Roles and Affiliations
I am an Associate Professor of Sociology in the School of Human Development, DCU, where I teach courses across the range of programme offerings on the Humanities (Human Development) and Education programmes. Prior to joining DCU, I taught at Teachers College, Columbia University, University College Dublin, and have also taught at SciencesPo University in Paris, as a Visiting Professor. I hold a PhD in Comparative Education/Sociology from Columbia University, New York, as well as Masters Degrees in Sociology (MSc. in Applied Social Research) from Trinity College Dublin (TCD) and the Sociology of Education (EdM) from Teachers College, Columbia University. My undergraduate degree was in (Single Honours) Psychology from University College Dublin (UCD).
From 2016-2021, I served as Research Convener in the School of Human Development and I have served as a member of the DCU Research Ethics Committee since 2016. In 2021, I was elected to serve as a board member of the DCU Governing Authority, the body charged with the overall Governance of the University.
I am a co-editor of Irish Educational Studies, the official journal of the Educational Studies Association of Ireland (ESAI) and I have previously served on the editorial board of the journal Policy and Practice: A Development Education Review. I also serve on the steering committees of the Centre for Human Rights and Citizenship Education, DCU and the UBUNTU Network for Sustainable Development and am an affiliate member of the Anti-Bullying Centre, DCU and the Educational Disadvantage Centre, also at DCU.
With Dr. Yoko Mochizuki, I am currently co-editing the climate and youth section of the Springer Handbook of Child and Youth Studies (with Professor Helen Cahill, Professor Johanna Wyn and Associate Professor Hernan Cuervo).
My main teaching responsibilities are in the Sociology of Childhood, the Sociology of Education and Advanced Research Methods. I teach sociology of childhood on the BA in Human Development programme (HD115: Social Contexts of Childhood), Sociology of Education (Ed2025: Sociology) and Sociology of Childhood (Ed1011: Constructions of Childhood) on the BEd and PME (primary) programmes (Ed8055). I also teach advanced qualitative research methods to PhD students taking the Graduate Training Element (GTE) modules within the Faculty of Education (IE602). With Jones Irwin, Ico-ordinate the BEd specialism in the Foundation Disciplines of Education. I co-ordinate the introductory module on Interdisciplinary Approaches to Education and teach (with Marie Flynn) the Sociology, Families and Schooling module.
Research-led Teaching & Continuing Professional Development
From 2019-2022, I was the DCU partner of a collaborative study conducted in partnership between students and staff from UniversityCollege Cork, Dublin City University, and Maynooth University called Disciplines Inquiringinto Societal Challenges (DISCs). Launched in 2019 with funding from the National Forum for the Enhancement of Teaching andLearning in Higher Education, the project aimed to better understand the views and experiences of staff across disciplines regarding their professional development in the themes of gender consciousness, interculturalism, and community. The DISCs website discs.ie contains a valuable repository of resources and guidance documents to support academic staff and learners who wish to begin exploring, develop, or improve upon their own social justice-oriented pedagogies. Specific resources include: an extensive literature review; tools for cultivating digital skills; key readings and texts; sample course/module syllabi; websites and blogs; a self-assessment tool for academics and two substantial guidance documents based on insights from the DISCs project, one on ‘Teaching for Social Justice in Irish Higher Education’ and another on ‘The Development of Teaching for Social Justice in the Irish Higher Education Sector which can be can be accessed at https://discs.ie/discs-guidance-documents. Collectively, these documents contain a wealth of practitioner guidance on teaching for social justice in higher education, including: planning a diverse, student-centred curriculum; learning engagement (relationships and pedagogy); validating student prior knowledge; creating an inclusive climate; participatory and inclusive teaching methodologies; teaching approaches that contribute to the creation of a welcoming environment for diverse students; inclusive assessment practices etc.
My most recent research considers the educationally and socially transformative possibilities that exist when emotion, affect and feeling are viewed as essential elements of teaching and learning, rather than peripheral or irrelevant to education. It argues that that coming to a deeper understanding of how learners feel about various social injustices – as well as how they actively negotiate, contest and interpret them – is a necessary starting point for effective social justice education. My forthcoming manuscript – Affective Pedagogies (Routledge)--highlights the need to attend to the felt aspects of teaching and learning, with a particular focus on emotions that surface when learners are asked to bear witness to, or to see themselves as implicated in, various social and global injustices. This work also illuminates the importance of positive affect – including laughter, humour, and an overall atmosphere of playfulness –in teaching and learning and in the wider re-imagining of societies.
