Views from the margins: teacher perspectives on alternative education provision in Ireland

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dc.contributor.author Cahill, Kevin
dc.contributor.author Curtin, Alicia
dc.contributor.author Hall, Kathy
dc.contributor.author O'Sullivan, Dan
dc.date.accessioned 2018-07-25T10:18:11Z
dc.date.available 2018-07-25T10:18:11Z
dc.date.issued 2018-07-02
dc.identifier.citation Cahill, K., Curtin, A., Hall, K. and O'Sullivan, D. (2018) 'Views from the margins: teacher perspectives on alternative education provision in Ireland', International Journal of Inclusive Education. doi:10.1080/13603116.2018.1492643 en
dc.identifier.startpage 1 en
dc.identifier.endpage 18 en
dc.identifier.issn 1360-3116
dc.identifier.uri http://hdl.handle.net/10468/6499
dc.identifier.doi 10.1080/13603116.2018.1492643
dc.description.abstract Alternative education provision in Ireland is under-researched. This paper is a qualitative investigation of the perspectives of a purposive sample of ten teachers on curriculum, pedagogy and assessment in their respective alternative settings of a voluntary education centre, a Youthreach centre and a post-primary special school. ‘Funds of knowledge’ ideas contribute to the theoretical framework of the study [Moll, Luis C., Cathy Amanti, Deborah Neff, and Norma Gonzalez. 1992. ‘Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.’ Theory Into Practice 31 (2): 132–141]. The findings in this paper focus on: (1) how curriculum is enacted and mediated in alternative education settings; (2) the pedagogical decisions of teachers as they strive to connect their students to learning and (3) the tensions in assessment practices as teachers and alternative settings attempt to provide authentic and yet certified evidence of learning through the formal state assessment processes. This article is timely as it offers a view of the under-researched area of alternative settings in Ireland. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Taylor and Francis Group (Routledge) en
dc.rights © 2018, Informa UK Limited, trading as Taylor & Francis Group. All rights reserved. This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education on 2 July, 2018, available online: https://doi.org/10.1080/13603116.2018.1492643 en
dc.subject Alternative education en
dc.subject Inclusive education en
dc.subject Disadvantaged youth en
dc.subject Teacher perspectives en
dc.subject Youthreach en
dc.subject Special schools en
dc.subject Voluntary education setting en
dc.title Views from the margins: teacher perspectives on alternative education provision in Ireland en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Kevin Cahill, Education, University College Cork, Cork, Ireland. +353-21-490-3000 Email: k.cahill@ucc.ie en
dc.internal.availability Full text available en
dc.check.info Access to this article is restricted until 18 months after publication by request of the publisher. en
dc.check.date 2020-01-02
dc.date.updated 2018-07-24T10:38:58Z
dc.description.version Accepted Version en
dc.internal.rssid 443815056
dc.description.status Peer reviewed en
dc.identifier.journaltitle International Journal of Inclusive Education en
dc.internal.copyrightchecked Yes en
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress K.Cahill@ucc.ie en
dc.internal.bibliocheck In press. Check for vol. / issue / page numbers. Amend citation as necessary.


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