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Daniel Faas

Trinity College Dublin, Department of Sociology, Professor

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Daniel Faas is Professor in Sociology (full professor) and an elected Board Member at Trinity College Dublin, Convenor/Champion of the university-wide interdisciplinary research theme "Identities in Transformation", and founding Director of the MSc Comparative Social Change (an inter-institutional partnership and joint degree programme with UCD). He has held Visiting Professorships at Universidade de São Paulo, Beijing Foreign Studies University, University of the Philippines Diliman and University College London (Institute of Education). He is a graduate of the University of Cambridge (PhD, MPhil), the University of Stuttgart (MA) and Trinity College Dublin (MA jo).

His research is in the sociology of migration and consists of three interlinked strands: (1) identities and integration, (2) comparative curriculum analyses, as well as (3) religion and schooling in Ireland and Europe. He has published widely on these topics in high-impact peer-reviewed international journals, as well as a sole-authored monograph (Negotiating Political Identities: Multiethnic Schools and Youth in Europe, London: Routledge). In 2015, Professor Faas was elected to Fellowship of Trinity College Dublin in recognition of his scholarship and research achievements and his contributions to College and to the School.

Daniel Faas is winner of the Trinity Global Engagement Award (2016), winner of the Provost's Teaching Award at Trinity College Dublin (2012), and recipient of the 2009 European Sociological Association award for best journal article. Professor Faas was Head of the Department of Sociology at Trinity College Dublin (2012-16), Member of the University Council at Trinity College Dublin (2012-18), and Fulbright-Schuman Fellow at UC Berkeley (2009). He has acted as expert evaluator and panel vice-chair for the European Commission, and numerous national funding organisations across and beyond Europe.
Phone: 00353 1 896 3443
Address: Department of Sociology
3 College Green
Dublin 2
Republic of Ireland

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Books by Daniel Faas

Ethnic Diversity and Schooling in National Education Systems. Issues of Policy and Identity

Negotiating Political Identities: Multiethnic Schools and Youth in Europe

Globalization, European integration, and migration are challenging national identities and changi... more Globalization, European integration, and migration are challenging national identities and changing education across Europe. The nation-state no longer serves as the sole locus of civic participation and identity formation, and no longer has the influence it once had over the implementation of policies. Drawing on rich empirical data from four schools in Germany and Britain, this groundbreaking book examines how schools mediate government policies, creating distinct educational contexts that shape youth identity negotiation and integration processes. The study is the first of its kind to bring together between-country and within-country differences in identity formation among young people. By delving into the discourses of ethnic majority and Turkish minority youth, the book unravels a wide range of factors shaping contemporary identities and offers new insights into the particular role school policy approaches play in this process. The book situates these discussions within broader European and
transatlantic theoretical and empirical debates on immigrant incorporation and offers a much-needed synthesis of European and American scholarship.

Negotiating Political Identities will appeal to educationists, sociologists and political scientists dealing with issues of migration, identity, citizenship and ethnicity. It will also be an invaluable source of evidence for policymakers and professionals concerned with balancing cultural diversity and social cohesion in such a way as to promote more inclusive citizenship and educational policies in multiethnic schools.

Reviews:
This ground-breaking book combines an unusually sophisticated theoretical approach with a rich and multi-layered empirical study of the development of ethnic and political identities among Turkish and native youth in four schools in Germany and England. The result is a strong argument that school level policy approaches are very important in influencing how young people categorize themselves. This book should be required reading for anyone interested in migrant integration, multiculturalism, education in Europe and beyond.
Mary C. Waters, Harvard University, USA

*** Special Offer: 20% discount available - please email [email protected] ***

Papers by Daniel Faas

Ethnic diversity and schooling in national education systems

Education Inquiry, Mar 1, 2013

Constructing identities: the ethno‐national and nationalistic identities of white1and Turkish students in two English secondary schools

British Journal of Sociology of Education, 2008

This article investigates how 15-year-old white and Turkish students in two Inner London comprehe... more This article investigates how 15-year-old white and Turkish students in two Inner London comprehensive schools, one in a predominantly working-class area (Millroad School) and the other in a more middle-class environment (Darwin School), construct their identities. Drawing on mainly qualitative data from documentary sources, focus groups and semi-structured interviews, the work points to a range of factors affecting identity formation processes, such as macro-political approaches and school dynamics. The research found that at Millroad School, which celebrated diversity and where students' conflict was ethnic or racial, young people found safety in their national(istic) identities. In contrast, at Darwin School, which tried to integrate students on the basis of common British citizenship and where there was only low-level ethnic conflict, young people developed hybrid ethno-national identities. This article raises important questions about how to create community cohesion in conflictual environments so as to promote both diversity and solidarity.

