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Centre for Human Rights and Citizenship Education

Publications

JOURNAL ARTICLES

Bourke, A., Morris, S., & Maunsell, C. (2020) 'Adults’ Endorsement of Children’s Protection and Participation Rights and Likelihood of Reporting Abuse'. International Journal of Children's Rights, 28 (2):352-377.

Bryan, Audrey (2021).  Affective pedagogies: Foregrounding emotion in climate change education.  Policy and Practice: A Development Education Review.  Fifteenth Anniversary Edition. (p. 284-299).

Bryan, Audrey (2021).  Pedagogy of the Implicated: Advancing a Social Ecology of Responsibility Framework to Promote Deeper Understanding of the Climate Crisis.  Pedagogy, Culture and Society, Special Issue on Engaging with Difficult Knowledge in Post-Truth Era: From Theory to Practice within Diverse Disciplinary Areas.  DOI: 10.1080/14681366.2021.1977979

Greenwood, R., Austin, S., Bacon, K. and Pike, S. (2021) 'Enquiry-Based Learning in the Primary Classroom: student teachers’ perceptions'. Education 3-13, 49 (1).

Hall, T., Byrne, D., Bryan, A., Kitching, K., Ní Chróinín, D., O'Toole, C. and Addley, J. (2021).  COVID-19 and Education: Positioning the Pandemic; Facing the Future. (Special Issue) Irish Educational Studies, 40(2). https://www.tandfonline.com/doi/full/10.1080/03323315.2021.1915636

Kavanagh, A.M. & McGuirk, N. (2021). “Beginning conversations about difference, race, ethnicity and racism through ethical education.” In: Kavanagh, A.M., Waldron, F., & Mallon, B. (Eds.) (2021).  Teaching for Social Justice and Sustainable Development Across the Primary Curriculum (pp. 197-212). Abingdon: Routledge.

Kavanagh, A.M., Waldron, F. & Mallon, B. (Eds.) (2021). Teaching for social justice and sustainable development across the primary curriculum. Abingdon: Routledge.

Kavanagh, A.M., & Dupont, M. (2021). Making the invisible visible: Managing tensions around including Traveller culture and history in primary and post-primary curricula Irish Educational Studies. DOI: 10.1080/03323315.2021.1932548

Kavanagh, A.M. (2021). “A whole school approach to social justice education.” In: Kavanagh, A.M., Waldron, F., & Mallon, B. (Eds.) (2021).  Teaching for Social Justice and Sustainable Development Across the Primary Curriculum (pp. 197-212). Abingdon: Routledge.

Kavanagh, A.M. (2021). SPHE: An Effective Curricular Space for Promoting Respect for Diversities and Challenging Racism? In: Keating, S., Collins, B., Nohilly, M., O’Sullivan C., & Morrissey, B., (Eds.) (2021). Diversities: Interpretations through the Context of SPHE. Proceedings from the 4th SPHE Network Conference, Mary Immaculate College, Limerick 10th November, 2018 (pp.23-31).

Murphy, C., Mallon, B., Smith, G., Kelly, O., Pitsia, V., & Martinez Sainz, G. (2021). The influence of a teachers’ professional development programme on primary school pupils’ understanding of and attitudes towards sustainability. Environmental Education Research, 1-25.

McCabe U.; Farrell T. (2020) 'Play, pedagogy and power: a reinterpretation of research using a Foucauldian lens'. International Journal of Early Years Education, 

Caitrí­ona Ní­ Cassaithe; (2021) 'History Education in a Climate of Crisis'. Public History Weekly.

O'Connell, C., Mallon, B., ní Cassaithe, C., & Barry, M. (2021) 'Addressing the complexity of contemporary slavery through critical development education'. Policy and Practice: A Development Education Review, Vol. 32, Spring, pp. 10-32.

Twohill, A., & Ní Shúilleabhain, L. (2021). Meaningful Mathematics: Applying Mathematical Thinking to Issues of Justice and Sustainability. In: A.M. Kavanagh & F. Waldron (Eds.), Teaching for social justice and sustainable development across the primary curriculum. (pp. 184-196). Abingdon: Routledge.

