MIC Thurles Summer School
We are delighted to invite you to join us at our summer school in MIC St. Patrick’s Campus, Thurles on June 14 & 15, the theme of which is 'Interagency Collaboration in Supporting Diverse Children & Youth in Education'. The purpose of this two-day event is to bring together educators, researchers, academics, and multiagency practitioners from Ireland and International educators who are interested in exploring how interagency collaboration can contribute to better support for diverse learners and their families in schools.
Register to attend Interagency Collaboration in Supporting Diverse Children & Youth in Education.
|Day One, Tuesday 14 June|
|9.30-10am: Registration - Foyer, MIC Thurles|
|10-10.15am: Opening Address by Dr Finn Ó Murchú, Head of School of Education (Post-Primary), MIC|
|10.15-11.15am: Keynote 1: Professor Marie Parker-Jenkins (Emeritus UL)|
|11.30am-12.30pm: Keynote 2: Mr Mischeck Munthali (Director of Education in the Ministry of Education Malawi, who will join us online)|
|12.30-1pm: Lunch and exhibition - Canteen and Room G15/G16|
1-2pm: Workshop 1: Discrimination & Racism in Irish Education
Panellists: Professor Marie-Parker-Jenkins (Chair), Dr Tayo Adenusi, Ms Anne Marie McDonald and Dr Kate Stapleton
|2.15-2.45pm: Santhi Corcoran: Reflections on Diversity in Education from schools|
2.45-4pm: Workshop 2 - Traveller Education
Presentation: Dr Hannagh McGinley
Panellists: Dr Hannagh McGinley, Ms Chantelle Cawley, Ms Margaret O’Brien & Ms Olive O'Reilly
|3.45-4pm: Day One Closing & Take-aways (post-its and whiteboards)|
Please Note: There will be additional presentations at coffee and lunch break.
- Migrant stories – Stories of migration and resettlement – Audio-visual by S. Ndahiro, M. Corcoran and J. Biggs
- Photo exhibition from ‘Images of Learning Project’ by Dr N. Quirke-Bolt
|Day Two, Wednesday 15 June|
|9.15-9.30am: Opening Address by Dr Finn Ó Murchú|
|9.30-10am: Prof. Lorraine McIllrath, Director of Equality, Diversity, Inclusion & Interculturalism, MIC|
|10-11am: Dr Niall Muldoon, Ombudsman for Children|
|11.30am-12.30pm: Dr Becca Lowenhaupt (Boston College)|
|12.30-1pm: Lunch and exhibition - Canteen and Room G15/G16|
1-2pm: Workshop 3: Refugees, Asylum Seekers & Displaced Communities
Presentation: Mr Ahmed Mohammed, (Doras): Displacement & Settlement
Panellists: Mr Ahmed Mohammed, Student teachers, School Principal & Ms Narrell Byrne (MIC Postgrad).
2.15-4.15pm: Workshop 4: Minority Group Education
Presentation: Black & Irish Inclusive Education Group
Panellists: Ms Briana Fitzsimmons, Eoin Burke (GOSHH), Dr Tayo Adenusi, Dr Kate Stapleton & Mr Eoin Burke (GOSHH).
|3.15-3.45pm: Professor Michael Healy (Vice-President Research, MIC): Human Trafficking on the island of Ireland – An interagency collaboration|
|3.45-4pm: Day One Closing & Take-aways (post-its and whiteboards)|
Please Note: There will be additional presentations at coffee and lunch break.
- Migrant stories – Stories of migration and resettlement – Audio-visual by S. Ndahiro, M. Corcoran and J. Biggs
- Photo exhibition of Education by Dr N. Quirke-Bolt
Presenters & Panellists
See below for biographies and abstracts.
