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Every school a school of choice: School choice in Ireland as viewed through American eyes
Abstract
‘Choice’ and ‘freedom’ as measured by the ability of parents to select their children's schools are deeply embedded in the national ethos of the United States of America. Wealthy American parents have always exercised school choice but minority and lowincome students are often trapped in failing schools. This paper is based on research conducted in a purposive sample of Irish primary schools into the nature of school choice. The authors examine five aspects of the Irish national primary school system that could provide models for American educators, whose vision often stops at the boundaries of the United States: education law, school choice for all, a national curriculum framework, the role of assessment, and the role of parents and educators in the creation of new schools. While arguably the five relate directly to school choice of different degrees, they collectively weave a web whereby school systems in the Republic of Ireland and the USA may productively be compared to the benefit of both.
... One determinant of school ethos may be the moral/ethical/religious nature of each school (Catholic, minority faith, multidenominational). However, according to Buchanan and Fox (2008), school ethos in Ireland is a 'multidimensional matter' as some all-Irish schools (Gaelscoileanna) have different religious ethoses (e.g. Catholic or inter-denominational) while the defining ethos of this school type is the language of instruction and promotion of Irish culture. ...
... However, selection decisions vary by parents' socioeconomic background and their views on education (Denessen et al., 2001) with genuine choice available only for middle-class parents while less advantaged parents experience constrained choice (Burgess et al., 2009b). In the same vein, Buchanan and Fox (2008) noted that the advantaged middle-class parents were more likely to be able to exercise real school choice whereas low income and minority families were more limited in their choice. Possessing higher levels of economic, social and cultural capital, middle-class parents are in a better position to negotiate their way through the mainly middle-class culture of the school system compared to working-class parents (Reay and Lucey, 2003). ...
... It then follows that in the context of school choice, one of the core characteristics is a school's student composition. In the same vein, Buchanan and Fox (2008) in the US found that middle-class parents in particular are likely to choose a school based on social composition, favouring schools with the same or higher than average socioeconomic status as their own family. Lauder et al. in New Zealand (1999) and Lamb (2007) in Australia found that higher socioeconomic status families in a lower socioeconomic status community were likely to choose a school other than the local neighbourhood school. ...
... No entanto, o modelo de oferta educacional irlandês, embora figure como referência de sistema educacional alicerçado na "escolha parental" (FOX, BUCHANAN;2008), é pouco tratado pela literatura em geral. ...
... Em outro trabalho, os mesmos autores informam que o compromisso da Irlanda com a escolha da escola expressa-se tanto em políticas de admissão à escola, inclusive por não se pautar na matrícula georreferenciada, quanto na possibilidade de as famílias optarem por escolas com distintas orientaçõesconfessionais, focadas na língua irlandesa (gaélica), multiconfessionais ou, ainda, pela educação domiciliar (FOX; BUCHANAN;2008). ...
Com base em pesquisa de natureza exploratória, em fontes primárias, secundárias e em entrevistas, o artigo reflete sobre o modelo irlandês de acesso à educação obrigatória, o qual se assenta na escolha de escolas pelas famílias e se organiza sem a presença de escolas estatais, ainda que a oferta educacional seja gratuita. Indica-se, na forma de fechamento não conclusivo, as contradições do modelo decorrentes dos critérios de seleção praticados pelas escolas e dos limites percebidos nas entrevistas aos tipos de escolas “disponíveis” na região de Dublin, elementos que suscitam o aprofundamento de estudos sobre estes formatos, especialmente no contexto de ampliação desse modelo associado a interesses corporativos.
... One determinant of school ethos may be the moral/ethical/religious nature of each school (Catholic, minority faith, multidenominational ). However, according to Buchanan and Fox (2008), school ethos in Ireland is a 'multidimensional matter' as some all-Irish schools (Gaelscoileanna) have different religious ethoses (e.g. Catholic or inter-denominational) while the defining ethos of this school type is the language of instruction and promotion of Irish culture. ...
... It then follows that in the context of school choice, one of the core characteristics is a school's student composition. In the same vein, Buchanan and Fox (2008) in the US found that middle-class parents in particular are likely to choose a school based on social composition, favouring schools with the same or higher than average socioeconomic status as their own family. Lauder et al. in New Zealand (1999) and Lamb (2007) in Australia found that higher socioeconomic status families in a lower socioeconomic status community were likely to choose a school other than the local neighbourhood school. ...