The Europeanisation of German ethnic identities: the case of German and Turkish students in two Stuttgart secondary schools

International Studies in Sociology of Education, Jun 1, 2007

Germany's national (or ethnic) identity has become thoroughly European and there are even signs o... more Germany's national (or ethnic) identity has become thoroughly European and there are even signs of Eurocentrism. This is particularly problematic for the Turkish Muslims who, arguably, are not European. This article explores how fifteen-year-old German and Turkish youth in two Stuttgart secondary schools, one in a predominantly working-class area (Tannberg Hauptschule) and the other in a more middle-class environment (Goethe Gymnasium), negotiate their identities. Drawing on documentary sources, focus groups and semi-structured interviews, the research found that at Tannberg, which at times adopted a Eurocentric approach and where some teachers were getting close to being Islamophobic, young people developed ethno-national identities. In contrast, at Goethe, which promoted European values alongside rather than instead of multicultural values, young people employed national-European hybrid identities. This article raises important questions about the role of education in the development of identities, and how to address notions of cultural insensitivity and inequality.

Reconsidering identity: the ethnic and political dimensions of hybridity among majority and Turkish youth in Germany and England1

British Journal of Sociology, May 20, 2009

Sociological research has hitherto largely focused on majority 2 and minority ethnic identities o... more Sociological research has hitherto largely focused on majority 2 and minority ethnic identities or citizenship identities. However, the social connections between youth are not simply ethnic dynamics but also political dynamics involving citizenship categories. This article argues that in postmodern societies, it is important to reconsider the ways we think about youth identities. Drawing upon qualitative data from a study into the political identities of majority (German and British) youth and Turkish youth, educated in two Stuttgart and two London secondary schools, the research found that fifteen-year-olds had no singular identity but hybrid ethnonational, ethno-local and national-European identities as a result of governmental policies, their schooling and community experience, social class positioning, ethnicity and migration history. In working-class educational contexts, many majority and Turkish youth privileged the ethnic dimension of hybridity whereas majority and Turkish youth in the two middle-class dominated schools emphasized the political dimension of hybridity.The article demonstrates that social class and schooling (e.g. ethos and peer cultures) have a considerable role to play in who can afford to take on the more hybridized cosmopolitan identities on offer.

Youth, Europe and the Nation: The Political Knowledge, Interests and Identities of the New Generation of European Youth

Journal of Youth Studies, May 1, 2007

Europe is undergoing considerable demographic, economic, cultural and sociopolitical change. Nati... more Europe is undergoing considerable demographic, economic, cultural and sociopolitical change. National citizenship identities have been challenged by the simultaneous processes of European integration and the migration of people into and across Europe. This paper explores how the current generation of youth relates towards Europe, and highlights the factors affecting their political knowledge, interests and identities. Although the article draws on mainly qualitative data from a study into the political identities of native youth and youth of Turkish descent in England and Germany, the results have implications for all European countries [1]. The research indicates that, in countries which promote European agendas and where schools and curricula emphasise an inclusive concept of Europe (e.g. Goethe Gymnasium in Stuttgart), young people have high levels of knowledge about Europe and make Europe part of their hybrid identities. However, in countries where governments and schools marginalise European agendas (e.g. Millroad School in London), young people struggle to relate positively to Europe, especially in workingclass contexts where national(istic) agendas come to the fore. The article raises important questions about the possibilities of promoting inclusive governmental and curriculum approaches and offers ways in which the knowledge and identity gaps between youth in different European countries could be addressed. D.F.: What role would you say Europe plays in your life? Adam: Nothing. Charles: Nothing, whatsoever. Clara & Olivia: [murmur agreement] Adam: Wouldn't really like it to play much of a role either. Charles: It's got nothing to do with me, it's a bit irrelevant. Charlotte: You wouldn't say you were French cos that's in Europe. Adam: It's just a zone. Charles: You wouldn't say 'hello, I'm European'. D.F.: Why wouldn't you say that? Adam: Cos you're an individual from many different places, in Europe. Charles: European is too broad a generalisation to class anyone as, whereas British