Dr Niall Muldoon has served as Ombudsman for Children for the past seven years, having been reappointed by President Michael D. Higgins for a second term in February 2021. Since becoming Ombudsman, Niall has focused on highlighting the rights of all children in Ireland, particularly the most vulnerable. This includes elevating the voices of children with disabilities, children who are homeless, traveller children and those living in Direct Provision, with major reports published in these areas by the Ombudsman for Children’s Office (OCO) in recent years. Mental Health and Education have, and continue to be, key areas of focus for the OCO, with Niall regularly calling for the rights of children and young people to be protected throughout the Covid pandemic. Niall’s background is as a clinical and counselling psychologist, and before becoming Ombudsman, he was Director of Investigations at the OCO, and the National Clinical Director of The CARI Foundation.
Dr Niall Muldoon will discuss the integration of children into education who are living in Direct Provision, drawing on the work done by his Office in the Direct Division Report (2020). The report was the culmination of a 12 month project to hear from the children and young people living in the Direct Provision system and who were asked to discuss how welcome, or not, they felt within Ireland. They outlined a range of problems they encountered within the education system, including issues around racism, exclusion, lack of cultural awareness by teachers and students and the negative impact of being a refugee on their social development.
Ahmed Hassan Mohamed is a Social Worker/ Human Rights Activist working in Doras. He has a professional background in Education, Youth Empowerment, Peace Building, Gender issues, Human Rights and Community Development.
Ahmed has developed and led on different projects on integration of migrants, asylum seeker and refugees in the Mid-West. He was involved in the development of Refugee Resettlement toolkit by Doras, which was part of the resettlement guidelines for UNHCR Ireland. He has been involved on issues of Migration, Cultural competency and Refugee Health. He has contributed and co-authored in several research programs for Migrant Health and Integration in the Midwest carried out in the University of Limerick (UL).
My presentation will focus on my experience working under the Refugee resettlement program under Doras in Limerick over the last couple of years with Syrian and Iraqi families. The Irish Refugee Resettlement Programme, under the auspices of the UNHCR, allows for a certain number of refugees to be relocated and given permanent status within the country. The focus would on the initial support working with different inter agency to facilitate smooth transition for the families who arrived in Ireland through resettlement. I will focus on Doras resettlement program in three locations (Laois, Limerick and Wexford) and the issues that we faced supporting the families.
Briana Fitzsimons is the Education Coordinator, Black and Irish. Briana grew up in Yonkers, NY, USA and has lived in Ireland with her family since 2017. She is currently a secondary school teacher in Co. Dublin and holds a BA and MSc in English and Creative Writing, as well as teaching degrees in English and Special Education. As the Education Coordinator for Black and Irish, Briana is working on bringing anti-bias and anti-racism training to school staff across the country and is collaborating with teachers and students on creating positive multicultural experiences in all schools in Ireland.
Dr Finn Ó Murchú is Head of School Post-Primary at Mary Immaculate College (MIC), Thurles. Finn lectures across a wide range of programmes and supervises research from undergraduate to doctorate levels, with a particular interest in teacher professional learning, school leadership, inclusive and collaborative practices. He has a particular interest in teacher education, team teaching (where two teachers share the teaching space) and practices that support inclusive learning. He is also Programme Co-ordinator for Postgraduate Studies in Middle Leadership and Mentoring in Primary and Post-Primary School at MIC.
Finn previously worked as a post-primary teacher of Gaeilge, History and Special Needs Education. He also worked as a Senior Inspector with the Department of Education and Skills in the area of inclusion. He is a member of the National Council for Curriculum and Assessment. He has presented nationally and internationally in the area of education and in particular in the area of collaborative practices in schools with specific reference to middle leadership and team teaching. He is a member of the steering committee of the Teaching Council’s FÉILTE (celebration of World Teacher Day) and the Teaching Council’s Special Education Advisory Panel. He is involved with a number of school cluster projects and initiated the Instructional Leadership Programme in 2006 which now operates on a national basis across both primary and post-primary settings.