... For instance, Ireland has recently modified to a great extent, the way in which private providers are authorized to receive public subsidies through this type of bidding process. While in the past public funding for private providers was subjected to a few basic requirements (e.g., facilities standards, official curriculum, etc.) (Buchanan & Fox, 2008), since 2011, the Ministry of Education (Department of Education and Skills) has assumed a more active role in the authorization process of new private subsidized providers. Currently, private providers' access to public funding is determined on the basis of a bidding process. ...
The global expansion of non-state actors as providers of basic education has frequently taken place under the umbrella of some form of public-private partnership (PPP). PPPs have expanded despite an increasing number of studies warning about the possible negative consequences of higher levels of private provision on equity, such as school segregation and students selection practices. As a response to these equity concerns, different actors have engaged in an intense debate on the pros and cons of PPPs and, specifically, how the governance of private subsidized schooling can be put at the service of the right to education. A growing consensus has emerged around the idea that the ultimate impact of PPPs depends largely on the specifics of their policy design. As a result of this debate, several international organizations call to adopt regulatory frameworks that could contribute to inhibit both school segmentation and opportunistic behaviors in the context of PPPs.
Despite the centrality of regulation and accountability efforts in the debate around PPPs in basic education, the different policy options and instruments available for such purposes have been less systematically examined. The first objective of this paper is to identify the main regulatory and accountability dimensions involved in the governance of private subsidized schools, as well as the main policy designs available for each of these dimensions to promote equity in education. On this basis, the paper examines how different PPP regulatory dimensions can affect educational equity. The evidence presented is based on a review of the available literature on the relationship between PPPs and education equity in education systems with a significant presence of publicly funded private schools. Finally, the paper systematizes the main lessons drawn from the literature reviewed regarding the regulation of private subsidized schools in the context of PPPs.
... The ethos of schools plays a key part in the development of positive multicultural school environments (Norman, 2003). Ethos includes values and goals which influence both the informal atmosphere and the more formal elements such as admissions policies and curricula (Buchanan & Fox, 2008). In our study, the main ways ethos differed between the three schools was in their approach to RE (including sacramental preparation) and admissions policies. ...
This is the first empirical study to explore the ways different types of primary school in the Republic of Ireland integrate children from diverse religious backgrounds. Drawing on semi-structured interviews with principals and teachers, the article focuses on the role of ethos and leadership in the integration processes in one denominational Catholic and two multi-denominational schools. We compare school ethos and enrolment policies, as well as pedagogy and curricular design in religious education across the three types of schools. While the study is carried out in Ireland, it is also of interest to other jurisdictions where schools are faced with increasing religious diversity among their student population.
... (Note that those surveyed were parents of students already enrolled in second-level schools, so their school choice had already been made.) An earlier study of school choice at primary level asked parents about criteria used in selecting their child's school, how they knew the selected school was a 'good school', and how they know that children were learning what they should know (Buchanan and Fox 2008). Factors reported to influence school choice were school ethos, enrolment size, 'atmosphere', and proximity to home. ...
Online sources are increasingly the most likely starting place when seeking information about any topic. Parents of prospective students may access school websites in advance of enrolling their child. Parents of current students are likely to access a school’s website for information about the school’s current activities or to learn more about the teaching and learning taking place in their child’s classroom. With a few notable exceptions, there is limited research on the quality of school websites internationally, particularly at primary level. For this paper, the online presence of 100 Irish primary schools was examined. Of the 90 schools for whom some web presence was established, information provided to parents of current students and parents of prospective students was examined. Findings show that primary school websites do not comprehensively address the information needs of either group of parents and highlight areas of potential improvement.
... Precisely because of the constitutional right of parents to choose a school, attendance patterns in Ireland are not organized by geographically explicit catchment areas. While Buchanan and Fox (2008) interpret this as an open choice system, the everyday material practices associated with school enrollment suggest otherwise. Indeed, it has been argued elsewhere (Ledwith and Reilly 2013a) that being "local" is at the heart of the normative assumptions embedded in the enrollment policies of secondary schools; for example, school attendance by previous family members and/or attendance at local primary schools are criteria often prioritized in enrollment policies. ...
