The role of school-based contact in reducing social distance: qualitative insights from Northern Ireland and the Republic of North Macedonia

2021 ◽  
pp. 1-27
Author(s):  
Ana Tomovska Misoska ◽  
Rebecca Loader
Keyword(s):  
Northern Ireland ◽  
Social Distance ◽  
School Based ◽  
The Republic

The role of the university tutor in school-based work in primary schools in Northern Ireland and the Republic of Ireland

2013 ◽  
Vol 36 (2) ◽  
pp. 183-199 ◽  
Author(s):  
Michael Ievers ◽  
Ken Wylie ◽  
Colette Gray ◽  
Bernadette Ní Áingléis ◽  
Brian Cummins
Keyword(s):  
Northern Ireland ◽  
Primary Schools ◽  
Republic Of Ireland ◽  
School Based ◽  
The Republic ◽  
The University

Agricultural Policy Networks of the Republic of Ireland and Northern Ireland

1995 ◽  
Vol 43 (4) ◽  
pp. 664-682 ◽  
Author(s):  
Neil Collins
Keyword(s):  
Northern Ireland ◽  
Agricultural Policy ◽  
Policy Making ◽  
Analytical Framework ◽  
Policy Networks ◽  
Republic Of Ireland ◽  
European Literature ◽  
The Republic

This paper provides an analytical framework within which to understand the contrasting way farmers' interests are aggregated and articulated in Northern Ireland and the Republic of Ireland. The analysis draws on the dominant European literature on state-farmer relations which emphasizes the role of policy networks and explores whether the concepts of pluralism or corporatism best characterize policy making in the two states.

scholarly journals Abortion activism, legal change, and taking feminist law work seriously

2020 ◽  
Vol 71 (3) ◽  
pp. OA7-OA33
Author(s):  
Máiréad Enright ◽  
Kathryn McNeilly ◽  
Fiona De Londras
Keyword(s):  
Northern Ireland ◽  
Qualitative Interviews ◽  
Change Processes ◽  
Legal Change ◽  
Focus Attention ◽  
Radical Reform ◽  
Legislative Action ◽  
Abortion Laws ◽  
The Republic

Abortion laws in the Republic of Ireland and Northern Ireland have recently undergone radical reform. This occurred following a 2018 referendum in the Republic and the passing of the Northern Ireland (Executive Formation etc) Act 2019 in Northern Ireland. In both jurisdictions, these legal changes are the products not only of moments of constitutional and legislative action or of litigation, but of decades of feminist protest and strategising that both generated and exploited moments of legal opportunity. In this article, drawing on a 2018 workshop and qualitative interviews with feminist activists, we focus attention on what we call the ‘feminist law work’ involved in reform, highlighting the role of non-lawyer activists in achieving legal change in instrumental, creative, emotional, and laborious ways. We argue that ‘feminist law work’ should be taken seriously as a highly skilled and indispensable driving force in formal legal change processes.

Independent regulators of care quality

2018 ◽  
pp. 559-572
Author(s):  
Owen Barr ◽  
Bob Gates
Keyword(s):  
Quality Of Care ◽  
Northern Ireland ◽  
Intellectual Disabilities ◽  
Care Quality ◽  
Republic Of Ireland ◽  
People With Intellectual Disabilities ◽  
The Republic ◽  
The Uk

This chapter provides an overview of the role of the independent care regulators across the UK and the Republic of Ireland. It provides information on arrangements for care regulators within the specific jurisdictions of Scotland, England, Wales, Northern Ireland, and the Republic of Ireland. This chapter outlines the role of the independent care regulators in both inspecting and supporting the development of quality in services. Nurses for people with intellectual disabilities need to have a rounded and balanced understanding of the role of these care regulators, as well as the standards and resources they provide, in order to maximize the quality of care provided to people with intellectual disabilities.

Mentor teachers as leaders and followers in school-based contexts in the Republic of Ireland

2015 ◽  
Vol 29 (3) ◽  
pp. 368-379 ◽  
Author(s):  
Marie Clarke ◽  
Maureen Killeavy ◽  
Ruth Ferris
Keyword(s):  
School Context ◽  
Mentor Teachers ◽  
Small Scale ◽  
Content Type ◽  
School Contexts ◽  
Teachers Perceptions ◽  
School Based ◽  
The Republic ◽  
Practical Implications

