Let's Talk About Sociology of Education

• S2 Episode Fifteen: Dr. Anne Marie Kavanagh "Decolonising the curriculum: Creating a more inclusive, diverse, and critically-engaged approach to education"

  In this episode I chat to Anne Marie Kavanagh (PhD, FHEA). Anne Marie’s episode is called Decolonising the curriculum: Creating a more inclusive, diverse, and critically-engaged approach to education. We discuss the concept of decolonizing the curriculum and its importance in creating a more inclusive and diverse educational approach and Anne Marie explains that decolonizing involves questioning what counts as knowledge and whose knowledge is centralized in the curriculum. Anne Marie is Assistant Professor in Ethical and Intercultural Education in the School of Human Development, DCU Institute of Education. She teaches and researches in the areas of ethical education, social justice education, intercultural education, climate justice education and human rights education.  She is the DCU-lead on the ‘Literature Review on Intercultural Education’ funded by the National Council for Curriculum and Assessment, which will inform the development of revised Intercultural Education Guidelines for use across the education continuum. She is currently collaborating with partners at Newcastle University and the University of Northumbria along with Prof Audrey Bryan on a British Academy funded research project, ‘Classrooms for Climate Justice’. This action research project focuses on how teachers can be supported to incorporate climate justice perspectives into primary and post-primary education. She is an active member of the Faculty Research Committee, the Publication Action Plan sub-committee, and the Faculty Athena Swan Assessment Team. She is a member of the steering committee of the DCU Centre for Human Rights and Citizenship Education (CHRCE) and a member of the DCU Anti-Bullying Centre. In 2021, her first co-edited book (with Prof Fionnuala Waldron & Dr Benjamin Mallon) 'Teaching for Social Justice and Sustainable Development Across the Primary Curriculum' was published by Routledge. This volume supports educators in integrating meaningful education for social justice and sustainability across a wide range of curricular subjects at primary level. Her co-edited book ‘Beyond Single Stories: Changing Narratives for a Changing World’ was published in 2024 by Information Age Publishing and explores the importance of counter narratives to balance dominant social group stories in the curriculum and chapters feature examples of how to disrupt dominant curricular narratives and support teachers in incorporating diverse perspectives.  In this podcast episode, Dr. Kavanagh emphasizes the need for small steps, such as diversifying teaching materials and including authors with diverse identities in reading materials. Anne Marie also discusses an E-Learning Module she developed for ETB school staff, to support students and families from diverse social class, ethnic, and cultural backgrounds. The module addresses the value of equality and potential biases towards certain groups and includes stories that shape students' access to opportunities and successful outcomes, and the impact of biases on students and teachers. Anne Marie holds numerous leadership roles including leading DCU’s work on the Advisory Committee for the Framework for the Recognition of Qualification to Teach Ethical, Multi-Belief and Values Education (Educate Together & ETBI), a framework of recognition of qualification to teach ethical, multi-belief, and values education (EMBVE). The framework aims to support teacher education providers in developing programs to certify teachers qualified outside of Ireland to teach the patrons curriculum in educate together and community national schools. Anne Marie emphasizes the importance of relationships in teaching and the need to balance technological advancements with the human element of education. Anne Marie raises concerns about the ethical implications of generative AI in education, particularly regarding access and perpetuation of biases. Tune in to hear more!

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• S2 Episode Fourteen: Dr. Alison Egan "Navigating the Third Space in Higher Education Institutions"

  In this episode I speak to Dr. Alison Egan in an episode entitled Navigating the Third Space in Higher Education Institutions where we discuss the concept of the "third space" in higher education, which is the juxtaposition of academic and administrative roles. Alison Egan, PhD is a Director of IT & eLearning at Marino Institute of Education, Dublin, Ireland since 2008.  Her research interests are focused on digital literacy; artificial intelligence, technological self-efficacy; national and international digital education policies and technology enhanced learning. She completed her PhD in 2018 at Trinity College Dublin, by conducting longitudinal quantitative research into how technology was used by pre-service teachers during their undergraduate programmes. She is Vice-President of the Irish Learning Technology Association (ILTA) and Chair of the Consultative Council of Society for IT in Teacher Education (SITE), USA.   She highlights the challenges for professional staff in gaining recognition and promotion and she emphasizes the importance of professional staff having both administrative and academic informed practice. Alison emphasises the importance of technology in education and the need for technological self-efficacy among pre-service teachers. She also discusses her PhD on technology use by pre-service teachers, the impact of COVID-19 on online learning, and ongoing research on technological self-efficacy and AI in education.  Alison shares her career journey, starting with her initial interest in law and leading onto roles in English and French studies, her early work in a virus reference lab and subsequent roles at the Irish League of Credit Unions, Chambers of Commerce, and the Law Society, highlighting her focus on technology and training. We discuss the importance of technology in education, particularly in bridging the confidence and competence gap among pre-service teachers. Alison highlights the role of context in shaping the use of technology by teachers and the challenges faced by pre-service teachers. She explains the concept of technological self-efficacy and how it impacts the use of technology in the classroom. We discuss the importance of equity of access to technology in education, both historically and in the context of online learning. She discusses her current research interests, including technological self-efficacy measurement, AI glossary for educators, and digital competencies. Alison emphasizes the importance of critical thinking skills and digital literacy in the context of AI and technology and the role of technology in enhancing learning and the importance of providing multiple modes of delivery for learners. Alison highlights the role of technology in making education more democratic and accessible to a wider audience.  Alison discusses the future of technology in education, including the potential impact of AI and the need for critical thinking skills and the importance of equity of access to technology and the role of educators in ensuring that technology is used effectively. We reflect on the rapid changes in technology and the need for educators to stay informed and adapt to new developments and the role of teachers in shaping the use of technology in education and the importance of trusting teachers to make informed decisions.  Alison talks about the challenges faced by teachers in integrating technology into their teaching and the importance of providing support and emphasizes the need for a collaborative approach that involves teachers, administrators, and third space professionals in shaping educational technology. A really interesting episode that spotlights the importance of navigating the third space in Higher Education Institutions and the importance of research-informed practice and the role of third space professionals in supporting educational innovation.