Beginning in the mid-1990s, Ireland embarked upon a remarkable demographic transition from a country of emigration to one of immigration, as returning Irish nationals and migrants from other parts of the world arrived to take advantage of opportunities arising from the country’s unprecedented economic growth. Despite a return to net emigration since the economic downturn in 2008, a sizeable number of migrants have settled in communities throughout Ireland and have children who are currently moving through various stages of the education sector. This chapter focuses on the educational experiences of migrant teens in Galway, the most diverse city in Ireland. Using survey data collected from over 500 students and 200 parents, the research highlights the emergence of an achievement gap between young migrant students and their nonmigrant peers. In explaining this gap, particular attention is directed toward understanding the importance of school choice in educational outcomes. In particular, the chapter illustrates the ways in which practices of school enrollment can socially immobilize young migrants in the education system in Ireland.
... Schools increasingly engage in marketing themselves and managing their online 'public face' is important (Brooks andWaters 2014, Wilkin 2012). Furthermore, in a context where schools are highly individualised and where their respective religious denomination and 'ethos' are central to their discourses around identity and pedagogy (Courtois 2015), and where parents are encouraged to behave as consumers in their decisions around school choice (Buchanan and Fox 2008;Lynch and Moran 2006), school websites display a broad and varied array of 'strategies of persuasion' (McDonald, Pini, and Mayes 2012), which encapsulate more meaning than a simple marketing exercise. Yemini and Cohen (2014) have also developed website analysis as a tool to evaluate the internationalisation of schools. ...
While Irish elite schools have adopted some internationalising practices, international students are often erased from their ‘public faces’. Based on interviews and analysis of schools' websites, this paper argues that Brooks and Waters' [2014. “The Hidden Internationalism of Elite English Schools.” Sociology, advance online publication April 2] argument that elite schools hide their internationalism to preserve an explicit national identity for strategic purposes largely applies to the Irish case. In addition, it explores how features characteristic of Irish elite educational settings can help understand ambiguous attitudes to the international ‘other’, who is not only hidden but also at times ‘Irish-ised’ as these schools cultivate cultural identities defined primarily along ethno-national lines.
... These networks are generally framed by students' parents' ability to deploy economic and cultural capital at their disposal to secure a place for their child in their school of choice. Drawing on the school choice literature that demonstrates how this process dovetails with social class and ethnic background (see Ball 1993; Buchanan and Fox, 2008; Burgess, Greaves, Vignoles et al. 2009; Power, Curtis, Whitty et al. 2010), we assume that social capital acquired in school through interaction with peers and teachers is likely to benefit young people both in their current situation as school-goers and in the future when, as adults, they will put this capital to further use. We propose that young people's social capital is determined not only by their family background and individual ascriptive characteristics (such as social class), but also through their ability to convert their economic capital and cultural capital resources. ...
Acquisition and enhancement of social capital is a continuous process of negotiation and interaction between self and social context. While the concept of social capital has been dealt with extensively in international research, relatively few studies have explored social capital among
young people, particularly in the school context. This paper considers access of first-year students (age twelve to thirteen years) to school-based social capital in secondary schools in the Republic of Ireland. Drawing on several theories dealing with social capital, the paper describes factors
that are likely to have an impact on the acquisition process. It is argued in the paper that access to teacher- and peer-based social capital may provide valuable resources that ease the transition process for students as they move from primary schools to secondary level.
... While stereotypical to some extent, these labels reflect and reinforce the orientation and the broad demographic of the schools. The exercise of parental choice is facilitated by policy and bolstered by the prevailing 'ideology of choice' (Buchanan and Fox 2008;Lynch and Moran 2006) and, as elsewhere, instrumentalism and individualism are increasingly observable in parents' educational strategies and their choice of schools (Ball 2003;Van Zanten 2009). However, for parents who are past pupils of elite schools (as opposed to the more diverse clientele of the broader private sector), loyalty and identification to a particular institution remain dominant features in the dynamics of school choice. ...
This paper examines how Irish elite schools negotiate change and maintain their legitimacy in times of economic turmoil and rising social inequality. The paper argues that they have not bowed before the demands of democratisation or economic globalisation. Instead they continue to maintain a high level of social closure and control diversity rather than adapt to it. Moral character acts as a principle of distinction and legitimation as these schools pose as the moral vanguards of the nation, in a national context where the economic crisis is commonly blamed on ‘greed’ and moral corruption. Their discourse is based on the defence of a certain social and moral order, somehow at odds with the dominant neoliberal ideology, but consistent with a static view of society and an aristocratic conception of leadership, which their students internalise.