The emergence of a global consensus about the importance of equipping children with social-emotional skills in order to enhance or ‘optimise’ their chances of success, to transform social inequality and to alleviate global threats and challenges is another major focus of my work. The project considers the broader political-economic, ideological and global governance context within which Social Emotional Learning (SEL) has originated and flourished and identifies key cultural drivers and conditions of possibility that have led to SEL’s prominence within wider discussions of global justice and its increasing alignment with the Sustainable Development Goals (SDGs).
The sociology of climate change is another major focus of my work, particularly as it relates to the intersection between individual consumer practices and wider ideological and institutional forces. I have devised a SocialEcology of Responsibility Framework (SERF) to illuminate the complex interconnections between the micro world of everyday encounters and the operations and influence of institutions and macro forces of economy, culture, media and ideologies. The SERF documents how the wider social, political, economic, and cultural environment promotes harmful consumerist philosophies and practices amongst individuals, while helping to explain the context within which individuals become such enthusiastic practitioners of these harms (Agnew 2013). The framework depicts individuals as ‘implicated subjects’ who form part of a wider infrastructure or machinery that produces ecological degradation and illuminates the need for radical change within and across multiple scales and domains (Rothberg 2019).
|2022||Audrey Bryan (2022) 'Researching Children and Other ‘Vulnerable’ Groups' In: The (Really, Really) Easy Guide to Doing your Educational Research Project. Dublin : UCD Press.|
|2021||Audrey Bryan (2021) 'Affective Pedagogies: Foregrounding Emotion in Climate Change Education' In: Policy and Practice: A Development Education Review. Fifteenth Anniversary Edition. Belfast : Centre for Global Education.|
|2019||Audrey Bryan (2019) 'Citizenship Education in the Republic of Ireland: Plus ça change?' In: The Palgrave Handbook of Citizenship and Education. New York : Palgrave Macmillan. [Link] https://link.springer.com/referenceworkentry/10.1007/978-3-319-67905-1_54-1|
|2019||Audrey Bryan (2019) 'Queer youth and mental health: What do educators need to know?' In: Queer Teaching – Teaching Queer by Declan Fahie, Aideen Quilty & Renée DePalma Ungaro (Eds). New York : Routledge.|
|2017||Audrey Bryan (2017) '(In)equality of opportunity and educational reform in Ireland in the 1960s' In: Schools and schooling, 1650–2000 New perspectives on the history of education – the eighth Seamus Heaney lectures. Dublin : Four Courts Press.|
|2016||Audrey Bryan (2016) 'Global citizenship as public pedagogy' In: Globalization and Global Citizenship: Interdisciplinary Approaches. New York : Routledge.|
|2014||Audrey Bryan (2014) 'Learning to read the world? Educating for ‘active (global) citizenship’ in the formal curriculum' In: Development Education in Policy and Practice. New York : Palgrave Macmillan.|
|2012||Audrey Bryan (2012) 'Using international development themed film to promote a pedagogy of discomfort' In: Education that Matters: Critical Pedagogy and Development education at Local and Global levels. New York : Peter Lang.|
|2011||Audrey Bryan & Meliosa Bracken. (2011) 'They think the book is right and I am wrong’: Intercultural education and the positioning of ethnic minority students in the formal and informal curriculum' In: Ethnic Minority Children in Ireland: Interdisciplinary Perspectives. Rotterdam : Sense.|
|2011||Bryan, A. (2011) 'Band-Aid pedagogy, celebrity humanitarianism and cosmopolitan provincialism: a critical analysis of global citizenship education in the Republic of Ireland' In: Ethical Models and Applications of Globalization: Cultural, Socio-Political and Economic Perspectives. Hershey, PA : IGI Global. [Link]|
