Maeve O'Brien

Prof

Contact Details


Spc M 310

T: Ext. 9257
E: Maeve.OBrien@dcu.ie
Head of School

Moville 38
St Patrick's Campus
DCU
Drumcondra
D 9

T: 8842227
E: maeve.obrien@dcu.ie

Biography

Dr Maeve O'Brien BEd, MEd (Boston), MA in Ed (UCD), PhD (Equality Studies UCD) is Associate Professor in Sociology and Head of the School of Development at the Institute of Education, St Patrick's Campus, DCU. With many years experience as a teacher and Home/School/Liaison Co ordinator in Dublin's Inner City Maeve moved to full time research and then to teacher education and Human Development. She co ordinated the HD programme on the BA for several years. She teaches at undergraduate level on the BA in Human Development and the BEd programmes. Her post graduate teaching has spanned the MA, BEd and Ed D programmes focusing primarily on inequalities of class and gender in Education and their impact on care and relationships. She will make a contribution to the MA chaplaincy programme on care theory in 2018.
She has published on issues of educational transitions and social class, gender and schooling support work, caring relationality and professional praxis, and the significance of care and wellbeing in educational contexts today.Her recent report developing a Human Development Conceptual  Framework for the 2nd level wellbeing curriculum (NCCA) with Dr A O Shea. Maeve is co editor of the international education journal Irish Educational Studies.

Books

  Year Publication
2011 Pedagogy Oppression and Transformation in a Post Critical Climate.
O'Shea. A., & O'Brien, M. (Eds.) (2011) Pedagogy Oppression and Transformation in a Post Critical Climate. London: Continuum. [Details]
2004 Making the Move: Students' Teachers' and Parents' Perspectives on.
O'Brien, M. (2004) Making the Move: Students' Teachers' and Parents' Perspectives on. Dublin: Marino Institute of Education. [Details]

Book Chapters

  Year Publication
2018 'Wellbeing/welfare, schooling and social justice: Caring relationships with students, parents and community'
OBrien, M (2018) 'Wellbeing/welfare, schooling and social justice: Caring relationships with students, parents and community' In: Thornburn, M (eds). Wellbeing, Education and Contemporary Schooling. London: Routledge. [Details]
2019 'Preparing to teach wellbeing: Some lessons from Ireland on the professional and personal development of Junior Cycle/middle level education teachers'
Catherine Maunsell; Ashling Bourke; Bernie Collins; Mella Cusack; Paul King; Frances Murphy; Maeve O’Brien; Andrew O’Shea (2019) 'Preparing to teach wellbeing: Some lessons from Ireland on the professional and personal development of Junior Cycle/middle level education teachers' In: International Handbook of Middle Level Education Theory, Research, and Policy. London: Routledge. [Details]
2017 'An Exploration of Teacher Educator Identities within an Irish Context of Reform'
Furlong C and O'Brien M (2017) 'An Exploration of Teacher Educator Identities within an Irish Context of Reform' In: International research, policy and practice in teacher education: insider perspectives. London: Springer. [Details]
2012 'Care Relationality and a Humanising Education: The Significance of the Affective Context in Initial Teacher Education'
O'Brien, M. (2012) 'Care Relationality and a Humanising Education: The Significance of the Affective Context in Initial Teacher Education' In: Re -Imagining Initial Teacher Education: Perspectives on Transformation. Dublin: Liffey Press. [Details]
2011 'Professional responsibility and an ethic of care: Teachers' care as moral praxis'
O'Brien, M. (2011) 'Professional responsibility and an ethic of care: Teachers' care as moral praxis' In: C. Sugrue & T. Dyrdal Solbreke (Eds.) (eds). Professional Responsibility: New Horizons of Praxis. London: Routledge. [Details]
2011 'Towards a pedagogy of care and well-being: Restoring the vocation of Becoming Human through care and relationality'
O'Brien, M. (2011) 'Towards a pedagogy of care and well-being: Restoring the vocation of Becoming Human through care and relationality' In: A. O’Shea & M. O’Brien (Eds.) (eds). Pedagogy, Oppression and Transformation in a 'Post-Critical' Climate. London: Continuum. [Details]
2009 'The impact of economic, social, cultural and emotional capital on mothers' love and care work in education'
O’Brien, M. (2009) 'The impact of economic, social, cultural and emotional capital on mothers' love and care work in education' In: K. Lynch, J. Baker, & M. Lyons (Eds.)  (eds). Affective Equality: Love, Care and Injustice. London: Palgrave and Macmillan. [Details]
2007 'Emotions, inequalities and care in education'
O'Brien, M., & Flynn, M. (2007) 'Emotions, inequalities and care in education' In: P. Downes & A.L. Gilligan (Eds.) (eds). Beyond educational Disadvantage. Dublin: IPA. [Details]