... One determinant of school ethos may be the moral/ethical/religious nature of each school (Catholic, minority faith, multi-denominational). However, according to Buchanan and Fox (2008), school ethos in Ireland is a "multidimensional matter" as some all-Irish schools have a different religious ethos (e.g., Catholic or inter-denominational) while the defining ethos of this school type is the language of instruction and promotion of Irish culture. Furthermore, Catholic and minority denominational schools can be co-educational or single sex, DEIS or not. ...
... More likely, parents base their choice on a variety of reasons and multiple dimensions. Consequently they 'buy' a lot of things at the same time, a package of services: social networks, positive relationships with teachers(Bosetti, 2004), proximity of the school (walking distance), amplitude of the school values, school curriculum(Buchanan, Fox, 2008), peer effect(O'Shaughnessy, 2007). ...
Nowadays, global trade flows are characterized by new economic trends and changes in the trading composition, the launch of mega-vessels, together with the new role of the Countries involved, are defining a new global geography for maritime transportation. This paper seeks to understand which opportunities Italy can count on, in order to strengthen its role in the international trade flows and particularly in the Mediterranean basin.
... Schools collude in this by encouraging or discouraging certain kinds of entrants in order to gain competitive advantage and to reduce the risk of undesirable pupils lowering the perceived benefit to others, but in Ireland at least, the rationale for it did not come as in other countries from government-driven neo-liberal ideology, but from a cultural pre-disposition in favour of parental choice (e.g. Buchanan & Fox, 2008), domestic constitutional pressures and a booming economy. Situations like this could be said to illustrate the theory that public preference in schooling is reflecting perceived utility, which individual families seek to optimise even when constrained by financial considerations. ...
Research over the last twenty years on school choice and local markets in education has been contradictory or inconclusive: some supports the movement to give parents more freedom in choosing schools; other findings support the view that greater choice further disadvantages the already disadvantaged. Irrespective of philosophical position, it can be said that school choice is driven by political economy in that its benefits and shortcomings are as a consequence of engagement with political or socio-economic imperatives. This paper juxtaposes some findings from the UK, the US and Europe in a socio-political context and discusses their theoretical implications. Key words author School choice. Key words plus School choice, research, school choice, sociopolitic aspects. Transference to practice This paper brings together international research on school choice and will enable policy makers and school leaders better to understand its benefits and disadvantages.
A common decision parents face is the choice of school for their children. In Ireland, somewhat uniquely in an international context, this choice includes a large number of state-funded single-sex schools, to the point that this can be considered a realistic option for many parents. Focusing on secondary-level education and using the PISA 2018 dataset, we examine whether different parental attitudes help explain the selection of single-sex versus coeducational schools in Ireland. Focusing on those households that have a degree of choice in secondary school selection, we find that parents who place a greater emphasis on factors such as religious ethos and academic achievement rather than subject choice or the climate of the school tend to have children in single-sex schools. The importance of a school’s academic achievement seems to be particularly relevant for those from higher socioeconomic backgrounds.
El modelo de conciertos educativos español se instauró hace casi cuatro décadas con la Ley Orgánica del Derecho a la Educación del año 1985. Desde entonces, España se ha situado entre los países de la OCDE con un mayor peso de la provisión privada subvencionada. A pesar de que el modelo de conciertos se instauró con la intención de equiparar la oferta pública y la concertada, ha dado lugar a un régimen de provisión mixta caracterizado por una clara dualización de la red escolar, con consecuencias directas sobre las desigualdades educativas y la segregación escolar. La evidencia intencional demuestra que los sistemas de provisión mixta, como el español, contribuyen de forma directa a la generación de desigualdades educativas, y requieren de una regulación eficaz para reducirlas o, como mínimo, compensarlas.
Este estudio examina la regulación del modelo español de conciertos y la pone en relación con otros sistemas de provisión mixta de su entorno. El informe identifica distintos modelos internacionales de regulación del sector privado subvencionado, y sintetiza los principales ejes de debate y procesos de reforma impulsados en otros países. Esta comparativa internacional nos permite aportar una mirada más amplia a la relación entre la educación concertada y las desigualdades educativas, así como identificar políticas con las que favorecer mayores niveles de equidad educativa desde una perspectiva de la regulación pública.
