Suchergebnisse

Given the changing patterns of immigration in the Republic of Ireland in the past 10 years, this article considers how factors related to ethnic and gender identity mediate children's interaction with one another in a newly multi‐ethnic Irish primary school. Central to the analysis is the exercise of power between children and how the experience of inclusion and exclusion in peer relations is underpinned by concepts of sameness/difference that draw upon wider discourses of ethnic and gender identity. Recommendations in relation to classroom and school practice are made with reference to the need for teachers to take account of the complexity of children's social worlds and the dynamics of power and control that operate within it. Copyright © 2006 The Author(s).

No matter where we look, most higher education institutions have been impacted by the COVID-19 pandemic. Many of these institutions offer or require a diversity course, where students engage in critical discourse and reflection about issues of equity, privilege, and oppression. In Spring 2020, we were challenged with (re)defining a diversity in education course from onsite to online. Data from two course assignments were collected to understand in what ways did student language around social justice shift onsite versus online. The findings indicate that a change in the learning environment did not impact students' social justice language and students were able to make connections between social justice or equity issues and the global pandemic. The students became more vulnerable and willing to share their experiences and perspectives surrounding the global pandemic and especially the impact it had on their previous K-12 education, higher education, and future careers.

The Brockton-Irish story may, in many respects, be representative of Irish-American neighborhoods located in large urban centers of immigrant Irish settlement, but we need to know more about life in the smaller ethnic Irish neighborhoods to be sure of this assertion. We also need to record personal recollections of life in The Tip and other such locales from the children of the immigrant generations while we still can. This is an attempt to record the remembrances of one of The Tip's own and frame them within an evolving Irish-American historical narrative. The story of the Tip, as we will see, presents a case-study of the Irish-American experience that fills in some of the enduring gaps in the historical narrative while revealing one of the enduring ironies within its familiar historical course.