Usher, J. (2021) 'Africa in Irish Primary Geography Textbooks: developing and applying a Framework to investigate the potential of Irish Primary Geography textbooks in supporting Critical Multicultural Education', Irish Educational Studies. https://doi.org/10.1080/03323315.2021.1910975  

Usher, J. (2021) ‘How is Geography taught in Irish Primary Schools? A Large Scale Nationwide Study’, International Research in Geographical and Environmental Education. https://doi.org/10.1080/10382046.2021.1978210

Usher, J. and Dolan, A.M. (2021) ‘Covid-19: teaching primary geography in an authentic context related to the lived experiences of learners’ Irish Educational Studies, ‘COVID-19 and Education: Positioning the pandemic; facing the future’ (Issue 2 of Volume 40).  https://doi.org/10.1080/03323315.2021.1916555

Waldron, F. (2021). Interrogating History to Imagine a Different Future. In: Ni Cassaithe, C. and Chapman, A. (eds) History Education in a Climate of Crisis, Public History Weekly, 9(1), February 2021.

Waldron, F., Ní Cassaithe, C., Barry, M. and Whelan, P. (2021). Critical historical enquiry for a socially just and sustainable world. In Anne Marie Kavanagh; Fionnuala Waldron; Benjamin Mallon (eds). Teaching for Social Justice and Sustainable Development across the Primary Curriculum. London and New York: Routledge.

Waldron, F.; Mallon, B. and Kavanagh, A. M. (2021). Transforming pedagogy for a socially just and sustainable world: Concluding thoughts. In: Anne Marie Kavanagh; Fionnuala Waldron; Benjamin Mallon (eds). Teaching for Social Justice and Sustainable Development across the Primary Curriculum. London and New York: Routledge.

Bourke, A., Morris, S., & Maunsell, C. (2020) 'Adults’ Endorsement of Children’s Protection and Participation Rights and Likelihood of Reporting Abuse'. International Journal of Children's Rights, 28 (2):352-377.

Keating, S. and Collins, B. (2020) Gender Equality Matters Primary School Classroom Materials. EU: Rights, Equality and Citizenship Programme.

Keating, S. (2020) Nuts and Bolts: An Anti-bullying Policy Audit Tool. Dublin: ABC.

Keating, S., Mazzone, A. and Milosevic, T. (2020) School Bullying Report: Cyberbullying and Internet Security during Covid-19. Dublin: Houses of the Oireachtas.

Keating, S. (2020) The Gestation Period Classroom Resource.

Alan McCully, Fionnuala Waldron & Benjamin Mallon (2020) The contrasting place of political history in the primary curricula of Ireland, north and south: a comparative study, Compare: A Journal of Comparative and International Education. 

Selby, D., Kagawa, F., & Oberman, R. (2020). Along the Cays and Bays: Climate Change Learning in a Small Island Developing State. Policy & Practice: A Development Education Review, (30).

Twohill, A. (2020). Algebra in the senior primary classes: Commissioned research paper. Dublin: NCCA.

Usher, J. (2020) 'Is Geography Lost? Curriculum Policy Analysis: Finding a place for Geography within a changing Primary School Curriculum in the Republic of Ireland.' Irish Educational Studies

Waldron, F., Mallon, B., Barry, M. & Martínez-Sainz, G. (2020) Climate Change Education in Ireland: Emerging Practice in a Context of Resistance (2020).

Fitzgerald, E., & Twohill, A. (2019). Investigating the effects of shared picture book reading on parental involvement in mathematics. In L. Harbison, & A. Twohill (Eds.), Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland (MEI7) (pp. 83–90). Dublin, Ireland: Zenodo. http://doi.org/10.5281/zenodo.3539081

Harbison, L., & Twohill, A. (2019). Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland MEI 7. Zenodo. http://doi.org/10.5281/zenodo.3474138

NicMhuirí, S., Twohill, A., & Harbison, L. (2019). Investigating mathematics teacher efficacy beliefs in primary initial teacher education. In L. Harbison, & A. Twohill (Eds.), Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland (MEI7) (pp. 31–34). Dublin, Ireland: Zenodo. 

