Abstract
The trend of immigration that accompanied the Celtic Tiger economy resulted in a newfound emphasis on issues related to cultural diversity, interculturalism and ‘integration’ in an Irish context, as well as rising levels of public concern about, and negative sentiment towards, migrants in Ireland (Devereux & Breen, 2004; Garner, 2004; Hughes, McGinnity, O’ Connell & Quinn, 2007). Against a backdrop of increased immigration and growing evidence of hostility towards minorities, the education system, and intercultural education in particular, has come to be viewed as ‘one of the key responses to the changing shape of Irish society and to the existence of racism and discriminatory attitudes in Ireland’ (NCCA, 2005, p. 17). Intercultural educational guidelines produced by the National Council for Curriculum and Assessment (NCCA) - a statutory body with responsibility for advising the Minister for Education and Skills on curriculum and assessment issues—define intercultural education as a ‘synthesis of the learning from multicultural and anti-racist education approaches…used internationally in the 1960s to the 1990s’ (NCCA, 2005, p. 6).
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Bryan, A., Bracken, M. (2011). ‘They Think the Book is Right and I am Wrong’. In: Darmody, M., Tyrrell, N., Song, S. (eds) The Changing Faces of Ireland. SensePublishers. https://doi.org/10.1007/978-94-6091-475-1_7
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