From Foreigner Pedagogy to Intercultural Education: An Analysis of the German Responses to Diversity and its Impact on Schools and Students

European Educational Research Journal, 2008

Germany has been reluctant to adapt its education systems to the growing number of minority ethni... more Germany has been reluctant to adapt its education systems to the growing number of minority ethnic students, and politicians and policy makers have only recently officially acknowledged that Germany is an immigration country despite decades of mass immigration. This article first provides a socio-historical analysis of the German responses to migration-related cultural and religious diversity by tracing the development of educational policies from assimilationist notions of 'foreigner pedagogy' in the 1960s and 1970s to intercultural education, which slowly emerged in schools in the 1980s and 1990s. However, unlike European education, intercultural education still lacks official support in some German federal states. Drawing upon qualitative data collected in two Stuttgart secondary schools, the article then discusses the ways in which schools and students have mediated such macro-level policies. Goethe Gymnasium (a university-track school) promoted European values alongside multicultural values whereas Tannberg Hauptschule (a vocational-track school) was close to being Eurocentric and positioned minority ethnic students as the 'Other'. The findings suggest that Germany still has some way to go to overcome cultural insensitivities, to increase minority ethnic representation amongst teachers and to promote both diversity and civic cohesion.

Identity, diversity and citizenship: A critical analysis of textbooks and curricula in Irish schools

International Sociology, Mar 1, 2012

Despite the long presence of migrant communities, Ireland was only transformed to a net-receiving... more Despite the long presence of migrant communities, Ireland was only transformed to a net-receiving immigration nation in 1996, and is currently experiencing net emigration in the wake of a sharp economic downturn. Debates about immigrant incorporation and educational responses are still at a relatively early stage. This study, which forms part of a larger project, set out to explore the role of schools and curricula in developing citizenship and the conception of Irish identity implicit therein. The article draws on citizenship curricula as well as some textbooks used in citizenship lessons. It argues that the curriculum at primary level emphasizes diversity and active citizenship in a plural society to a greater extent than the curriculum at secondary level. Moreover, there are discrepancies between the progressive rhetoric of policy documents and the content of textbooks and other curriculum material. This raises important questions of inclusivity in a still Catholic-dominated education system.

The impact of migration on national identity in a globalized world: a comparison of civic education curricula in England, France and Ireland

Irish Educational Studies, Mar 1, 2012

This article examines the extent to which citizens of migrant origin are included within discours... more This article examines the extent to which citizens of migrant origin are included within discourses of national identity in civic education curricula in England, France and Ireland. We explore how much space is given to citizens of migrant origin in discourses of national identity in civic education curricula and how they fit with 'central' values normalized by a higher degree of recognition in schools. Although early immigration systems assumed that incorporation of migrants into the national polity would take place via socialization in education, the failure to include citizens of migrant origin in the contemporary 'imagined community' articulated in civic education discourses risks marginalizing some citizens which gives rise to a sovereignty gap. The disparity between legal and cultural belonging of some individuals in Western Europe presents a major challenge for education systems which are tasked with making national identity discourse resonate with a globalized citizenry. The study found that despite commonalities around the promotion of human rights and democracy, civic education curricula diverge with regard to representation of religion. Moreover, nationalistic aspects of the French model contrast with a multicultural, and recently global, approach to citizenship education in England and the promotion of European citizenship in Ireland.

Becoming a Citizen: incorporating immigrants and refugees in the United States and Canada

From Guest Workers into Muslims: The Transformation of Turkish Immigrant Associations in Germany

Journal of Ethnic and Migration Studies, Feb 12, 2010

Curriculum Alignment between the IB DP and National Systems: Switzerland

The Challenge of Migration: Schooling the Second Generation in Europe

In several European countries, 10% or more of the student population now has a migrant background... more

Comparing national identity discourses in history, geography and civic education curricula: The case of France and Ireland

European Educational Research Journal, Apr 6, 2022

National identities have been challenged by European integration, globalisation, migration and re... more National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems, and curricula in particular, are responding to this. This article explores how national identity is reflected in history, geography and civic education curricula in France and Ireland. More specifically, it examines how national, European and international aspects are intertwined in these state curricula. This question is explored through a case study of curriculum units and subunits as well as discourses of how identity is being promoted in the curriculum. Our analysis highlights that French curricula privilege national topics, especially in history and civic education, whereas Irish curricula veer between national, European and international (global) notions. Our analysis explores the extent to which macro-political discourses around national identity are reflected in the shaping of the subject curricula in two countries. While the article focuses on France and Ireland, the discussions are also of interest to other jurisdictions regarding the civic expectations and role of schools in promoting national (or other) identities.

