Education in Ireland: accessible without discrimination for all?

While Article 13 of the International Covenant on Economic, Social and Cultural Rights articulates a comprehensive right to education, truly accessible education remains elusive in many countries. This article considers the accessibility of education in Ireland in law, policy and practice, drawing o...

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Bibliographic Details
Published inThe international journal of human rights Vol. 24; no. 10; pp. 1701 - 1720
Main Authors Doyle, David M., Muldoon, Marie, Murphy, Clíodhna
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 25.11.2020
Taylor & Francis Ltd
Subjects
Access
Accessibility
Catholics
Church & state
Cooperative control
Disadvantaged
Discrimination
Education
Education policy
Educational systems
Interest groups
Ireland
Minority & ethnic groups
Minority groups
Multiculturalism & pluralism
Policy making
Political asylum
Politicians
Reforms
Religion
Religious minorities
Students
Teachers
Ireland
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Summary:While Article 13 of the International Covenant on Economic, Social and Cultural Rights articulates a comprehensive right to education, truly accessible education remains elusive in many countries. This article considers the accessibility of education in Ireland in law, policy and practice, drawing on semi-structured interviews with politicians, educators, and representatives of various relevant interest groups. The Irish education system, once described as a 'Church-State co-operative', has historically been controlled by the Catholic Church, but in recent times has been obliged to adapt in order to cater for an increasingly ethnically and culturally diverse school population. The article concludes that a variety of exclusionary practices have facilitated the establishment of a de facto two-tiered education system in Ireland, with marginalised groups such as asylum-seekers; religious minorities; and the indigenous Traveller community particularly disadvantaged. A recent process of legislative reform addresses some key issues, such as admission policies, which distinguish prospective students on the basis of religion, past pupil parents, and when their name was placed on the enrolment list. However, it remains to be seen whether these reforms will significantly enhance access in practice.
ISSN:1364-2987
1744-053X
DOI:10.1080/13642987.2020.1773437