Peer Reviewed Journals

  Year Publication
2018 'Worthwhile work? Childcare, feminist ethics and cooperative research practices'
Andrew, Y., Corr, L., Lent, C., O’Brien, M., Osgood, J., & Boyd, M (2018) 'Worthwhile work? Childcare, feminist ethics and cooperative research practices'. Gender and Education, 30 (5):553-568 [Details]
2016 'Worthwhile work? Childcare, feminist ethics and cooperative research practices'
Yarrow, A., Corr, L., Lent, C., O'Brien, M. Osgood, J. and Boyd, M. (2016) 'Worthwhile work? Childcare, feminist ethics and cooperative research practices'. Gender and Education, ([10.1080/09540253.20) [Details]
2015 'Continuities and discontinuities in the life histories of teacher educators in changing times'
OBrien M and Furlong F (2015) 'Continuities and discontinuities in the life histories of teacher educators in changing times'. Irish Educational Studies, 34 (4):379-394 [Details]
2008 'Gendered capital: Emotional capital and mothers' care work in education'
O'Brien, M. (2008) 'Gendered capital: Emotional capital and mothers' care work in education'. Sociology of Education, 29 (2):137-7-149 [DOI] [Details]
2007 'Mothers’ emotional care work in education and its moral imperative'
O'Brien, M. (2007) 'Mothers’ emotional care work in education and its moral imperative'. Gender and Education, 19 (2):159-9-178 [DOI] [Details]
2005 'Girls and transition to second-level schooling in Ireland: Moving in and moving out'
O'Brien, M. (2005) 'Girls and transition to second-level schooling in Ireland: Moving in and moving out'. Irish Educational Studies, 15 (3):249-9-267 [DOI] [Details]
2005 'Mothers as educational workers: Mothers’ emotional work at their children’s transfer to second-level schooling'
O'Brien, M. (2005) 'Mothers as educational workers: Mothers’ emotional work at their children’s transfer to second-level schooling'. Irish Educational Studies, 24 (2-3):223-3-243 [DOI] [Details]

Conference Publications

  Year Publication
2018 Citizenship Education 100 years on 3rd SPHE Network Conference
O'Brien M and O'Shea A (2018) A Deeper Well: Reclaiming Wellbeing for Teachers of SPHE . In: Nohilly M , Collins, B., Kavanagh, A M., Keating, S., O'Mahony, F., O'Sullivan C eds. Citizenship Education 100 years on 3rd SPHE Network Conference MU, , pp.7-14 [Details]
2015 Social Justice and Diversity in Teacher Education
O'Brien, M. (2015) Initial Teacher Education (ITE) in Careless Times: Caring as Professional Ethical Praxis and Identity . In: Car Mészáros, György, and Franciska Körtvélyesi, eds eds. Social Justice and Diversity in Teacher Education Budapest, [Details]

Published Reports

  Year Publication
2017 A Human Development (PSP) Framework for Orienting Education and Schools in the Space of Wellbeing.
O’Brien, M. and O'Shea A (2017) A Human Development (PSP) Framework for Orienting Education and Schools in the Space of Wellbeing. NCCA, Dublin. [Details]
2008 Well-Being and Post PrimarySchooling: A Review of the Literature and Research.
O’Brien, M. (2008) Well-Being and Post PrimarySchooling: A Review of the Literature and Research. NCCA, Dublin. [Details]

Research Interests

My research interests over the decades have  focused on social inequalities of class and gender and their impact on young people's experiences of education. More recently some of my research has shifted to a broader Human Development interdisciplinary approach and to exploring inequalities and with a special interest in affective/emotional and relational issues that can compromise or foster well-being. This movement arose from my teaching in human development, past experiences in community building, and the growing theoretical feminist scholarship on the significance of affect and caring.

Some of my current projects are briefly described below:

Caring, Relationality and Well-being
are key areas of interest in relation to students, teachers and teacher educators wellbeing. There are a number of strands to this research which are ongoing and have been presented/published in various fora-
  • getting clear on a conceptual framework for wellbeing in schools a project undertaken with colleague Dr Andrew O Shea (NCCA 2008, 2017)
  • Dialogic methods with BEd students to explore professional identity and caring (ECER 2016, ECER 2017, ECER 2018)
  • Teacher educators' caring and professional identities (2015)
  • Gender, care and early education work (international project )
Creativity and Student Teachers' Developing Understandings of its Significance
This is an ongoing project to explore old and new paradigms of creativity and how young teachers understand creativity as an aspect of their professional (ECER 2015, 2016). This year we continue to develop a theoretical basis for exploring creativity in education.

Possibilities for Transformative Education and ITE
With members of School of Human Development we convened and facilitated a symposium to celebrate Freire's Pedagogy of the Oppressed. Based on the findings with almost 70 participants we will create a new process for ESAI in 2019 called Possibilities for Hope in the PUCA (O'Brien M, O Shea , Gibson, D, O Farrell, C and King P.)









Teaching Interests

My undergraduate teaching experience has been in Human Development and Education principally in sociology of adolescence and adulthood.  The main issues I explore with students focus on inequalities that impede our development at various points in life and in varying social contexts,We explore the influence of major institutions such as  family, and schools, and the cultural, economic and relational  spaces that shape who we are and can become. More recently my research and teaching interests have focused on well-being and caring and I work with arts and education students to explore the meaning of care and relationality for well-being and full human development.
My post graduate teaching has spanned the MA, MEd and ED D programmes, teaching principally on care and the new feminisms,  the relationship between gender and inequalities in development, social class identity and education. I draw principally on the work of equality theory to underpin my teaching and I have been particularly influenced by the work of Nancy Chodrow, Carol Gilligan, Nell Noddings in relation to care, and Pierre Bourdieu and Diane Reay on their analysis on class identities and educational trajectories. These differing perspectives crystalise in the work of Andrew Sayer The Moral Significance of Class.

Modules Coordinated

  Term (ID)) Title Link Subject
2019 Therapeutic Approaches,Well-being, Education HD3130Therapeutic Approaches,Well-being, Education
2019 Adulthood, Agency and Praxis HD411Adulthood, Agency and Praxis
2019 Social Contexts of Adolescence HD213Social Contexts of Adolescence
2019 Contemporary Challenges in Human Development HD315Contemporary Challenges in Human Development