Towards Multi-cultural, Multi-religious European Societies? Schooling Turkish Students in Britain and Germany

Muslim Students, Education and Neoliberalism, 2017

The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more

Young Turks in England and Germany: identity formation and perceptions of Europe

Europe is undergoing considerable demographic, economic, cultural and socio-political change. Man... more Europe is undergoing considerable demographic, economic, cultural and socio-political change. Many European countries have become culturally diverse societies and, at the same time, the increasingly supranational context in which political and educational systems are operating has challenged national identities. As Turkey gets politically closer to Europe and entered membership negotiations on 3 October 2005, the debate where the eastern boundaries of the continent of Europe lie has intensified and is likely to impact on the ways in which Turkish youth negotiate their identities. In Germany, for instance, the Social Democratic-Green government under Chancellor Gerhard Schröder (1998-2005) argued strongly in favour of full Turkish EU membership whereas the new grand coalition government under Chancel-lor Angela Merkel has adopted a more pragmatic approach given that the conservative Chris-tian Democrats prefer a so-called ‘privileged partnership’. The Turkish Muslims are also a parti...

Children, language and access to schools in the global South: The case of migrants in Ghana

Children & Society, 2021

Research on migrant children and young people has often focused on the global North and less on S... more Research on migrant children and young people has often focused on the global North and less on South-South migration. This article discusses language and its effect on how young migrants access Ghanaian schools. Through interviews with 68 pupils, 21 parents and 40 teachers and principals from 30 schools across Accra, we found that children and young people from francophone countries were placed in lower than age-appropriate grades due to their lower command of English. Our study highlights the complex linguistic barriers facing migrants in an anglocentric educational system. The article discusses the relevance of our results in other post-colonial multilingual nations in the global South.

Integrating marginalised students in Ghanaian schools: insights from teachers and principals

Compare: A Journal of Comparative and International Education, 2021

This article focuses on deepening the understanding of the factors affecting migrant students' in... more This article focuses on deepening the understanding of the factors affecting migrant students' integration in Ghana's educational system. Research on migrant education has primarily centred on northern destination countries. Using the case of West African migrant children in a multiethnic and multilingual Ghanaian setting, the article examines the complex and interplaying factors affecting migrant students' integration into Ghanaian schools. Analysis from 40 semi-structured interviews with teachers and principals drawn from 30 schools offers insights into the challenges faced by schools in trying to help migrant students succeed. The study offers practical insights into the advantages of having teachers with a migrant background, especially the extent to which they use their intercultural competencies in helping migrant students overcome school-related challenges. While the fieldwork was carried out in Ghana, the implications are also of interest to other jurisdictions where schools are faced with migration-related diversity.

Equality and diversity in vocational education: a cross-cultural comparison of trainers’ and trainees’ attitudes in six European countries

Compare: A Journal of Comparative and International Education, 2018

This article presents results of a cross-cultural comparison of trainer and trainee attitudes tow... more This article presents results of a cross-cultural comparison of trainer and trainee attitudes towards a variety of diversity issues, notably attitudes towards non-national trainees and those from other ethnic, religious and racial groups. Cross-cultural comparisons are made in the six European countries studied: France, Ireland, Italy, Latvia, Spain and the UK. The sample included 469 respondents (273 trainees and 196 trainers). There were consistent findings showing that trainees were more positive in their attitudes to cultural diversity, and specifically more tolerant and accepting of non-national and ethnically diverse fellow trainees than were their trainers. These findings largely corroborate those obtained from secondary school students and their teachers in the wider study. The results are discussed in light of country differences in relation to migration patterns and interpreted in light of contact theory. We also highlight implications for social inclusion and education and training policies across Europe.

