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This paper examines the challenges service providers encounter when supporting children in Direct Provision in Ireland. It focuses particularly on the organisations—both voluntary and statutory—that are charged with providing support for this vulnerable cohort. Specifically, the paper considers the roadblocks these organisations face helping children in Direct Provision. Reception centres and Direct Provision centres across the world have come under increased scrutiny relating to the mental wellbeing and treatment of those under their care with increasing recognition of the vulnerabilities of children in such spaces. This paper draws on data from seven semi-structured interviews from six organisations (two interviewees were from the same organisation). The key stakeholders interviewed include, a child advocacy agency; a family advocacy agency; a refugee advocacy agency; a child helpline; two refugee organisations; supporting those in Direct Provision, all of whom offer support to families in these centres. This paper highlights the obstacles the organisations face due to issues inside and outside Direct Provision centres. These include (i) an absence of trust (ii) language barriers (iii) lack of resources. Specific recommendations include expanded NGO (non-governmental organisation) collaboration, increased funding for these service providers and further research on the long-term mental health effects on children living in Direct Provision. [ABSTRACT FROM AUTHOR]

Owing to a variety of complex historical and socio-cultural factors, the Irish education system remains heavily influenced by denominational mores and values [Ferriter, D. 2012.Occasions of Sin: Sex & Society in Modern Ireland. London: Profile Books], particularly those of the Roman Catholic Church [O’Toole, B. 2015. “1831–2014: An Opportunity to Get it Right This Time? Some Thoughts on the Current Debate on Patronage and Religious Education in Irish Primary in Primary Schools: Reflections from the Republic of Ireland.”Irish Educational Studies34 (1): 89–102. doi:10.1080/03323315.2015.1010704; Faas, D., M. Darmody, and B. Sokolowska. 2016. “Religious Diversity in Primary Schools: Reflections from the Republic of Ireland.”British Journal of Religious Education38 (1): 83–98]. Unsurprisingly, with the declaration by the Church that homosexuality was ‘intrinsically disordered’ [Libreria Edittrice Vaticana. 2003. “Roman Catholic Catechism.” Accessed January 18 2013.http://www.vatican.va/archive/ccc_css/archive/catechism/p3s2c2a6.htm], the professional identity and practice of lesbian, gay and bisexual (LGB) teachers working in denominational schools is often (in)formed by fear, as well as perceived, or actual, harassment and discrimination [Gowran, S. 2004. “The Experiences of Gay and Lesbian Teachers in Irish Schools.” InPrimary Voices, edited by J. Deegan, D. Devine, and A. Lodge, 37–56. Dublin: IPA; Fahie, D. 2016. “‘Spectacularly Exposed and Vulnerable’ – How Irish Equality Legislation Subverted the Personal and Professional Security of Lesbian, Gay and Bisexual Teachers.”Sexualities]. This paper examines the lived-experience of 23 self-identified LGB teachers who work(ed) in Irish Roman Catholic primary schools. Their unique experiences and perspectives of faith-based schooling are examined against a backdrop of the complex processes of rationalisation and reflexivity these teachers undertake as they endeavour to reconcile their sense of personal integrity – as members of the LGB community – with their professional responsibilities. The study draws particular attention to those LGB teachers who hold deeply felt, and sincere, beliefs in the teachings of the Roman Catholic Church but who, nonetheless, express a level of discomfort at the language and tone of church dogma in respect of minority sexualities. [ABSTRACT FROM PUBLISHER]

This paper offers a comprehensive examination of the ‘lived experience’ of workplace bullying in primary schools in Ireland. Underpinned by the qualitative analysis of in-depth interviews with a class teacher, a chairperson of a Board of Management and a school principal – all of whom who believe themselves to have been targets of workplace bullying in their schools – the paper presents their personal narratives as representative inductive exemplars. Each of these case studies highlight the far-reaching impact of negative workplace interaction for both individuals and the wider school community and, in so doing, provide a voice for a hithertofore silent minority. Through a Foucauldian analysis of the complex exercise of power which is at the heart of all bullying relationships, this study reveals the key role of management and organisational cultures to both the experience and incidence of adult bullying in primary schools, as well as the critical importance of leadership in framing the nature of professional relationships in school organisations. [ABSTRACT FROM PUBLISHER]

While previous research has consistently cited education as a high risk profession for negative workplace relationships, there has been little consideration of the impact of workplace bullying for those involved. This paper seeks to address this lacuna through the analysis of 24, in-depth interviews with self-identified victims of workplace bullying who work, or have worked, in primary schools. The study reveals the profound physical, psychological, social, and economic effects of these toxic behaviors upon the interviewees, along with the resistance strategies they employed to help them cope with their experiences. Through a lens of Foucauldian conceptualisation of power, this study explores the broader implications for school organizational culture, as well as for individual teachers and the pupils they teach. [ABSTRACT FROM PUBLISHER]

There has been increasing attention on teacher ‘quality’ and effectiveness internationally. There is, however, little research documenting experienced teachers' classroom practices and their beliefs on why they teach the way they do. Drawing on a mixed methodological study of practices and beliefs across 12 primary and secondary schools, this paper documents the importance of passion, reflection, planning, love for children and the social and moral dimension to Irish teachers' constructs of good teaching. Contradictions are evident, however, between teacher beliefs and observation of their practice, the latter mediated by the sociocultural context of the school (gender, social class and migrant children), teacher expectations for different types of students and leadership practices within the school. Debates over ‘quality’ teaching need to take account of these broader contextual and sociocultural factors which influence how teachers construct and do teaching. [ABSTRACT FROM AUTHOR]