Dr Hannagh McGinley is an Education Office at the National Council for Curriculum and Assessment (NCCA) where she is responsible for advancing the recommendations of NCCA’s Traveller Culture and History in the Curriculum: A Curriculum Audit. Her research expertise is Traveller education and intercultural approaches to education. Her roles have included post-primary school teacher, community development practitioner, casual lecturer and module coordinator. She is currently conducting research on the experiences of Irish Travellers in further and higher education.
Kate Stapleton is a lecturer in Education in MIC, St. Patrick's Campus, Thurles. She teaches modules on Diversity and Inclusion and Research Methods and Dissertation. Her current research is focused on human rights and religious inclusion in the context of increasingly belief diverse societies. Her research projects are funded by the Irish Research Council, Irish Human Rights and Equality Commission and SCoTENS.
My name is Margaret O'Brien, and a member of the Traveller community. I am co- founder of Limerick Traveller Network and currently working as a community development worker with Exchange House Ireland, cultural mediator with IOM (International Organisation for Migration and a family support Worker with ADAPT Services. I am very passionate about supporting, advocating and empowering women and children from diverse backgrounds, in particular promoting equity, equality, social inclusion and a voice for my own community from a grass route approach.
Marie Parker-Jenkins (BA, MA, PGCE, PhD) is Professor Emerita, School of Education, University of Limerick. Before having an academic career in the UK, she taught in Bermuda, Canada and Australia where she obtained practical knowledge of supporting students from culturally diverse backgrounds. She has worked in seven universities within three countries (UK, Canada, Ireland), and the overall theme of her research is that of Social Justice, drawing on human rights law, issues of ethnicity and institutional leadership which she has published in over 100 books, articles and conference papers. Her doctoral research involved study at the European Court of Human Rights in Strasbourg where she researched litigation related to education policy, and she has given a number of international keynote presentations related to her ongoing research. Similarly, she has assumed positions as visiting professor and academic scholar in residence at James Cooke University, Australia; Uppsala University, Sweden; and the University of Warwick, UK. Now semi-retired, she provides workshops on doctoral level education within universities; & consultancy in the area of higher education, ‘community’ and ‘identity’ for public sector employees.
Inter-Agency Collaboration in Supporting Diversity: what, why & for whom? There are compelling reasons why agencies should work together in supporting diversity, especially in the interests of children. Yet the theory may be far from the reality. What do we mean by ‘collaboration’, how does this work in practice and what are the barriers to inter-professional working? Using the Irish Equal Status Act and the European Convention on Human Rights as a context, this keynote explores the subject of interagency collaboration. The presentation draws on Professor Parker-Jenkins’ extensive research and publication in the area of cultural diversity with particular reference to ‘race’, ethnicity and gender; and discussion is illustrated by reference to case-studies concerning child protection issues and children’s welfare which have tested the nature of interagency working.
Mr Misheck Yagontha Munthali currently works as a Director responsible for Teacher Education and Development services, within the Ministry of Education (MOE) in the government of Malawi. With close to 25 years of professional experience, Mr Munthali trained as a secondary school teacher, taught for four years in secondary schools then worked for 18 years as a trainer of secondary schools teachers, before moving on to work at policy formulation and policy implementation level, in the MOE, as a Director.
His normal day entails interfacing and working with various players in education sector such as government agencies at various levels, development partners, civil society leaders and actors, learners, teachers and teacher trainers, parents and community leaders at grass root level. Thus, Mr Munthali has an all rounded touch and practical experience of education and teacher education practices in Malawi.
He holds a Degree in Education (from University of Malawi) and a Master of Arts Degree in Teaching Curriculum and Instruction (From Virginia and Polytechnic State University in USA), and is currently writing a PhD Thesis in Development Studies within the Faculty of Social Sciences in the University of Malawi.
His research and professional interest include youths and women vulnerabilities and empowerments, urban governance and urban poverty, civic education and civic engagement, teacher education, culture, cultural and personal identities.