Ethnic Diversity and Schooling in National Education Systems. Issues of Policy and Identity

Negotiating Political Identities: Multiethnic Schools and Youth in Europe

Globalization, European integration, and migration are challenging national identities and changi... more Globalization, European integration, and migration are challenging national identities and changing education across Europe. The nation-state no longer serves as the sole locus of civic participation and identity formation, and no longer has the influence it once had over the implementation of policies. Drawing on rich empirical data from four schools in Germany and Britain, this groundbreaking book examines how schools mediate government policies, creating distinct educational contexts that shape youth identity negotiation and integration processes. The study is the first of its kind to bring together between-country and within-country differences in identity formation among young people. By delving into the discourses of ethnic majority and Turkish minority youth, the book unravels a wide range of factors shaping contemporary identities and offers new insights into the particular role school policy approaches play in this process. The book situates these discussions within broader European and
transatlantic theoretical and empirical debates on immigrant incorporation and offers a much-needed synthesis of European and American scholarship.

Negotiating Political Identities will appeal to educationists, sociologists and political scientists dealing with issues of migration, identity, citizenship and ethnicity. It will also be an invaluable source of evidence for policymakers and professionals concerned with balancing cultural diversity and social cohesion in such a way as to promote more inclusive citizenship and educational policies in multiethnic schools.

Reviews:
This ground-breaking book combines an unusually sophisticated theoretical approach with a rich and multi-layered empirical study of the development of ethnic and political identities among Turkish and native youth in four schools in Germany and England. The result is a strong argument that school level policy approaches are very important in influencing how young people categorize themselves. This book should be required reading for anyone interested in migrant integration, multiculturalism, education in Europe and beyond.
Mary C. Waters, Harvard University, USA

*** Special Offer: 20% discount available - please email [email protected] ***

Ethnic diversity and schooling in national education systems

Education Inquiry, Mar 1, 2013

Constructing identities: the ethno‐national and nationalistic identities of white1and Turkish students in two English secondary schools

British Journal of Sociology of Education, 2008

This article investigates how 15-year-old white and Turkish students in two Inner London comprehe... more This article investigates how 15-year-old white and Turkish students in two Inner London comprehensive schools, one in a predominantly working-class area (Millroad School) and the other in a more middle-class environment (Darwin School), construct their identities. Drawing on mainly qualitative data from documentary sources, focus groups and semi-structured interviews, the work points to a range of factors affecting identity formation processes, such as macro-political approaches and school dynamics. The research found that at Millroad School, which celebrated diversity and where students' conflict was ethnic or racial, young people found safety in their national(istic) identities. In contrast, at Darwin School, which tried to integrate students on the basis of common British citizenship and where there was only low-level ethnic conflict, young people developed hybrid ethno-national identities. This article raises important questions about how to create community cohesion in conflictual environments so as to promote both diversity and solidarity.

The Europeanisation of German ethnic identities: the case of German and Turkish students in two Stuttgart secondary schools

International Studies in Sociology of Education, Jun 1, 2007

Germany's national (or ethnic) identity has become thoroughly European and there are even signs o... more Germany's national (or ethnic) identity has become thoroughly European and there are even signs of Eurocentrism. This is particularly problematic for the Turkish Muslims who, arguably, are not European. This article explores how fifteen-year-old German and Turkish youth in two Stuttgart secondary schools, one in a predominantly working-class area (Tannberg Hauptschule) and the other in a more middle-class environment (Goethe Gymnasium), negotiate their identities. Drawing on documentary sources, focus groups and semi-structured interviews, the research found that at Tannberg, which at times adopted a Eurocentric approach and where some teachers were getting close to being Islamophobic, young people developed ethno-national identities. In contrast, at Goethe, which promoted European values alongside rather than instead of multicultural values, young people employed national-European hybrid identities. This article raises important questions about the role of education in the development of identities, and how to address notions of cultural insensitivity and inequality.

