1. 1 Democratic schooling practices in the Republic of Ireland: the gap between the rhetoric and the reality Dr. Timothy Murphy National University of Ireland Galway

2. 2 Civic Society and the RoI: ‘the formative years’ Dunne Dunne Fitzgerald Fitzgerald O’ Sullivan – ‘theocentric’ paradigm O’ Sullivan – ‘theocentric’ paradigm

3. 3 Civic society and the RoI: the ‘theocentric’ Perspective Knowledge Knowledge Eternal truths - Eternal truths - 1971 Primary School Curriculum: Teachers Handbook, part 1. consensual conception of the social order consensual conception of the social order

4. 4 Civic society and the RoI: ‘theocentric’ Perspective critical structural analysis forestalled critical structural analysis forestalled absence of ‘generative dialogue’ absence of ‘generative dialogue’ Apple – Educating the “Right” Way Apple – Educating the “Right” Way Lynch Lynch

5. 5 Civic society and the RoI: ‘mercantile’ Perspective 1960s 1960s Clancy: reorientation of Irish education Clancy: reorientation of Irish education Investment in Education Investment in Education O’Sullivan – ‘mercantile’ paradigm O’Sullivan – ‘mercantile’ paradigm Dunne Dunne

6. 6 Convergence in Divergence Educating for democracy: Freire and Greene on Educating for democracy: Freire and Greene on‘conscientization’ ‘wide awakeness’ cornerstones of educating for democracy cornerstones of educating for democracyEqualityFreedom Social Justice

7. 7 Education for democracy in the RoI: ‘limit-situations’ school enrolment policies school enrolment policies League tables League tables Economic considerations Economic considerations

8. 8 Education for democracy in the RoI: ‘limit-acts’ Existentialist tradition in education Existentialist tradition in education OECD Directorate for Education on attracting, developing and retaining effective teachers OECD Directorate for Education on attracting, developing and retaining effective teachers

9. 9 Education for democracy in the RoI: Pivotal Question? Do we want such statements to be framed solely according to a one-dimensional conception of excellence, or, do we want our teachers to provide our students with learning opportunities that will equip them ‘to step into their future as well- rounded and well-adjusted people’

10. 10 Education for democracy in the RoI: Teacher Education at NUIG Service-Learning and Teacher Education Service-Learning and Teacher Education Intended outcome Intended outcome Student 1 and Student 2 Student 1 and Student 2

11. 11 Intended Outcome: Education for Democracy ‘to release the creative imaginations of learners in the imaging of their own preferred futures and the kind of social order that might make such futures possible’ (Reardon)