Mobile Numbers: (+265 999 641 766/ +265 880 192 234)
Interagency collaboration in supporting diverse children and youths in Education: Issues, Perspectives and experiences from Malawi
Like all other countries in the world, but more especially those found South of the Sahara desert; Malawi continues to grapple with a significant proportion of children and youths with diverse learning needs (EMIS, 2021) & (NSO, 2018). This far, indicative numbers reveal that 1,734,250 people in Malawi have various learning needs. Out of these, about 274,465 are children aged 14 and below (NS0, 2018). According to EMIS (2020/21), up to 3.27% of close to 6million primary school learners in Malawi, have diverse learning needs, while up to 2.3% of secondary school going learners, also manifest various learning needs. The above context brings to mind a call for interagency collaboration amongst various players and actors in Malawi and beyond, to make sure that the education and other pressing needs of these children and youths in Malawi are met. Experientially, interagency collaboration in Malawi goes beyond the issue of special needs, but in recent times, also manifested its urgency in the area of COVID-19, especially between March and August 2020, when schools and colleges in Malawi, close gates to teaching and learning.
Though arguably one of the poorest countries in the world, through interagency collaboration; Malawi has been able to bring together various professional players and actors during trying and difficult times, and been able to provide needed support, especially to children and youths with various learning needs. This presentation highlights some of that, paying close attention to obtaining realities; in the context of both, challenges as well as opportunities as seen and experienced in Malawi.
Narrell Byrne, MIC Postgrad, is a former EAL Coordinator at Mount Sion CBS, the first school in the Republic of Ireland to be awarded School of Sanctuary status in December 2021.
Currently on secondment as Post-Primary EAL Advisor with the PDST helping build school and teacher capacity in managing, differentiating, and planning for all EAL learners.
Narrell firmly believes that every EAL learner should feel a sense of belonging, can access the curriculum, and experience success.
Rebecca Lowenhaupt, PhD is an Associate Professor of Educational Leadership at Boston College. Drawing on multiple research methods, her work examines leadership, organizational change and policy implementation in the context of immigration. Current work includes a mixed-methods study of the influence of immigration policy on educational practice and a research-practice partnership focused on a cross-sector initiative to support youth well-being in the pandemic. A former middle-school teacher, she earned her doctorate at the University of Wisconsin-Madison and completed a postdoctoral fellowship at Northwestern University with the Distributed Leadership Study. She serves as Assistant Editor for Educational Policy and the Journal of Professional Capital and Community.
Dr Lowenhaupt will discuss educational leadership in the context of diversity and change. She will reflect on insights from her research in school districts around the United States in distinct contexts of reception. She will share stories of school leaders she has worked with who are responding to changing demographics in their communities. These leaders adapted instructional programs, staffing models and family engagement practices to better support immigrant communities. They have leveraged galvanising moments such as incidents of immigrant enforcement to further their commitments to equity and justice. She will also highlight how they invest in robust and expansive networks of care within their communities to support youth holistically and establish organisational routines to build relationships and learn from and with immigrant youth and families. Her talk will also address how these leaders navigated pandemic disruptions and identified stabilising practices to support immigrant youth and families through crisis.
Santhi Corcoran is a Lecturer and Doctoral Researcher in Mary Immaculate College, University of Limerick. She has a professional background in Healthcare, Social Care, Psychology, Education, Community Regeneration and Development. She teaches both undergraduate and postgraduate courses in Sociology of Education, Global Citizenship, Migration, and Intercultural Studies in Mary Immaculate College (MIC).
Santhi has also supported and co-developed community inclusion projects in the United Kingdom and the Republic of Ireland. She is the co-founder and chair of the Midwest Migrant Community Network, based in the Midwest of Ireland. The network focuses on empowering local and international communities and youth, via social justice, education, broadcast media, and community engagement initiatives.
