Gebundenes Buch

Education for All?

The Legacy of Free Post-Primary Education in Ireland

Herausgegeben: Harford, Judith

Beschreibung

This book, commissioned to mark the fiftieth anniversary of the introduction of free post-primary education in Ireland, examines its origins, legacy and impact. The contributions are written by a range of scholars internationally recognized for their expertise in the fields of history of education, sociology of education, education policy and curriculum. Collectively, they theorize both the historical context for the introduction of free education as well as the impact of the initiative on the promotion of equality of opportunity. The book takes a long view, bringing new knowledge to the field by analysing previously unexamined primary sources, drawing on up-to-date research on educational disadvantage and assessing the changing emphases of Irish educational policy over time.

Autor

Judith Harford is Professor of Education at the School of Education, University College Dublin. She has published internationally in the fields of history of education and teacher education policy. She is a Fellow of the Royal Historical Society (London) and the Massachusetts Historical Society (USA) and an International Clinical Practice Fellow of the American Association of Teacher Educators.

Produktdetails

• Verlag: Peter Lang
• Artikelnr. des Verlages: 874242
• 1. Auflage
• Seitenzahl: 260
• Erscheinungstermin: 12. März 2018
• Englisch
• Abmessung: 231mm x 155mm x 20mm
• Gewicht: 482g
• ISBN-13: 9781788742429
• ISBN-10: 1788742427
• Artikelnr.: 51453562

Rezensionen

«Our youth are our most valuable resource and the state's commitment to providing them with the best possible education is the barometer by which its success should be judged. This considered and comprehensive analysis provides a rare and incisive insight into the success and failures of the past fifty years.» (Louise Richardson, Vice-Chancellor, University of Oxford)

«Education for All? is a superbly planned book with eleven essays that together constitute a most valuable critique of Irish 'free education' in secondary schools after fifty years. The approach is richly historical but also interrogates the success of the possible aims of the enterprise. It will be of interest to a wide readership.» (James H. Murphy, Director of Irish Studies, Boston College)