Dr
Michael
Flannery
Academic biography
Dr. Michael Flannery is an Assistant Professor in the School of Arts Education and Movement at the Institute of Education, Dublin City University, where he specialises in Visual Arts Education. He has worked in third-level education since 2000, teaching across undergraduate and postgraduate programmes. He currently teaches on the Bachelor of Education (BEd), Professional Master of Education (Primary Teaching) (PMEP) and Master of Education in Arts Education Practice (MEd AEP) programmes. Michael completed his PhD in Education at the National College of Art and Design, Dublin, following postgraduate studies in Community/Arts/Education at the same university. He obtained postgraduate qualifications from Trinity College Dublin and Canterbury Christ Church University in the fields of Technology and Learning and English Language Education.
Over the course of his career, Michael has worked as Head of Department, Programme Coordinator, External Examiner for other university degree programmes. He was a Research Fellow at the School of Education in Trinity College Dublin. Michael has been the Teaching and Learning Convenor for the School of Arts Education and Movement for the past four years. Michael has been centrally involved in designing and researching models of continuing professional development for primary teachers, with a particular emphasis on nurturing teachers’ creative self‑efficacy and supporting their identities as art‑makers. He has led, coordinated, and taught across a range of community arts education initiatives, working with teachers and, more recently, with older adults. Before moving into higher education, Michael qualified as a primary teacher and taught for twelve years in schools in Dublin and Kilkenny.
Michael is a steering committee member of DCU Centre for Collaborative Research Across Teacher Education (CREATE). https://www.dcu.ie/create
Research interests
Michael’s research examines the central role of visual arts education in fostering expression, creative habits of mind, and multiliteracy development. He is particularly interested in how imaginative art integration can enrich STEAM/STREAM education and support learning across disciplinary boundaries. Within preservice teacher education, his work explores A/R/Tography as a means through which BEd and MEd AEP students hone their emerging identities as Artist/Researcher/Teacher/ Leader. Michael has worked on a number of collaborative research projects involving researchers from other disciplines, schools, universities and countries. His publications span empirical studies, policy analysis, self‑study and arts based research, with a consistent focus on how the arts can enrich curriculum, wellbeing, and professional learning. He contributes a distinctive practice‑informed perspective that foregrounds creativity, collaboration, criticality and care in education.