The study aims to understand the story underlying parents’ preference for forest schools in Turkey and determine the reasons for the choice. This study was conducted according to the narrative study model, one of the qualitative research designs. Within the context of this study, the opinions of parents of five children receiving their education in the forest school during their preschool period were elicited. As a result of the analysis of the interviews conducted, three super themes and seven different codes gathered under these themes were obtained. In conclusion, the reasons for the parents’ choice of forest school instead of a formal education institution were found to be ‘Inconsistency between the parents’ expectations and what is offered by the education system, adverse effects of formal education on the child, family ideal, school experiences, educational philosophy, through recommendation and developmental reasons/concerns.
Church of Ireland primary schools account for 5% of the total of primary schools in the Republic of Ireland. With the growing demand for non-religious schools in the educational marketplace it is becoming more important that each one of this small cohort of schools looks at its self-identity, and what it offers in terms of a distinctive ethos to students and parents. This paper is based on desk-based research conducted in 2018, focussed on the websites of 74% of Church of Ireland primary schools. The study found that 35% of these schools do not make it clear that they are Church of Ireland schools on the home page of their websites. By using content analysis methodologies to analyse ethos statements on the school websites, it was found that schools were very dependent on a sample ethos document issued in 2003, and beyond that there was little consistency in the narrative of what the ethos of a Church of Ireland primary school might look like. The study, whilst noting that all schools are unique, recommends conversation about ethos so that schools are equipped and supported in the development of their distinct identity as Church of Ireland primary schools within a changing educational marketplace.
There are 175 Church of Ireland (Anglican) primary schools in the Republic of Ireland, the majority of these schools are rural and small. This paper explored the websites of the Church of Ireland primary schools which were located in rural areas and had an enrolment of fewer than 100 pupils. The study found that 46% of these schools did not have school websites. Of those schools that had websites, 65% identified as Church of Ireland schools on the home page of their websites, but the remainder did not express this identity. By using content analysis methodologies to analyse school ethos statements published on the school websites it was found that schools were very dependent on a sample ethos document issued in 2003 by the Church of Ireland. This paper highlights key aspects of school ethos, and, while noting that all schools are unique, recommends conversation about ethos so that small and rural schools are equipped and supported in the development of their distinct identity as Church of Ireland primary schools within an ever-changing educational marketplace.
Beginning in the mid-1990s, Ireland embarked upon a remarkable demographic transition from a country of emigration to one of immigration, as returning Irish nationals and migrants from other parts of the world arrived to take advantage of opportunities arising from the country’s unprecedented economic growth. Despite a return to net emigration since the economic downturn in 2008, a sizeable number of migrants have settled in communities throughout Ireland and have children who are currently moving through various stages of the education sector. This chapter focuses on the educational experiences of migrant teens in Galway, the most diverse city in Ireland. Using survey data collected from over 500 students and 200 parents, the research highlights the emergence of an achievement gap between young migrant students and their nonmigrant peers. In explaining this gap, particular attention is directed toward understanding the importance of school choice in educational outcomes. In particular, the chapter illustrates the ways in which practices of school enrollment can socially immobilize young migrants in the education system in Ireland.
Beginning in the mid-1990s, Ireland embarked upon a remarkable demographic transition from a country of emigration to one of immigration, as returning Irish nationals and migrants from other parts of the world arrived to take advantage of opportunities arising from the country’s unprecedented economic growth. Despite a return to net emigration since the economic downturn in 2008, a sizeable number of migrants have settled in communities throughout Ireland and have children who are currently moving through various stages of the education sector. This chapter focuses on the educational experiences of migrant teens in Galway, the most diverse city in Ireland. Using survey data collected from over 500 students and 200 parents, the research highlights the emergence of an achievement gap between young migrant students and their nonmigrant peers. In explaining this gap, particular attention is directed toward understanding the importance of school choice in educational outcomes. In particular, the chapter illustrates the ways in which practices of school enrollment can socially immobilize young migrants in the education system in Ireland.
The politics of access are a central issue when considering education as both a process and product of socio-demographic stratification. This article undertakes a two-fold investigation of school choice in Ireland, first using data gathered during 2009–2010 as part of the Galway Education Survey (GES) to examine school choice practices on the ground. We then localize these findings in the discursive context of three Department of Education and Skills documents—the Audit of School Enrolment Policies by the Regional Offices Service (2007), the Letter to Education Partners on Enrolment Audit Follow-up (2008), and the Discussion Paper on a Regulatory Framework for School Enrolment (2011). The analysis highlights the inequality of access for migrant students that exists as a result of current school enrolment practice and discusses the potential for developing future arrangements that support inclusive, transparent, and fair enrolment policies.