Twohill, A., Breen, S., Venkat, H. & Roberts, N. (2019). Working group: Task design for early algebra. In M. Graven, H. Venkat, A. Essien, & P. Vale (Eds). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1), (pp. 185-186). Pretoria, South Africa: PME.

Twohill, A. McAuliffe, S. & Steinweg, A. (2019). Comparison and critique of early algebra in the curricula of South Africa, Germany and Ireland. In M. Graven, H. Venkat, A. Essien, & P. Vale (Eds). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4), (pp. 110). Pretoria, South Africa: PME.

Twohill, A., NicMhuirí, S., & Kingston, M. (2019). Micro-ethnography of collaboration: sharing perspectives and broadening lenses within a community of practice. In M. Graven, H. Venkat, A. Essien, & P. Vale (Eds). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4), (pp. 188). Pretoria, South Africa: PME.

Waldron, F., Ruane, B., Oberman, R. and Morris, S. (2019). Geographical process or global injustice? Contrasting educational perspectives on climate change. Environmental Education Research, 25:6, 895-911.

BOOK CHAPTERS

Kavanagh, A.M. & McGuirk, N. (2021). “Beginning conversations about difference, race, ethnicity and racism through ethical education.” In: Kavanagh, A.M., Waldron, F., & Mallon, B. (Eds.) (2021).  Teaching for Social Justice and Sustainable Development Across the Primary Curriculum (pp. 197-212). Abingdon: Routledge. 

Kavanagh, A.M.; Waldron, F. and Mallon, Benjamin (2021). Teaching for social justice and sustainable development across the primary curriculum: An introduction. In: Anne Marie Kavanagh; Fionnuala Waldron; Benjamin Mallon (eds). Teaching for Social Justice and Sustainable Development across the Primary Curriculum. London and New York: Routledge. 

Catherine Maunsell, Ashling Bourke, Ben Mallon and Claire Cullen (2021) 'Comprehensive sexuality education in Ireland: A children’s rights perspective' In: London : Palgrave Macmillan.

Oberman, R., & Sainz, G. M. (2021). Critical thinking, critical pedagogy and climate change education. In Teaching for Social Justice and Sustainable Development Across the Primary Curriculum (pp. 69-83). Routledge.

Pike, S. (2021) 'Local Experiential Fieldwork in Initial Teacher Education' In: USA: Springer

Waldron, F., Ní Cassaithe, C., Barry, M., & Whelan, P. (2021) 'Critical historical enquiry for a socially just and sustainable world' In: London: Routledge. 

Keating, S and Collins, B (2020) 'Bullying Prevention Through Curriculum and Classroom Resources' In: UK: Springer.

Pike, S. (2020) 'Geography for Social and Environmental Justice' In: Abingdon: Routledge.

Pike, S. (2020) 'GIS for young people’s participatory geography' In: Abingdon, UK: Routledge.

Waldron F., Mallon B., Barry M., Martinez Sainz G. (2020) Climate Change Education in Ireland: Emerging Practice in a Context of Resistance. In: Robbins D., Torney D., Brereton P. (eds) Ireland and the Climate Crisis. Palgrave Studies in Media and Environmental Communication. Palgrave Macmillan, Cham. 

BOOKS

Pike, S. (2021) Folen's Atlas Hunt. Dublin: Folens

Pike, S. (2021) Philip's - Folens Irish Primary Atlas. Dublin: Philips - Folen's.

REPORTS

Martínez-Sainz, G. & Barry, M. (2020) Digital Technologies to Advance Global Citizenship Education in Schools (A report by the Centre for Human Rights & Citizenship Education, DCU and Trócaire). Download report here