Teaching, Learning and Leadership for inclusive education
Schools approach to diversity and the experience of immigrants can provide ‘a key lens through which to understand broader process of inclusion and exclusion,’ in Irish society (Devine, 2011). It is vital that teachers are trained with the skills and knowledge required to support diverse students, empower, and support them, as well as help them ‘see, hear and understand the world before them without limitations of ignorance and prejudice,’ (Bryan and Bracken, 2011). Therefore, students’ participation and engagement in broader educational discourses can provide insights that can empower and prove meaningful in their development, (Freire, 1970; Nieto, 1999). Furthermore, for schools to facilitate democratic classrooms, teachers’ must play their part in preparing their students to be critical and analytical thinkers via discourse and dialogue, (Banks and Banks, 2007). Equally Principals must be engaged and trained in intercultural awareness, to promote the importance of integration and social cohesion in school communities. This presentation explores, through the narratives of teachers, students, parents, and Principals whether young people in post-primary schools are taught to see their world without limitations and prejudice, if their teachers are equally prepared for this task and their principals empowered to promote change.
Tayo Paul Adenusi is a lecturer in the faculty of education at Mary Immaculate College. Part of Tayo’s research interests include teacher learning, international and development education.
Professor Michael G Healy is Vice President for Research at Mary Immaculate College, where he guides research policy and provides strategic direction for staff and postgraduate research development. He was educated at University College Cork, specialising in Geography at postgraduate level. He graduated with a first-class Master’s Degree by research in 1986 and he was awarded his Ph.D. by the National University of Ireland in 1993; he also holds a Higher Diploma in Education.
He lectured in Geography, Environmental Science, Environmental Management and Countryside Management at Manchester Metropolitan University UK from 1990 to 1996. He returned to Ireland to lecture in Geography at Mary Immaculate College, where he also held the post of Director of Graduate Studies.
He has published three edited books in the field of Physical Geography, as well as co-editing a book on Research Capacity Building for Development: Resources for Higher Education Institutions (2010) under the auspices of the Irish African Partnership / Irish Aid. He has also published in leading peer reviewed journals in the field of physical geography, including Marine Geology and the Journal of Coastal Research.
He has been involved in the administration of research in Mary Immaculate College for many years, committing his career to the advancement and support of research since 2007. He has found it most rewarding to observe the exponential rise in research engagement and research productivity in the College over the years. It is his hope and intention that the research mission of Mary Immaculate College will continue to widen and deepen in the coming years.
Human Trafficking and Exploitation Project on the Island of Ireland: Illustrating Inter-Agency Collaboration
The Human Trafficking & Exploitation Project on the Island of Ireland (HTEPII) is a cooperative project involving several collaborators. This unique mixed-methods research project brings together senior academics at Mary Immaculate College with senior personnel from An Garda Sióchána, the Police Service of Northern Ireland, the Irish Department of Justice & Equality, and the Department of Justice Northern Ireland to review and re-assess the scale and scope of human trafficking in Ireland. Conceptually, the project is located within the Santa Marta North Atlantic Maritime Project, an inclusive partnership of the police, clergy, state and civil society in Ireland, England, Scotland, Spain and Portugal.
The final report on the foundational research project was published in 2021.
This paper reviews the experience of Inter-Agency collaboration in research as illustrated by the HTEPII project in the context of operations, risks / mitigations and challenges / benefits.
Olive O’Reilly is a member of the Traveller community, she is currently working as a community support worker for Exchange House Ireland and is co-founder of the Limerick Traveller Network.
Nigel’s research interests are creative approaches to learning and teaching that adopt pupil focussed methodologies and emerging technologies; promotion of collaborative and inclusive practices, focusing in particular on social justice and development education and holistic feedback practices, incorporating peer assessment and student reflection.
Nigel has developed and strengthened his understanding of educational issues and professional practice through his teaching and responsibilities in a variety of post-primary schools in Ireland, France, Canada and the UK, and has supplemented this school experience by also working in various roles within MIC Thurles, Maynooth University and in Traveller education.
