CENTRE FOR
HUMAN DEVELOPMENT
Educational and Interdisciplinary Focus

Well Being and Education
How do we conceptualise well-being and what are the implications of these views for education today?

O’Brien, M. (2011).  Professional responsibility and an ethic of care: Teachers' care as moral praxis. In C. Sugrue & T. Dyrdal Solbreke (Eds.), Professional Responsibility: New Horizons of Praxis.  London: Routledge.

Irwin, J. (2010). A well-being out of Nihilism? Nietzsche, anarchism and postmodern thought. In B. Franks (Ed.), Anarchism and moral philosophy. London: Palgrave MacMillan.

Bryan, A. (2009). Migration Nation: Anti-racism and intercultural education as symbolic violence in Celtic Tiger Ireland. In F. Vavrus & L. Bartlett (Eds.), Critical approaches to comparative education: Vertical case studies from Africa, Europe, the Middle East and the Americas. New York, NY: Palgrave MacMillan.

Bryan, A. (2009). Reflections on teaching development education in initial and in-career teacher education: One institution's, and one teacher educator's experience. In M. Liddy & J. O'Flaherty (Eds.), Action research and other projects to integrate development education into initial teacher education 2006-2008. E-book retrievable from Ubuntu Network.

O’Brien, M. (Ed.), (2008). Well-being and post-primary schooling: A review of the literature and research (NCCA Research Report No. 6). Retrievable from www.ncca.ie

O'Brien, M, & Flynn, M. (2007). Emotions, inequalities and care in Education. In P. Downes & A.L. Gilligan (Eds.), Beyond educational disadvantage (pp. 216-228). Dublin: IPA.

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Exploring and developing supportive programmes for communities and children in ‘disadvantaged schools’

Maunsell, C., Carrigan, J. Downes, P., McLoughlin, V., & Byrne, I. (2009). National Report of a Survey of 1000 Adult Learners’ Experiences of Returning to Education (LLL2010 Towards a Lifelong Learning Society: The Contribution of the Education System. Funded by the European Union 6th Framework Programme.).

Downes, P., Maunsell, C., & Ivers, J. (2007). The jolt between primary and post-primary. In P. Downes & A.L. Gilligan, (Eds.), Beyond educational disadvantage. Dublin: IPA.

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Understanding the process of humanisation in a secular age

O'Shea, A. (2010). Strong pedagogy and the making of a secular age. In I. Leask (Ed.) (with E. Cassidy, A. Kearns, F. Ryan, & M. Shanahan), The Taylor effect: Responding to a secular age. London: Cambridge Scholars.

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Freirean perspectives on education and transformation in a post-critical context

Bryan, A. & Bracken, M. (forthcoming). Learning to read the world?: Teaching and Learning about global citizenship and international development in post-primary schools. Irish Aid.

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.), Pedagogy Oppression and Transformation in a 'Post-Critical' Climate: The Return of Freirean Thinking. London: Continuum.

O'Shea. A., & O'Brien, M. (2011). Pedagogy Oppression and Transformation in a 'Post-Critical' Climate: The Return of Freirean Thinking. London: Continuum.

 

Last Updated: Thursday October 27 2011