Purpose – The purpose of this paper is to exploratory small-scale study is to examine the intertwined leadership and followership aspects of the roles performed by school-based mentors in the Republic of Ireland. Design/methodology/approach – In order to investigate mentor teachers’ perceptions of their role with reference to leadership and followership in their school contexts, a questionnaire was distributed to the full cohort of 56 mentor teachers who participated in the National Programme for Teacher Induction. Semi-structured interviews were also conducted with four mentor teacher facilitators from different regions across Ireland who were also mentors in their respective schools. Findings – The findings from this exploratory small-scale study suggest that the hierarchical nature of the school context influenced mentor teachers’ perceptions of their leadership and followership roles. They regarded themselves as leaders in a general sense and considered that all members of staff had something to contribute to the leadership process in the school. However, the school context moderated their own perceptions about their individual approaches to leadership. Participants in this study were unclear about the term followership and were reluctant to use it. They considered themselves to be performing a supportive role in the hierarchical structure of the school context. Research limitations/implications – As this is an exploratory qualitative study with a small sample size in a country where the role of a mentor teacher in schools is a relatively new concept, the findings should be interpreted with caution. Future research would benefit from multi-method approaches to data collections that examine variations in followership perceptions from individuals prior to becoming mentors in order for comparisons to be made. Practical implications – The practical implications of this study from a management perspective suggest that followership needs to be considered very carefully in school contexts as a way of contributing to the co-construction of leadership which engages all members of staff. It is clear that there is a need to move away from hierarchical interpretations of middle management posts of responsibility. More emphasis should be placed on the ways in which teachers construct their roles within schools as this impacts upon leadership processes and organizational effectiveness. Equally important is an open acknowledgement of the tensions involved in developing such roles and responsibilities. Originality/value – Followership is not researched widely in schools, particularly with reference to the role of mentor teachers. This is an interesting group as the very nature of their work involves maintaining boundaries and managing multiple relationships. They are generally collaborative in their approach and are well placed to co-construct leadership with their colleagues and their principals with appropriate supports in the school context.

scholarly journals Assessing Impact of ICT Intercultural Work

2014 ◽  
Vol 10 (3) ◽  
pp. 1-18 ◽  
Author(s):  
Angela Rickard ◽  
Alma R.C. Grace ◽  
Roger S.P. Austin ◽  
Jane M. Smyth
Keyword(s):  
Northern Ireland ◽  
Collaborative Work ◽  
The Other ◽  
Large Majority ◽  
Special Schools ◽  
Ict Skills ◽  
School Based ◽  
The Republic ◽  
Primary Pupils ◽  
Academic Year

This article reports on a school-based ICT initiative, called Dissolving Boundaries (DB) which links primary, (pupils aged 5-11), post-primary (pupils aged 12-18) and special schools (pupils aged 5-18) in partnerships across the border between Northern Ireland and the Republic of Ireland. The aim of the research was to investigate if participation in DB was associated with an increased awareness and understanding of life on the other side of the border. The ICT skills of pupils were also probed. Two cohorts of pupils were used in the study, one which had taken part in the Dissolving Boundaries program during an academic year and another cohort of similar age in the same schools, which had not taken part. Findings suggest that participation in the program contributed to students' knowledge and awareness in general of the other jurisdiction. In terms of collaborative work, a large majority of DB pupils agreed that they could learn something new from working with another school. Participating pupils in the DB program showed much higher competence in those ICT skills associated with communication and collaboration than their non-participant peers.

scholarly journals Abortion activism, legal change, and taking feminist law work seriously

2020 ◽  
Vol 71 (3) ◽  
pp. 359-385
Author(s):  
Máiréad Enright ◽  
Kathryn McNeilly ◽  
Fiona De Londras
Keyword(s):  
Northern Ireland ◽  
Qualitative Interviews ◽  
Change Processes ◽  
Legal Change ◽  
Focus Attention ◽  
Radical Reform ◽  
Legislative Action ◽  
Abortion Laws ◽  
The Republic

Abortion laws in the Republic of Ireland and Northern Ireland have recently undergone radical reform. This occurred following a 2018 referendum in the Republic and the passing of the Northern Ireland (Executive Formation etc) Act 2019 in Northern Ireland. In both jurisdictions, these legal changes are the products not only of moments of constitutional and legislative action or of litigation, but of decades of feminist protest and strategising that both generated and exploited moments of legal opportunity. In this article, drawing on a 2018 workshop and qualitative interviews with feminist activists, we focus attention on what we call the ‘feminist law work’ involved in reform, highlighting the role of non-lawyer activists in achieving legal change in instrumental, creative, emotional, and laborious ways. We argue that ‘feminist law work’ should be taken seriously as a highly skilled and indispensable driving force in formal legal change processes.

scholarly journals Translation and postcoloniality in Ireland: the particular and peculiar relationship between Irish Gaelic and English

2021 ◽  
Vol 2 ◽  
Author(s):  
Tok Freeland Thompson
Keyword(s):  
Northern Ireland ◽  
National Language ◽  
Original Text ◽  
Irish Language ◽  
The North ◽  
History Of ◽  
The Republic ◽  
Creative Vitality ◽  
Bilingual Writing

Translations in Ireland (between Irish Gaelic and English) take place in two very different scenarios. In the southern Republic, the Irish language is officially the first national language, but it is now spoken by a bare fraction of the population, and is steadily declining as a living language. Translations between Irish and English are supported by the Republic ’s government in various schemes, but are often viewed with suspicion by many of the Irish Gaelic speakers as yet another colonialist move. In the North (Northern Ireland), the long history of repression has made the language a rallying point for nationalists. It is in this political minefield and threatened linguistic zone that both writer and translator must operate. Creative hybridity is revealed not as free of political enmeshments, but rather the reverse: the creative vitality of this particular bilingual writing zone (of both author and translator) results precisely from its highly pressurized milieu. This article argues that translations are served by the reflexive postcolonial understanding of the role of the translator and translation, as well as the original text, within the larger socio-political context.

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