|2011||Audrey Bryan (2011) 'Disrupting a Passion for Ignorance: Exploring development themes using a critical (media) literacy framework' In: Teaching Global Perspectives: Teacher Education and Development Education Theory and Practice. Dublin : Liffey Press.|
|2010||Audrey Bryan (2010) 'Common-sense citizenship, citizenship tourism, and citizenship education in an era of gobalisation: The case of Ireland during the Celtic Tiger era' In: Globalisation, the Nation-state and the Citizen: Dilemmas and Directions for Civics and Citizenship Education. New York : Routledge.|
|2009||Audrey Bryan (2009) 'Pedagogies of privilege: Re-thinking interculturalism and anti-racism in education' In: Education in Ireland: Challenge and Change. Dublin : Gill & MacMillan.|
|2009||Bryan, A. (2009) 'Migration Nation: Anti-racism and intercultural education as symbolic violence in Celtic Tiger Ireland' In: New Approaches to Comparative Education: Vertical Case Studies from Africa, Europe, the Middle East, and the Americas. New York : Palgrave MacMillan.|
|2007||Bryan, A. (2007) 'The (mis)representation of Travellers in the civic, social and political education curriculum' In: Beyond Educational Disadvantage. Dublin : IPA.|
Peer Reviewed Journal
|2022||Audrey Bryan (2022) 'From ‘the conscience of humanity’ to the conscious human brain: UNESCO’s embrace of social and emotional learning as a flag of convenience'. COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION, .|
|2021||Bryan, A. (2021) 'Pedagogy of the implicated: advancing a social ecology of responsibility framework to promote deeper understanding of the climate crisis'. Pedagogy, Culture & Society, . [Link] [DOI]|
|2021||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'. Irish Educational Studies, 40 (2).|
|2019||Bryan, A. (2019) 'A Sociological Critique of Strategies and Educational Policies that Address LGBT Youth Issues'. International Journal of Bullying Prevention, . [Link] https://link.springer.com/article/10.1007/s42380-019-00047-1|
|2017||Audrey Bryan (2017) 'Queer youth and mental health: What do educators need to know?'. Irish Educational Studies, 36 (1):73-89.|
|2017||Audrey Bryan and Paula Mayock (2017) 'Supporting LGBT Lives? Complicating the suicide consensus in LGBT mental health research'. Sexualities, 20 (1-2):65-85.|
|2016||Audrey Bryan (2016) 'The sociology classroom as a pedagogical site of discomfort: Difficult knowledge and the emotional dynamics of teaching and learning'. Irish Journal of Sociology, 24 (1):7-33. [DOI]|
|2015||Mochizuki, Y. & Bryan, A. (2015) 'Climate Change Education in the Context of Education for Sustainable Development: Rationale and Principles'. Journal of Education for Sustainable Development, 9 (1):4-26. [Link] [DOI]|
|2015||Audrey Bryan (2015) 'Development education, climate change and the 'imperial mode of living': Thinking institutionally about the ecological crisis'. Policy and Practice: A Development Education Review, 22 (1):1-10.|
|2013||Audrey Bryan & Paula Mayock (2013) 'Speaking back to dominant constructions of LGBT lives. Complexifying ‘at riskness’ for self-harm and suicidality among LGBT youth'. IRISH JOURNAL OF ANTHROPOLOGY, 15 (2):8-15.|
|2013||Audrey Bryan (2013) '‘The impulse to help.’ (Post)humanitarianism in an era of the ‘new’ development advocacy'. International Journal of Development Education and Global Learning, 5 (2):5-29.|
|2012||Bryan, A. (2012) 'You’ve got to teach people that racism is wrong and then they won’t be racist’: Curricular representations and young people’s understandings of ‘race’ and racism'. Journal of Curriculum Studies, 44 (5):599-629. [Link] [DOI]|
|2011||Bryan, A. (2011) 'Another cog in the anti-politics machine? The ‘de-clawing’ of development education'. Policy and Practice: A Development Education Review, 12 (Spring 11):1-1-14. [Link]|
|2010||Bracken, M., & Bryan, A. (2010) 'The reflective practitioner model as a means of evaluating development education practice'. Policy and Practice: A Development Education Review, 10 (2):22-2-41. [Link]|
