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3 Tolerance, recognition and educational patronage: Ireland’s constitutional politics of school choice Eoin Daly This chapter examines the place and role of toleration and recognition in the Irish education system through a critical review of state support for religious schools, specifically of the historical legacy of the patronage system. In Irish political discourse there has been a general acceptance that religious freedom is best served by devolving public education to private ‘patron’ bodies. While in the past the ‘patronage’ model may have been understood
-Academy Trusts (MATs) (Ryan-Atkin and Rowley, Wilkins). Chapters by Leaney and Morrin also collected data from sites connected to educational institutions – a community centre, and local business start-ups operating in an academy, respectively – highlighting the importance of a broader and connected approach to understanding educational initiatives. Geographically the work in this
6 Resource allocation for students with special educational needs and disabilities S Denise Frawley, Joanne Banks and Selina McCoy Introduction Inclusive education has increasingly become a focus of debate in the development of education policy and practice around the world (Farrell and Ainscow, 2002). Within these debates, there is an increasing focus on the nature of funding regulations and to what extent these facilitate an inclusive environment for students (Meijer, 2003; Parrish et al., 1999). The funding of special education is extraordinarily complex
concern for the ‘whole child’ took over from the child guidance model with its defined roles for the educational psychologist and the psychiatrist. 8 The provision of psychoanalytic guidance for certain ‘maladjusted’ children was replaced by regular school visits of the educational psychologist, who focused on maturational progression throughout developmental stages and whose primary tool was
Introduction Why should educators need to know about policies aimed at countering terrorism, radicalisation and (violent) extremism, and how do these policies shape educational practice? The UK’s ‘Four P’ (Protect, Prevent, Pursue, Prepare) conceptualisation of the work-strands of the counter-terrorist strategy (CONTEST), together with the Dutch Information House’s development of countering violent extremism (CVE) as ‘soft interventionism’ ( Kundnani and Hayes, 2018 , p. 6), have shaped wider European and global landscapes in respect of countering (violent
3 Colleges and their alternatives in the educational strategy of early modern Dutch Catholics Willem Frijhoff The common image of the Dutch Republic is that of a Protestant bulwark from which Catholics were by and large excluded so that they had to look for refuge, including education, abroad. In fact, there is ample reason for nuance.1 After the foundation of the Dutch Republic in the 1570s and 1580s and its subsequent public self-definition as a Protestant nation, Dutch Roman Catholicism was not really proscribed in the private sphere. But until the Batavian
Introduction Marketisation, standardisation and performance measures have come to dominate educational policies globally. England in particular is an example of a national educational system adopting the neoliberal agenda through a steady flow of reforms aiming to increase specialisation and diversity, decrease the control of Local Authorities by
The Lancashire Independent College in Whalley Range, Manchester (1839-43), was built to train Congregational ministers. As the first of a number of Nonconformist educational institutions in the area, it illustrates Manchester‘s importance as a centre of higher education generally and Nonconformist education in particular. The building was designed by John Gould Irwin in Gothic style, mediated through references to All Souls College in Oxford by Nicholas Hawksmoor, whose architecture also inspired Irwins Theatre Royal in Manchester (1845). The College was later extended by Alfred Waterhouse, reflecting the growing success of the institution, which forged links with Owens College and went on to contribute, with other ministerial training colleges, to the Universitys Faculty of Theology established in 1904. The building illustrates an interesting strand in early nineteenth-century architectural style by a little-known architect, and has an important place in the history of higher education in north-west England.
This article annotates and publishes a previously overlooked letter in the Thrale-Piozzi collection of the John Rylands Library. The letter dates from the summer of 1774, and was addressed to Mrs Hester Thrale by Giuseppe Baretti, a member of Samuel Johnson’s circle, who had been teaching Italian to the Thrale eldest daughter for almost a year. The discovery of this forgotten document has offered an opportunity to reconsider the relationship that this Italian intellectual entertained with the Thrale family. The reassessment of the role Baretti played in their household, in the course of his three-year tutorage, is conducted also in light of a reappraisal of the Easy Phraseology, a collection of Italian-English dialogues created for and with his pupil, and therefore affording important insights into the writer’s domestic and educational experience at Streatham Park.