Race Discrimination and the Management of Ethnic Diversity at Work: The Case of Elementary Teachers in Ireland

Abstract

This chapter explores the issue of ethnic diversity and race discrimination among elementary school teachers in Ireland. It examines both the historical precedents of this discrimination and uses the current experiences of Immigrant Internationally Educated Teachers (IIETs) living in Ireland to explore the phenomenon contemporaneously. The chapter begins by delineating the historical context of immigration in Ireland and more recent population data. It then explores the relevant legislative provisions to address employment and race discrimination in the Irish context. Owing to the deep-seated and historical origins of the current race discrimination, a particular focus is placed on delineating the evolution of the selection and recruitment of elementary teachers in Ireland imbued with the right to teach in elementary schools. Drawing on data ascertained through semi-structured interviews with a range of IIETs, positioned within the aforementioned analyses of relevant historical documents, the chapter then moves to explore some experiences of IIETs seeking to work in the Irish elementary school system. The chapter analyses these data through a Bourdieuian lens, paying particular attention to ways in which power has been, and continues to be, exercised by the State in regulating access to prestigeful mainstream teaching positions. The chapter proceeds to root these analyses within Kitching’s work on ‘race moves’, arguing that immigrant teachers have been racialized as other on the basis of an absence of proficiency in the Irish language.

Citation

Walsh, T. and Mc Daid, R. (2019), "Race Discrimination and the Management of Ethnic Diversity at Work: The Case of Elementary Teachers in Ireland", Race Discrimination and Management of Ethnic Diversity and Migration at Work (International Perspectives on Equality, Diversity and Inclusion, Vol. 6), Emerald Publishing Limited, Leeds, pp. 81-105. https://doi.org/10.1108/S2051-233320190000006005