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• S2 Episode Thirteen: Niall Mulpeter "From Policy to Practice: Enacting Values in Publicly Managed Schools through Communities of Practice and Professional Learning Communities"

  In this episode I speak to Niall Mulpeter in an episode entitled From Policy to Practice: Enacting Values in Publicly Managed Schools through Communities of Practice and Professional Learning Communities. Niall is an Educational Policy and Development Officer with Education and Training Boards Ireland (ETBI) and a final-year PhD scholar at the University of Limerick School of Education. With over 20 years of experience in education, Niall’s expertise lies in Values Education, Curriculum Development, and the enactment of values-based policy in schools—areas in which he has been published. Niall explains his interest in sociology of education, focusing on educational structures, policies, and student learning, identity, and inclusion. Before joining ETBI, Niall worked as a full-time advisor with Junior Cycle for Teachers (JCT) and as an associate with the Professional Development Service for Teachers (PDST), contributing to curriculum reform and teacher professional learning. A post-primary teacher of Music and Religious Education, Niall brings a deep understanding of classroom practice to his policy and research work.   In his current role with ETBI, Niall has led the development of the Identity, Multi-Belief, and Values Education (IMBVE) curriculum, which articulates the values of publicly managed schools. He also supports the enactment of the ETBI Patrons' Framework on Ethos and leads several communities of practice in this space. A highly experienced teacher educator, he provides professional development for senior leaders and teachers across the ETB sector.   Niall highlights his role in developing the ETBI Patrons Framework, a policy document articulating the core values of ETB schools. He also emphasizes the importance of collaboration and communities of practice in translating policy into practice. He discusses his PhD research on curriculum development and policy enactment, and his involvement in various research projects, including the Belong to Advisory Committee and the COST Action Group on Religious Identity, Bullying, and Well-being at Schools.  He emphasizes the importance of translating policy into meaningful action and the role of collaboration in making policy work at the school level. Niall highlights the ETBI Patrons Framework, published in 2022, which articulates the core values of ETB schools. He discusses the role of communities of practice and professional learning communities in supporting the enactment of the framework. We discuss the challenges of implementing policies in diverse school contexts, referencing Stephen Ball's theory on policy enactment. He explains the four contexts of policy enactment: situated, professional, material, and external.He emphasizes the importance of ongoing adaptation and resource development to reflect changes in the political, economic, and social climate. Niall explains Wenger's theory of communities of practice, focusing on the domain, community, and practice dimensions and he shares his journey towards completing a PhD on curriculum development, community practice, and policy enactment under the supervision of his supervisors, Dr Joanne Flaherty and Dr Orla McCormack in University of Limerick. Niall's research focuses on the development of the Identity, Multi Beliefs, and Values Education (IMBVE) curriculum. He highlights the importance of advocacy and systematic change in supporting inclusive education policies.Niall reflects on the potential and challenges of generative AI in education, emphasizing the importance of keeping educators abreast of technological advancements. He discusses the potential of AI to personalize learning and enhance human interaction through tools like AI glasses and pens. Niall highlights the ethical considerations and the need for critical oversight to avoid widening inequalities. He concludes that AI can be a tool for inclusion but should not replace the human element in teaching, which brings empathy and collaboration.

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• S2 Episode Twelve: Professor Dympna Devine "What has social justice got to do with pedagogy?"

