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

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dc.check.date2020-01-02
dc.check.infoAccess to this article is restricted until 18 months after publication by request of the publisher.en
dc.contributor.authorCahill, Kevin
dc.contributor.authorCurtin, Alicia
dc.contributor.authorHall, Kathy
dc.contributor.authorO'Sullivan, Dan
dc.date.accessioned2018-07-25T10:18:11Z
dc.date.available2018-07-25T10:18:11Z
dc.date.issued2018-07-02
dc.date.updated2018-07-24T10:38:58Z
dc.description.abstractAlternative 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.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationCahill, 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:10.1080/13603116.2018.1492643en
dc.identifier.doi10.1080/13603116.2018.1492643
dc.identifier.endpage18en
dc.identifier.issn1360-3116
dc.identifier.journaltitleInternational Journal of Inclusive Educationen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/6499
dc.language.isoenen
dc.publisherTaylor 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/10.1080/13603116.2018.1492643en
dc.subjectAlternative educationen
dc.subjectInclusive educationen
dc.subjectDisadvantaged youthen
dc.subjectTeacher perspectivesen
dc.subjectYouthreachen
dc.subjectSpecial schoolsen
dc.subjectVoluntary education settingen
dc.titleViews from the margins: teacher perspectives on alternative education provision in Irelanden
dc.typeArticle (peer-reviewed)en
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