neoliberalismus; Bildungsphilosophie; Erziehungsphilosophie; Socio-economic status; Sozioökonomischer Status; Niedriglohn; Ausland; Irland
Abstract	This paper is a critical policy analysis of intersections between social class inequality and education policy in Ireland. The focus is upon contemporary policy and legislation such as The Irish Constitution and equality legislation; social inclusion policies such as the DEIS scheme; literacy and numeracy policy documents; as well as current government policy statements on education. It utilises Stephen Ball's policy analysis tools of "policy as text," "policy as discourse" and "policy effects" to examine the social, cultural and political constructs of policy and legislation influencing social class inequality in education in Ireland (Ball, 1993). The focus is upon the refusal to name social class as a significant issue despite the weight of evidence showing the key influence class position and access to economic and cultural resources has on one's educational opportunities, experiences and outcomes. The approach taken here is discursive in the sense that the documents are the data and the findings are infused with detailed theoretical discussion of contemporary issues around inequality in education in Ireland. The analysis finds that the absence of social class in official policy and legislative discourses is indicative of a growing neoliberalisation of education policy in Ireland where increased foci on international comparisons and a consumer-driven philosophy of educational provision militate against equality for students from lower socio-economic groups. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01