Reconsidering identity: the ethnic and political dimensions of hybridity among majority and Turkish youth in Germany and England1

British Journal of Sociology, May 20, 2009

Sociological research has hitherto largely focused on majority 2 and minority ethnic identities o... more Sociological research has hitherto largely focused on majority 2 and minority ethnic identities or citizenship identities. However, the social connections between youth are not simply ethnic dynamics but also political dynamics involving citizenship categories. This article argues that in postmodern societies, it is important to reconsider the ways we think about youth identities. Drawing upon qualitative data from a study into the political identities of majority (German and British) youth and Turkish youth, educated in two Stuttgart and two London secondary schools, the research found that fifteen-year-olds had no singular identity but hybrid ethnonational, ethno-local and national-European identities as a result of governmental policies, their schooling and community experience, social class positioning, ethnicity and migration history. In working-class educational contexts, many majority and Turkish youth privileged the ethnic dimension of hybridity whereas majority and Turkish youth in the two middle-class dominated schools emphasized the political dimension of hybridity.The article demonstrates that social class and schooling (e.g. ethos and peer cultures) have a considerable role to play in who can afford to take on the more hybridized cosmopolitan identities on offer.

Youth, Europe and the Nation: The Political Knowledge, Interests and Identities of the New Generation of European Youth

Journal of Youth Studies, May 1, 2007

Europe is undergoing considerable demographic, economic, cultural and sociopolitical change. Nati... more Europe is undergoing considerable demographic, economic, cultural and sociopolitical change. National citizenship identities have been challenged by the simultaneous processes of European integration and the migration of people into and across Europe. This paper explores how the current generation of youth relates towards Europe, and highlights the factors affecting their political knowledge, interests and identities. Although the article draws on mainly qualitative data from a study into the political identities of native youth and youth of Turkish descent in England and Germany, the results have implications for all European countries [1]. The research indicates that, in countries which promote European agendas and where schools and curricula emphasise an inclusive concept of Europe (e.g. Goethe Gymnasium in Stuttgart), young people have high levels of knowledge about Europe and make Europe part of their hybrid identities. However, in countries where governments and schools marginalise European agendas (e.g. Millroad School in London), young people struggle to relate positively to Europe, especially in workingclass contexts where national(istic) agendas come to the fore. The article raises important questions about the possibilities of promoting inclusive governmental and curriculum approaches and offers ways in which the knowledge and identity gaps between youth in different European countries could be addressed. D.F.: What role would you say Europe plays in your life? Adam: Nothing. Charles: Nothing, whatsoever. Clara & Olivia: [murmur agreement] Adam: Wouldn't really like it to play much of a role either. Charles: It's got nothing to do with me, it's a bit irrelevant. Charlotte: You wouldn't say you were French cos that's in Europe. Adam: It's just a zone. Charles: You wouldn't say 'hello, I'm European'. D.F.: Why wouldn't you say that? Adam: Cos you're an individual from many different places, in Europe. Charles: European is too broad a generalisation to class anyone as, whereas British

From Foreigner Pedagogy to Intercultural Education: An Analysis of the German Responses to Diversity and its Impact on Schools and Students

European Educational Research Journal, 2008

Germany has been reluctant to adapt its education systems to the growing number of minority ethni... more Germany has been reluctant to adapt its education systems to the growing number of minority ethnic students, and politicians and policy makers have only recently officially acknowledged that Germany is an immigration country despite decades of mass immigration. This article first provides a socio-historical analysis of the German responses to migration-related cultural and religious diversity by tracing the development of educational policies from assimilationist notions of 'foreigner pedagogy' in the 1960s and 1970s to intercultural education, which slowly emerged in schools in the 1980s and 1990s. However, unlike European education, intercultural education still lacks official support in some German federal states. Drawing upon qualitative data collected in two Stuttgart secondary schools, the article then discusses the ways in which schools and students have mediated such macro-level policies. Goethe Gymnasium (a university-track school) promoted European values alongside multicultural values whereas Tannberg Hauptschule (a vocational-track school) was close to being Eurocentric and positioned minority ethnic students as the 'Other'. The findings suggest that Germany still has some way to go to overcome cultural insensitivities, to increase minority ethnic representation amongst teachers and to promote both diversity and civic cohesion.

Identity, diversity and citizenship: A critical analysis of textbooks and curricula in Irish schools

International Sociology, Mar 1, 2012

Despite the long presence of migrant communities, Ireland was only transformed to a net-receiving... more Despite the long presence of migrant communities, Ireland was only transformed to a net-receiving immigration nation in 1996, and is currently experiencing net emigration in the wake of a sharp economic downturn. Debates about immigrant incorporation and educational responses are still at a relatively early stage. This study, which forms part of a larger project, set out to explore the role of schools and curricula in developing citizenship and the conception of Irish identity implicit therein. The article draws on citizenship curricula as well as some textbooks used in citizenship lessons. It argues that the curriculum at primary level emphasizes diversity and active citizenship in a plural society to a greater extent than the curriculum at secondary level. Moreover, there are discrepancies between the progressive rhetoric of policy documents and the content of textbooks and other curriculum material. This raises important questions of inclusivity in a still Catholic-dominated education system.