Throughout his educational career Nigel has been actively involved in various innovative research projects that have addressed local, national and international themes, and that have focussed on improving teaching and learning in post-primary schools, initial teacher education programmes and other educational environments.
Nigel believes strongly in education as a positive force for personal and human development, especially when the learner is enabled to take an active and responsible part in his/her own learning. During his years in education he has always strived to create flexible and responsive learning environments that are both inclusive and supportive, and which encourage learners to make use of their full potential.
This project aims to gather 100 diverse images of ‘learning’ from around the world with a view to creating a resource for teacher education.
When complete the collection of photographs will be printed and exhibited in initial teacher education institutions. Furthermore, a range of methodologies for exploring the various images will be developed with the intention of heightening awareness and clarifying understandings of both learning/teaching and global realities. The expectation is that the final exhibition will reflect the many different contexts in which learning takes places (including classrooms but by no means restricted to them). Furthermore, we expect that issues and challenges associated with resources, class-size, equipment, individual and community development, teaching, facilitation, child and adult learning, and wider social contexts will emerge from the collected images.
This project is led by the two principal researchers, Dr Gerry Jeffers of Maynooth University and Dr Nigel Quirke-Bolt of Mary Immaculate College, St Patrick’s Campus, Thurles, Co Tipperary, the gathering and selection of photos will be by a project team that includes six student-teachers from Mary Immaculate College, St. Patrick’s Campus, Thurles (Aisling Doyle, Julia Kirby, Michelle Murphy, Grace O'Leary, Emily O’Shaughnessy and Deirdre Walsh). These students have volunteered to take part, meet regularly with the principal researchers and develop the project through all stages from ethical approval to final exhibition.
Prof. Lorraine McIlrath, BA (University of Limerick), MA (Ulster University), Ed.D (Queen’s University Belfast), is the Director of Equality, Diversity, Inclusion and Interculturalism (EDII) at Mary Immaculate College since January 2022. She has a career steeped in addressing the public good mission of higher education and is committed to the ongoing development of research and practice that underpins equality, diversity, inclusion and interculturalism in Ireland, Northern Ireland and internationally.
Prior to her current role at MIC, she established and coordinated the Community Knowledge Initiative (CKI) funded by the Atlantic Philanthropies at the National University of Ireland, Galway where she was responsible for developing inclusive approaches to civic engagement across the University. She founded and was Principal Investigator of Campus Engage, the national Irish network to support civic engagement within higher education, and funded originally by the Higher Education Authority. She developed the Youth Academy, a mini-university for 10-12 years olds in need of academic challenge at NUI Galway working in particular with educational disadvantage. She supported the opening of a new community café based at the Institute for Lifecourse and Society (ILAS) called Saol Cafe as a partnership giving people marginalised from employment an opportunity to work. She has managed the development of the University of Sanctuary movement at NUI Galway and attained the official designation in 2019. This initiative supports refugees and asylum seekers transition and succeed at the University.
Lorraine has led and been involved in a number of EU and internationally funded partnerships to look at the advancement of tools, research and pedagogies that support equality, diversity, inclusion and interculturalism. She was the Irish lead for the pilot of the Carnegie Foundation Framework for Community Engagement in partnership with the University of Massachusetts Boston and Merrimack College supported by the Ireland Funds and Tufts University. She co-led the Tawasol Project that focused on service learning in the Arad World as a tool to enable intercultural communication; the creation of the British Council’s College of Multicultural Education in Sochi, Russia; and the recently funded Steering Higher Education for Community Engagement (SHEFCE) Project that aims to develop societal impact tools for institutions of higher education.
She spent a decade in Northern Ireland at the Ulster University’s UNESCO Centre for pluralism, human rights and democracy teaching courses on the Northern Ireland conflict and peace process, developing curricular opportunities for Education for Mutual Understanding (EMU) for primary schools and Local and Global Citizenship with CCEA and DENI for Key Stage 3.