  In this episode I speak to Professor Dympna Devine in an episode entitled, "What has social justice got to do with pedagogy?" a title which Dympna explains was inspired by a question from a student in a module that she taught on equalities and social justice. Professor Devine is a full Professor of Education in UCD School of Education. Her specialist field is sociology, researching at the intersection of sociologies of education and sociologies of childhood, and the impact of education on society. Dympna is currently leading the first large-scale mixed methods longitudinal study (2018 - 2025) exploring children’s primary schooling experiences in Ireland : Children’s School Lives (www.cslstudy.ie). She previously led a longitudinal study (2017 - 2022) of children's primary school lives in rural Sierra Leone (www.safelearning.ie) which received a UCD case study impact award in 2023. Both studies build on her long-standing research into children’s everyday lives, focusing on their voices, rights, identities and equalities across home and school. Professor Devine shares her motivation to focus on sociology, which was sparked by her interdisciplinary B.Ed. at St. Patrick's College and her work with Professor Kathleen Lynch.  A former Fulbright scholar and Marie Curie Fellow, Dympna has an extensive portfolio of doctoral and postdoctoral supervision, and has published widely in the areas of migrant children in education, children’s rights and citizenship, pedagogies and school cultures for social justice and equality.  Our conversation begins with a discussion highlighting the challenge for students to connect their everyday classroom experiences with wider concepts and theories of sociology of education. Professor Devine emphasizes the importance of bringing sociology of education into the everyday reality of classrooms and making it relevant to teachers, school principals, and children. Professor Devine explains that pedagogy is central to the micro and macro dynamics in society, with a focus on relationships between teachers and students.  We discuss the concept of sociological imagination, which involves developing a different way of seeing things through the use of specific concepts and ideas. Dympna highlights the importance of understanding the dynamics of structure and agency in pedagogy, particularly in the relationship between teachers and students. She emphasizes the need for socially just informed pedagogy to create meaningful opportunities for children through education. Dympna’s research has focused on understanding children's social worlds, power relations in schools, and the impact of migration and ethnicity on children's experiences. Dympna provides an overview of the "Children's School Lives" study, which is the first in-depth longitudinal cohort study of primary school children in Ireland. The study tracked 4000 children over five years, with 189 primary schools participating, and included both quantitative and qualitative research methods. The study focused on themes such as family, school and teaching cultures, equality, voice and inclusion, well-being, children's engagement with learning, and transitions to secondary school. Dympna highlights the importance of the study in informing the primary curriculum reform in Ireland and its impact on policy and practice with the NCCA finding the research useful for evidence-based reform. Professor Devine reflects on the importance of education as a public good and the role of teachers in fostering active citizenship among children.She emphasizes the need for socially just pedagogies to facilitate children's participation and contribution to society,highlighting the strong commitment to care and nurture among primary school teachers in Ireland, which is evident in the "Children's School Lives" study. She concludes by emphasizing the importance of teachers' trust and the value of education in maintaining a strong democracy. A must-listen episode!

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• S2 Episode Eleven: Declan Qualter “Parents as partners in education: Rhetoric and reality in an era of digital and AI transformation”

  Declan Qualter is the Practice Placement Supervisor for the BEd with Gaeilge and/or Modern Languages Programme in the UCD School of Education. He also teaches on the Professional Masters in Education programme. Declan is a PhD candidate in UCD, with his doctoral research focusing on parental involvement in children's home-based digital learning.  Declan's other research interests are centred on the digital transformation of education and the role of Artificial Intelligence (AI) in educational settings. He serves as the Chair of the UCD School of Education’s AI in Education Sub-committee and has represented the UCD School of Education at the Council of Europe Working Conferences on Regulating AI in Education and as an invited speaker at the launch of European Year of Digital Citizenship Education 2025. Declan is an active member of the European Digital Education Hub, where he participates in the Well-being in Digital Education Squad as a sub-team leader. Previously, he was a member of the European Commission Selfie for Teachers Expert Group, and has led two Erasmus+ projects focused on the digital transformation of education. Prior to joining the UCD School of Education, Declan was a post-primary school teacher of Business Studies and Guidance Counselling. He later took on advisory roles, being seconded as an advisor to the Professional Development Service for Teachers (PDST, now Óide), and subsequently as Schools' Support Coordinator with Laois Offaly ETB. In this episode Declan highlights the challenges schools face in engaging parents, especially those who are hard to reach. His research involves a school-based intervention to enhance parents' digital literacy, facilitated by parents themselves. Preliminary findings suggest increased self-efficacy and a sense of community among participants. He also emphasized the importance of addressing digital exclusion and the need for systemic support to ensure equitable access to digital resources in education. He discusses his transition to teacher education, working with PDST, and his current role in initial teacher education at UCD. Declan reflects on his interest in sociology, particularly in the role of parents in post-school transitions and his master's research with Dr Grace O'Grady.His doctoral work focuses on the role of parents in children's digital learning and the tension between aspirational policies and practical challenges. We discuss the influence of families on educational outcomes and the importance of parental involvement and Declan shares insights from his research on the determinants of parental involvement, including life context, motivation, and self-efficacy. Declan describes the design and implementation of a five-week program from his research to enhance parents' digital literacy, facilitated by parents in the school. He highlights the importance of ethical and responsible use of AI in education and the need for ongoing professional development for teachers. He also reflects on the role of generative AI in teaching and the importance of maintaining the social construct of teaching. We discuss the concerns around AI's impact on assessment practices, particularly in senior cycle and higher education and Declan emphasizes the need for meaningful engagement and support for teachers in any educational reforms involving AI. Declan highlights the role of sociology in understanding the impact of AI on education and the importance of addressing systemic barriers. In summary, Declan reiterates the importance of engaging parents as partners in education and the need for systemic changes to support parental involvement and he concludes with a call for ongoing research and collaboration to support parents and teachers in the digital transformation of education.

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