The purpose of this paper is to examine whether migrant and non-migrant students in Galway City and urban fringe have parity of educational outcomes. The Organisation for Economic Co-operation and Development suggested such parity in its Review of Migrant Education in Ireland (2009) yet simultaneously suggested that the lack of survey data makes it difficult to gauge the experience of immigrant students. This paper uses survey data collected from over 500 students in Galway City and urban fringe to examine the educational achievement of migrant and non-migrant youth attending second-level schools in Galway City and urban fringe. In addition, the paper investigates the role of school choice in educational outcomes, acknowledging the complexities associated with the decision-making process underpinning school choice and access. The paper combines multi-level modelling and content analysis to explore the significance of a variety of social processes on school choice decision making and educational achievement. The paper highlights how differences in school-level and individual-level variables account for the apparent emergence of an achievement gap between young migrants and non-migrants. Copyright © 2012 John Wiley & Sons, Ltd.
This study presents a comprehensive picture of educational governance and financing across the three different sectors of second-level schools in Ireland, namely, voluntary secondary schools, vocational schools, and community/comprehensive schools.
This paper represents an investigation of the broad factors which underpin the success of second-level schools in terms of the proportion of their ‘sits’ who proceed to third-level education and, also, in terms of the ‘quality’ of their educational destinations. It distinguishes between three school types: public (non-fee paying, English language) private (fee paying, English language), and Gaelscoil (non-fee paying, Irish language). Both private schools and the Gaelscoileanna reported much better results than public schools. The paper disentangles the nature of this advantage by investigating the extent to which the private school and Gaelscoil advantage over public schools was predicated on better circumstances and/or on better responses to circumstances. Our results show that private schools and the Gaelscoileanna had a response advantage over public schools: if private schools and the Gaelscoileanna were constrained to responding to their circumstances in the manner in which public schools responded to theirs, the performance of private schools and the Gaelscoileanna would suffer. By constraining the coefficient responses of all three types of schools to be that of public schools, we arrive at a revised list of the ‘best performing’ 25 feeder schools in Ireland. This is different from, but not dissimilar to, a ranking of the best performing 25 schools based on their raw performance.
While economic capital is not synonymous with cultural, social or symbolic capital in either its constitutional or organizational form, it nevertheless remains the more flexible and convertible form of capital. The convertibility of economic capital has particular resonance within ‘Celtic Tiger’ Ireland. The state’s reluctance to fully endorse an internal market between schools has resulted in middle‐class parents using their private wealth to create an educational market in the private sector to help secure the class futures of their children. Using data from recent studies of second‐level education in Ireland, and data compiled on the newly emerging ‘grind’ schools (private tuition centres), we outline how the availability of economic capital allows middle‐class parents to choose fee‐paying schooling or to opt out of the formal school sector entirely to employ market solutions to their class ambitions. The data also show that schools actively collude in the class project to their own survival advantage.
Much of the research in the area of ethnicity and schooling is conducted in countries with a long tradition of immigration. The rapidity of social change in Ireland at a time of unprecedented economic growth is such that many schools, while still ‘mainly white’, are grappling with the particular challenges that are posed by new patterns of immigration. How these schools, and indeed the state, adapts to this changed social context has important implications for the transition of Irish society to a more multicultural state, which values and respects cultural and ethnic diversity in all its forms. This article considers these issues by exploring the responses of a sample of teachers to immigrant students in their schools. Central to the analysis is the role of the state through its action or inaction, in framing teacher discourses in inclusionary or exclusionary terms. State policies, it is argued, are underpinned by a particular conceptualisation of Irish and national identity which positions minority ethnic groups as ‘other’, with direct implications for both teacher perception and practice with immigrant students in schools.
Given the changing patterns of immigration in the Republic of Ireland in the past 10 years, this article considers how factors related to ethnic and gender identity mediate children's interaction with one another in a newly multi-ethnic Irish primary school. Central to the analysis is the exercise of power between children and how the experience of inclusion and exclusion in peer relations is underpinned by concepts of sameness/difference that draw upon wider discourses of ethnic and gender identity. Recommendations in relation to classroom and school practice are made with reference to the need for teachers to take account of the complexity of children's social worlds and the dynamics of power and control that operate within it. Copyright © 2006 The Author(s).
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