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Cultural politics and Irish education since the 1950s : policy paradigms and power / Denis O'Sullivan.

By: Contributor(s): Material type: TextTextPublication details: Dublin : IPA, 2005.Description: 622 p. ; 24 cmISBN:
  • 9781904541264:
  • 1904541267
Subject(s): DDC classification:
  • 370.9415
Contents:
Summary: This is the first study of the cultural politics of Irish education. The analysis is placed in its comparative context and spans the eventful period since the 1950s. It seeks to identify and analyse changes in how the institution of education as well as a number of its key features are culturally understood and considers the manner in which particular interests and social projects are advanced and suppressed as one cultural interpretation is maintained and sanctioned over another. It differs from studies of the cultural politics of education elsewhere in its sustained use of the theoretically integrated concept of policy paradigm. This is schematised, drawing on resources from across the range of the social sciences.
Holdings
Item type Current library Call number Copy number Status Date due Barcode
General Lending Carlow Campus Library General Lending 370.9415 (Browse shelf(Opens below)) 1 Available 50357

Includes bibliographical references and index.

Conceptual orientation -- The cultural reconstruction of education: from theocentric to mercantile paradigm -- Life chances, education and morality -- The micro-politics of policy paradigms: concepts, agents and texts.

This is the first study of the cultural politics of Irish education. The analysis is placed in its comparative context and spans the eventful period since the 1950s. It seeks to identify and analyse changes in how the institution of education as well as a number of its key features are culturally understood and considers the manner in which particular interests and social projects are advanced and suppressed as one cultural interpretation is maintained and sanctioned over another. It differs from studies of the cultural politics of education elsewhere in its sustained use of the theoretically integrated concept of policy paradigm. This is schematised, drawing on resources from across the range of the social sciences.

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