|2010||Audrey Bryan (2010) 'Corporate multiculturalism, diversity management and positive interculturalism in Irish schools and society'. Irish Educational Studies, 29 (3):253-3-269. [Link] [DOI]|
|2009||Audrey Bryan (2009) 'The intersectionality of nationalism and multiculturalism in the Irish curriculum: Teaching against racism?'. Race, Ethnicity and Education, 12 (3):297--317. [Link] [DOI]|
|2009||Audrey Bryan (2009) 'Researching and searching for international development in the formal curriculum: Towards a post-colonial conceptual framework'. Policy and Practice: A Development Education Review, 7 (1):68-8-79. [Link]|
|2009||Bryan, A (2009) 'The intersectionality of nationalism and multiculturalism in the Irish curriculum: teaching against racism?'. Race Ethnicity and Education, 12 :297-317. [DOI]|
|2008||Audrey Bryan (2008) 'The co-articulation of national identity and interculturalism in the Irish curriculum: Educating for democratic citizenship?'. London Review of Education, 6 (1):47-7-58. [Link] [DOI]|
|2005||Bryan, A., & Vavrus, F. (2005) 'The promise and peril of education: The teaching of in/tolerance in an era of globalisation'. Globalisation, Societies and Education, 3 (2):237-7-255. [DOI]|
|2002||Bryan, A., & Mochizuki, Y. (2002) 'Beyond 'gender sensitization' and 'gender mainstreaming': Comparative and international education towards the democratic reconstruction of gender'. Compare, 5 (1). [Link]|
|2020||Bryan, A (2020) 'Affective Pedagogies: Foregrounding Emotion in Climate Change Education' 30 . [Link]|
|2022||Karl Kitching (UCC, PI) Gyunghee Park (UCC) Audrey Bryan (DCU) Bernie Grummell (MU) Margaret Keane (MU) Morag Munro (MU) (2022) Guidance on Teaching for Social Justice in Irish Higher Education: Insights from the DISCs Project. NFETL, . [Link]|
|2022||Karl Kitching (UCC, PI) Gyunghee Park, Audrey Bryan (DCU) Bernie Grummell (MU) Margaret Keane (MU) Morag Munro (MU) (2022) The Development of Teaching for Social Justice in the Irish Higher Education Sector Insights from the DISCs Project. NFETL, . [Link]|
|2013||Audrey Bryan (2013) Climate Change Education for Sustainable Development: Enhancing Climate Change Responses through Education. UNESCO, .|
|2011||Audrey Bryan & Meliosa Bracken (2011) Learning to Read the World? Teaching and Learning about Global Citizenship and International Development in Post-Primary Schools. Irish Aid, .|
|2009||Mayock, P., Bryan, A., Carr, N., & Kitching, K. (2009) Supporting LGBT lives in Ireland: A Study of the Mental Health and Well-being of Lesbian, Gay, Bisexual and Transgender people. HSE, . [Link]|
|2009||Bryan, A, Clarke, M., & Drudy, S (2009) A Study of Student Teachers' Perspectives on Social Justice and Development Education. Ubuntu Network, . [Link]|
|2009||Bryan, A.; Clarke, M. & Drudy, S. (2009) Social Justice Education in Initial Teacher Education: A Cross Border Perspective, Report for the Standing Council of Education North and South. SCOTENS, .|
|2002||Audrey Bryan & Francis Vavrus (2002) The Teaching of In/Tolerance: The Role of Education in Cultivating Cultures of Peace and Hatred. Report to the President's Council: Teachers College, Columbia University, .|
|2000||Bryan, A., Moran, R., O’Brien, M., and Farrell, E. (2000) Drug-related Knowledge, Attitudes and Beliefs. Report on a Nationwide Survey. HRB, .|
|2021||Audrey Bryan (2021) The Problem with Mindfulness. ELEA [Link]|
|2019||Bryan, A. (2019) The Greta Effect. ELEA https://www.rte.ie/brainstorm/2019/0916/1076157-the-greta-effect/|
|2015||Bryan, A. (2015) Is it ethical to send your children to private schools?. ELEA https://www.irishtimes.com/culture/unthinkable-is-it-ethical-to-send-your-children-to-private-schools-1.2418659|
Honors and Awards
Social Stratification; Families and Schooling; Bullying and Anti-Bullying; Emotions and Education; Critical Global Citizenship Education; Climate Change Education; Race, Ethnicity and Education; Childhoods in Global Contexts; Gender, Sexuality and Schooling; Global Educational Governance; Comparative-International Education.