Citizenship education in Irish secondary schools: the influence of curriculum content, school culture and stakeholder perspectives

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dc.contributor.advisor O'Connell, Cathal en
dc.contributor.advisor Martin, Shirley en Duggan, Paddy 2015-11-19T11:30:53Z 2015 2015
dc.identifier.citation Duggan, P. 2015. Citizenship education in Irish secondary schools: the influence of curriculum content, school culture and stakeholder perspectives. PhD Thesis, University College Cork. en
dc.identifier.endpage 286
dc.description.abstract This research interrogates the status of citizenship education in Irish secondary schools. The following questions are examined: How does school culture impact on citizenship education? What value is accorded to the subjects, Civic, Social and Political Education (CSPE) and Social, Personal and Health Education (SPHE)? To what extent are the subjects of both the cognitive and non-cognitive curricula affirmed? The importance of these factors in supporting the social, ethical, personal, political and emotional development of students is explored. The concept of citizenship is dynamic and constantly evolving in response to societal change. Society is increasingly concerned with issues such as: globalisation; cosmopolitanism; the threat of global risk; environment sustainability; socio-economic inequality; and recognition/misrecognition of new identities and group rights. The pedagogical philosophy of Paulo Freire which seeks to educate for the conscientisation and humanisation of the student is central to this research. Using a mixed methods approach, data on the insights of students, parents, teachers and school Principals was collected. In relation to Irish secondary school education, the study reached three main conclusions. (1) The educational stakeholders rate the subjects of the non-cognitive curriculum poorly. (2) The subjects Civic, Social and Political education (CSPE), and Social, Personal and Health Education (SPHE) command a low status in the secondary school setting. (3) The day-to-day school climate is influenced by an educational philosophy that is instrumentalist in character. Elements of school culture such as: the ethic of care; the informal curriculum; education for life after school; and affirmation of teachers, are not sufficiently prioritised in supporting education for citizenship. The research concludes that the approach to education for citizenship needs to be more robust within the overall curriculum, and culture and ethos of the Irish education system. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2015, Paddy Duggan. en
dc.rights.uri en
dc.subject Irish secondary schools en
dc.subject Citizenship education en
dc.subject Stakeholder perspectives en
dc.subject School culture en
dc.subject Curriculum content en
dc.title Citizenship education in Irish secondary schools: the influence of curriculum content, school culture and stakeholder perspectives en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral Degree (Structured) en
dc.type.qualificationname PhD (Social Science) en
dc.internal.availability Full text available en
dc.description.version Accepted Version
dc.description.status Not peer reviewed en Applied Social Studies en
dc.check.type No Embargo Required
dc.check.reason No embargo required en
dc.check.opt-out Not applicable en
dc.thesis.opt-out false
dc.check.embargoformat Not applicable en
dc.internal.conferring Summer Conferring 2015

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© 2015, Paddy Duggan. Except where otherwise noted, this item's license is described as © 2015, Paddy Duggan.
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