The impact of migration on national identity in a globalized world: a comparison of civic education curricula in England, France and Ireland

Irish Educational Studies, Mar 1, 2012

This article examines the extent to which citizens of migrant origin are included within discours... more This article examines the extent to which citizens of migrant origin are included within discourses of national identity in civic education curricula in England, France and Ireland. We explore how much space is given to citizens of migrant origin in discourses of national identity in civic education curricula and how they fit with 'central' values normalized by a higher degree of recognition in schools. Although early immigration systems assumed that incorporation of migrants into the national polity would take place via socialization in education, the failure to include citizens of migrant origin in the contemporary 'imagined community' articulated in civic education discourses risks marginalizing some citizens which gives rise to a sovereignty gap. The disparity between legal and cultural belonging of some individuals in Western Europe presents a major challenge for education systems which are tasked with making national identity discourse resonate with a globalized citizenry. The study found that despite commonalities around the promotion of human rights and democracy, civic education curricula diverge with regard to representation of religion. Moreover, nationalistic aspects of the French model contrast with a multicultural, and recently global, approach to citizenship education in England and the promotion of European citizenship in Ireland.

Becoming a Citizen: incorporating immigrants and refugees in the United States and Canada

From Guest Workers into Muslims: The Transformation of Turkish Immigrant Associations in Germany

Journal of Ethnic and Migration Studies, Feb 12, 2010

Curriculum Alignment between the IB DP and National Systems: Switzerland

The Challenge of Migration: Schooling the Second Generation in Europe

In several European countries, 10% or more of the student population now has a migrant background... more

Comparing national identity discourses in history, geography and civic education curricula: The case of France and Ireland

European Educational Research Journal, Apr 6, 2022

National identities have been challenged by European integration, globalisation, migration and re... more National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems, and curricula in particular, are responding to this. This article explores how national identity is reflected in history, geography and civic education curricula in France and Ireland. More specifically, it examines how national, European and international aspects are intertwined in these state curricula. This question is explored through a case study of curriculum units and subunits as well as discourses of how identity is being promoted in the curriculum. Our analysis highlights that French curricula privilege national topics, especially in history and civic education, whereas Irish curricula veer between national, European and international (global) notions. Our analysis explores the extent to which macro-political discourses around national identity are reflected in the shaping of the subject curricula in two countries. While the article focuses on France and Ireland, the discussions are also of interest to other jurisdictions regarding the civic expectations and role of schools in promoting national (or other) identities.

Towards Multi-cultural, Multi-religious European Societies? Schooling Turkish Students in Britain and Germany

Muslim Students, Education and Neoliberalism, 2017

The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more

Young Turks in England and Germany: identity formation and perceptions of Europe

Europe is undergoing considerable demographic, economic, cultural and socio-political change. Man... more Europe is undergoing considerable demographic, economic, cultural and socio-political change. Many European countries have become culturally diverse societies and, at the same time, the increasingly supranational context in which political and educational systems are operating has challenged national identities. As Turkey gets politically closer to Europe and entered membership negotiations on 3 October 2005, the debate where the eastern boundaries of the continent of Europe lie has intensified and is likely to impact on the ways in which Turkish youth negotiate their identities. In Germany, for instance, the Social Democratic-Green government under Chancellor Gerhard Schröder (1998-2005) argued strongly in favour of full Turkish EU membership whereas the new grand coalition government under Chancel-lor Angela Merkel has adopted a more pragmatic approach given that the conservative Chris-tian Democrats prefer a so-called ‘privileged partnership’. The Turkish Muslims are also a parti...

