Analysing the present: drawing on the legacy of Vere Foster in public policy debate on futures of schools

This paper sets out a framing analysis for a public policy debate on the future of schools that resonates with practitioners in teaching and teacher education on the island of Ireland, north and south, but also in other countries. This is informed by a democratic impulse to facilitate public policy debates, particularly on the ways schools and higher education institutions are directed and constrained by budget cuts and the shrinking of public funding in this age of austerity and gross inequalities. This is also informed by a need for policy learning about global neoliberal agendas, free-market capitalism and its push towards profit-making schools in systems that are deregulated but experience tighter centralized control, which can result in the domination and control of teachers’ work by politicians, corporate-funded think-tanks, entrepreneurs and business managers. Even though Ireland boasts checks and balances in the form of current structures and education legislation in both jurisdictions, the global financial crisis and the collapse of the ‘Celtic Tiger’ together with the ‘troika’ bail-out and Ireland’s exit from the troika in tandem with the unravelling of the common economic model built up over the last three decades have troubled the constituent social and political settlements with regard to teaching and teacher education. The authors also take inspiration from Vere Foster (1819–1900), an Anglo-Irish gentleman, philanthropist and ‘social worker’ with the poor in post-famine Ireland, as well as a significant social campaigner renowned for his contribution to emigration and education. His ideas, generated at a time of great social upheaval, can be reworked to be appropriate in the Ireland of today to address the neoliberal agenda that has brought the Republic of Ireland economy to the brink of disaster. It is argued that imaginative responses about future possibilities for teaching and teacher education, their form, regulation and accountability are but a few of the terms needed for public policy debate that engages the profession on the type of schooling that would best meet the needs of Irish society now and into the future

The flying of Israeli flags in Northern Ireland

In the spring of 2002 Israeli flags began to appear in loyalist communities in Northern Ireland. The appearance of these flags was in one respect explained as a response to the increased prevalence of Palestinian flags in nationalist neighbourhoods. However, the appearance and continued display of the Israeli flag can be seen to extend beyond a "wholly relational" dynamic to encompass the connotations this flag has come to possess for those who fly it in regard to the contemporary political situation within Northern Ireland and events on the international stage in the context of the United States' post-September 11 "War on Terror." At the same time, the flying of the Israeli flag in Northern Ireland provides a graphic demonstration of the increased prevalence of political symbolism in the post-Troubles era and the way in which groups in Northern Ireland have sought to reference and draw upon similar conflict situations for their own agendas

Ethnicity and religion : redefining the research agenda

This article maps some of the effects when ethnicity and religion overlap. Sometimes one category, with its related values and solidarity, is prioritised; this is expressed in the common view that religion is subsumed in ethnicity, and religious labels become markers of ethnic groups. Sometimes the effects are additive, each source of distinction and group solidarity strengthening the other. Sometimes there are interactive effects, with dynamic and emergent properties producing a more complex field of relationship. After tracing examples and arguing against a reductive approach, three avenues for future research are highlighted. First, mapping patterns of interrelation of ethnicity and religion in cultural distinction-making and group formation, showing the conditions and effects of each. Second, looking at the longer term historical, state and geo-political conditions for change in these relations. Third, reframing theories and concepts so better to grasp the range of ways religion and ethnicity function in social practice.Not applicableIrish Research Council for the Humanities and Social Sciences (IRCHSS)Embargo until Sept 2011. Link to publisher version - http://www.informaworld.com/smpp/content~content=a919781257. DG 15/07/2010 ti, sp - TS 29/07/10 MD done - OR 18/8/1