Making a difference in educational inequality: Reflections from research and practice

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dc.check.date2023-12-19
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.authorO'Sullivan, Dan
dc.date.accessioned2022-09-22T08:59:06Z
dc.date.available2022-09-22T08:59:06Z
dc.date.issued2022-06-19
dc.date.updated2022-09-22T08:51:41Z
dc.description.abstractThis article is a reflective, research-informed, commentary on educational disadvantage from two lecturers in Education who have spent large proportions of their professional lives working in ‘DEIS’ school settings before transitioning into teacher education. This reflection intends to problematise the concept of educational disadvantage and will then proceed to explore, through literature and some empirical findings, possibilities for changing paradigms of policy and practice in marginalised school settings. Most research and writing on educational disadvantage in Ireland has focused upon policy, statistics, and the problems that accompany marginalisation. We intend to explore possibilities for change at the level of policy and practice, considering interventions in terms of curriculum, pedagogy and assessment; and how we can address inequalities in educational experiences. We will explore possibilities around key areas such as: disrupting ‘cultural deficit’ theories and fixed ideas of ability related to educational disadvantage; consider nuanced intersectional understandings of inequalities in education; framing ‘funds of knowledge’ perspectives in curriculum, pedagogy and assessment; and encouraging critical pedagogical approaches amongst teachers. We are hopeful that this article will support teachers in schools, researchers and policy makers as they endeavour to make a difference in their work with marginalised communities.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationCahill, K. and O'Sullivan, D. (2022) 'Making a difference in educational inequality: Reflections from research and practice', Irish Educational Studies, 41 (3), pp. 473-485. doi: 10.1080/03323315.2022.2085763en
dc.identifier.doi10.1080/03323315.2022.2085763en
dc.identifier.eissn1747-4965
dc.identifier.endpage485en
dc.identifier.issn0332-3315
dc.identifier.issued3en
dc.identifier.journaltitleIrish Educational Studiesen
dc.identifier.startpage473en
dc.identifier.urihttps://hdl.handle.net/10468/13631
dc.identifier.volume41en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urihttps://doi.org/10.1080/03323315.2022.2085763
dc.rights© 2022 Educational Studies Association of Ireland. This is an Accepted Manuscript of an article published by Taylor & Francis in Irish Educational Studies on 19 June 2022, available at: http://www.tandfonline.com/10.1080/03323315.2022.2085763en
dc.subjectEducational inequalityen
dc.subjectEducational disadvantageen
dc.subjectFunds of knowledgeen
dc.subjectCapabilities approachen
dc.subjectEducation in Irelanden
dc.titleMaking a difference in educational inequality: Reflections from research and practiceen
dc.typeArticle (peer-reviewed)en
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