Children, language and access to schools in the global South: The case of migrants in Ghana

Children & Society, 2021

Research on migrant children and young people has often focused on the global North and less on S... more Research on migrant children and young people has often focused on the global North and less on South-South migration. This article discusses language and its effect on how young migrants access Ghanaian schools. Through interviews with 68 pupils, 21 parents and 40 teachers and principals from 30 schools across Accra, we found that children and young people from francophone countries were placed in lower than age-appropriate grades due to their lower command of English. Our study highlights the complex linguistic barriers facing migrants in an anglocentric educational system. The article discusses the relevance of our results in other post-colonial multilingual nations in the global South.

Integrating marginalised students in Ghanaian schools: insights from teachers and principals

Compare: A Journal of Comparative and International Education, 2021

This article focuses on deepening the understanding of the factors affecting migrant students' in... more This article focuses on deepening the understanding of the factors affecting migrant students' integration in Ghana's educational system. Research on migrant education has primarily centred on northern destination countries. Using the case of West African migrant children in a multiethnic and multilingual Ghanaian setting, the article examines the complex and interplaying factors affecting migrant students' integration into Ghanaian schools. Analysis from 40 semi-structured interviews with teachers and principals drawn from 30 schools offers insights into the challenges faced by schools in trying to help migrant students succeed. The study offers practical insights into the advantages of having teachers with a migrant background, especially the extent to which they use their intercultural competencies in helping migrant students overcome school-related challenges. While the fieldwork was carried out in Ghana, the implications are also of interest to other jurisdictions where schools are faced with migration-related diversity.

Equality and diversity in vocational education: a cross-cultural comparison of trainers’ and trainees’ attitudes in six European countries

Compare: A Journal of Comparative and International Education, 2018

This article presents results of a cross-cultural comparison of trainer and trainee attitudes tow... more This article presents results of a cross-cultural comparison of trainer and trainee attitudes towards a variety of diversity issues, notably attitudes towards non-national trainees and those from other ethnic, religious and racial groups. Cross-cultural comparisons are made in the six European countries studied: France, Ireland, Italy, Latvia, Spain and the UK. The sample included 469 respondents (273 trainees and 196 trainers). There were consistent findings showing that trainees were more positive in their attitudes to cultural diversity, and specifically more tolerant and accepting of non-national and ethnically diverse fellow trainees than were their trainers. These findings largely corroborate those obtained from secondary school students and their teachers in the wider study. The results are discussed in light of country differences in relation to migration patterns and interpreted in light of contact theory. We also highlight implications for social inclusion and education and training policies across Europe.

Book Review: Aziz Al-Azmeh and Effie Fokas (eds) Islam in Europe: Diversity, Identity and Influence Cambridge: Cambridge University Press, 2007, £45.00 hbk, £17.99 pbk (ISBN: 9780521860116), xi + 223 pp

Sociology, 2010

confluence of ‘possibilities’ or recurrences that must be fully taken into account if we want to ... more confluence of ‘possibilities’ or recurrences that must be fully taken into account if we want to analyse the recent appearance of film-induced tourist industries. Because of its multidisciplinary approach, which draws upon historical studies, social theory, moral economy, critical and cultural geography, anthropology and media studies, the book will surely interest different audiences. Students and scholars willing to explore the intricacies of late modernity will find in The Cinematic Tourist a wealth of stimulating theoretical insights and empirical data.

From Guest Workers into Muslims: The Transformation of Turkish Immigrant Associations in Germany

Journal of Ethnic and Migration Studies, 2010

Review of Everyday Multiculturalism, by Amanda Wise and Selvaraj Velayutham

Review of From Guest Workers into Muslims: the transformation of Turkish immigrant associations in Germany, Newcastle: Cambridge Scholars Publishing, by Gökçe Yurdakul

Review of Becoming a Citizen: incorporating immigrants and refugees in the United States and Canada, Berkeley: University of California Press, by Irene Bloemraad

Review of Islam in Europe: Diversity, identity and influence, Cambridge: Cambridge University Press, by Aziz Al-Azmeh & Effie Fokas

Review of The Identity of Nations, Cambridge: Polity Press, by Montserrat Guibernau

Review of Complicating Constructions: race, ethnicity and hybridity in American texts, Seattle and London: University of Washington Press, by David Goldstein & Audrey Thacker

Review of Cosmopolitan Anxieties: Turkish challenges to citizenship and belonging in Germany, Durham: Duke University Press, by Ruth Mandel

Review of Dual Citizenship in Europe: From nationhood to societal integration, Aldershot: Ashgate, by Thomas Faist