Lorraine has published on the broad theme of civic engagement and the public good role of higher education in books and journals and has keynoted on her work internationally. She serves on a number of boards including the Talloires Network, Galway Chamber of Commerce (non-executive Director), Campus Engage (Chair), SCCUL Enterprises (non-executive Director), University Women’s Network (Co-Chair), Universities of Sanctuary Ireland, and St Vincent de Paul Croi na Gallimhe Resource Centre (non-executive Director). She has volunteered extensively with several community-based organisations including Cope Galway, Chernobyl Children’s Project, local homework and sporting clubs.
Supporting Inclusion and Diversity through the Sanctuary Movement in Ireland
The opening address will focus on supporting students in primary, post primary and higher education through the Places of Sanctuary movement in Ireland. It aims to offer an overview of the process required for schools and institutions of higher education to attain the designation as Schools or Universities of Sanctuary and benefits to all students in terms of supporting inclusion and celebrating diversity. This address will point to practical steps that teams within the educational sectors can take to move successfully towards an ethos and practice of sanctuary and inclusion.
I graduated from the Ba in Education, Business Studies and Religious Studies in Mary Immaculate College, Thurles in 2021. My final year dissertation investigated the impact of teacher expectations on student achievement in the post – primary classroom with special reference to its impact on Irish Traveller students. I currently work as a Religion and SPHE teacher at Clonaslee College. I also work alongside Mary Immaculate College, promoting education within the Travelling Community. As part of this work I offered insight into the NCCA Curriculum Guidelines on Traveller Education. I recently attended a meeting with Tipperary County Council discussing guidelines for breaking down the barriers to education for the Travelling Community.
Josh Biggs is a trained videographer, video editor and sound technician. His interests include digital media production, editing, writing, post-production workflows and media management. He will be attending a Bachelor of Arts course in MIC in September 2022.
Michael Corcoran is a student in TUS. He is currently studying Community Development. Michael’s interests include filmmaking, writing and creative approaches to exploring and raising awareness of the needs of marginalised communities. He is a member of MMCN (Midwest Migrant Community Network) and supports projects that address social justice and community integration issues.
Sandrine is a PhD candidate in the University of Limerick where she is researching Contemporary African Literature. She is a member of MMCN (Midwest Migrant Community Network). Sandrine also writes for an online journal and is published in her area. She is a co-collaborator with Cathy Osikoya on the documentary: ‘Unsilencing Black Voices’ which explores racism in Ireland.
This is an initiative highlighting the voices of migrant members of the MMCN (Midwest Migrant Community Network) and other members of migrant communities in Ireland. The project, curated by J. Biggs, M. Corcoran, and S. Ndahiro, explores migrants’ experiences in the Midwest of Ireland on the themes of resettlement and integration into Irish society and community. The curators of this project are migrants and descendants of migrants. This project is volume 1 of a series planned to explore the voices of communities in Ireland.
Femi Bankole, Co-Founder & COO, Black and Irish, is an IT Risk Consultant and works as a Manager within EY's Business consulting practice in Dublin. In 2020, he co-founded Black & Irish, a social platform aimed at celebrating the success’ and highlighting the struggles of black and Irish people. He is a Presenter on RTE's 'Black & Irish Podcast", which provides commentary around race and culture in Ireland. He is a member on the board of directors for the charity 'A Lust of Life'. He is also a member of the Expert Advisory Group (EAG) to the Digital repository of Ireland (DRI). He was featured on the Irish times ’50 People to watch in 2021’.
- Images of Learning from Around the World Poster
- Migrant Stories Leaflet
- Building a Black Inclusive Curriculum in Ireland
Limerick CYPSC Children and Young People’s Plan, 2021-2023 was recently approved for publication by the National CYPSC office. It is now available to view on www.cypsc.ie. You can download both the full plan and the executive summary at the links below.
- Presenters & Panellists
- Conference Resources