Work

The creation of culturally responsive school environments in Ireland: Factors that assist in reducing the gap between policy and practice

Year: 2024

Type: article

Abstract: Ireland’s cultural identity has transformed significantly in the past few decades as a result of large-scale inward migration. Consequently, the creation of culturally responsive school environments has become a major concern in policy discourses in recent years. Despite the prevalence of such discourses, research on the cultural responsiveness of the four major primary school types in Ireland, and what factors influence the gap between policy and practice across these school types has remained sparse. Addressing this lacuna in research, this exploratory multi-method study draws on data collected from teachers, principals, and parents. This study highlights several factors that assist students from culturally and religiously diverse backgrounds to develop a sense of school belonging and explores the challenges associated with implementing policies related to creating culturally responsive classrooms in Irish primary schools. This study holds international relevance as it highlights key factors facilitating schools’ response to the growing migration trend experienced throughout Europe.

Source: Policy Futures in Education

DOI: 10.1177/14782103241240806

Authors: Aron Foley, Daniel Faas, Merike Darmody

Institutions: Trinity College Dublin, Economic and Social Research Institute

Language: English

Topic: Immigration and Intercultural Education

Subfield: Cultural Studies

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education

Open Access status: hybrid

Estimated APC paid: $3,450