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| Daniel Faas is Head of the Department of Sociology and Member of the University Council at Trinity College Dublin. He is a graduate of the University of Cambridge (PhD, MPhil) and the University of Stuttgart (MA). His research and teaching interests are in the sociology of migration with specific emphasis on the intersection of migration and education. His work focuses on youth identities in relation to immigrant integration, national identity, multiculturalism and social cohesion in Europe, diversity management in educational sites and work places, curriculum design and development, as well as comparative case study methodologies. He is the author of Negotiating Political Identities: Multiethnic Schools and Youth in Europe (Ashgate, 2010). Daniel Faas is winner of the 2012 Provost’s Teaching Award at Trinity College, and recipient of the 2009 European Sociological Association award for best journal article (Turkish Youth in the European Knowledge Economy, European Societies 9(4): 573-99). Dr. Faas was Fulbright-Schuman Fellow in the Department of Sociology at UC Berkeley (2009) and Marie Curie Research Fellow at the Hellenic Foundation for European and Foreign Policy in Athens (2006-2008). He has acted as expert evaluator for the European Commission (FP7, Cooperation), Research Promotion Foundation of Cyprus, Swiss National Science Foundation, Foundation for Science and Technology in Portugal, and the Volkswagen Foundation. Dr. Faas has served as College Tutor, Senior Link Tutor for Study Group International, Director of International Affairs in the School of Social Sciences and Philosophy, and Member of the College International Committee. He has been strongly involved in the College Global Relations Strategy development and implementation, most recently chairing a Task Force on Mobility leading to the publication of a policy report on ‘Barriers to Inward and Outward Student Mobility’. |
| Project title |
RELIGION AND EDUCATION IN MULTICULTURAL IRELAND (REMI) |
| Summary |
Growing secularisation of the population and the arrival of new culturally and religiously diverse migrants are posing new challenges to Irish schools, particularly in the primary sector that has remained largely denominational. Over the last decades other school types have started to emerge as a response to parental demand. Despite these trends, little is known about the growing religious diversity in Ireland and how schools are prepared to cater for growing diversity among the student body. REMI, directed by Dr. Daniel Faas, addresses this research gap. It is an exploratory study that draws on interviews with principals, teachers, parents and pupils across different types of primary schools: Catholic, Educate Together, Church of Ireland, Community National, Muslim and Jewish school to investigate how the provision of religious education differs by school type. It is the first study that includes the new Community National and a Jewish school. Highlighting the voices of children as an information source separate from and in addition to other stakeholders is particularly important for the study. The REMI project builds on insights from an ESRI study on Religious Education in Multicultural Countries (REMC). The project will make a significant contribution to current policy debates in Ireland, particularly in relation to debates surrounding the patronage of schools in the primary school sector.
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| Funding Agency |
Trinity College Dublin |
| Programme |
Arts and Social Sciences Benefactions Fund |
| Type of Project |
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| Date from |
2014 |
| Date to |
2016 |
| Person Months |
24 |
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| Project title |
CURRICULUM ALIGNMENT BETWEEN IB AND NATIONAL SYSTEMS (CAP) |
| Summary |
This project, directed by Dr. Daniel Faas, analyses the extent to which the International Baccalaureate Diploma Programme (IB DP) school curriculum aligns with national standards in Germany and Switzerland in regard to content, cognitive demand, and philosophical underpinnings. It also explores the ways in which the intended non‐scholastic attributes of international mindedness, civic‐mindedness, citizenship, engagement, and motivation compare among IB DP, German and Swiss curriculum documents. The study compares and contrasts mathematics, a modern foreign language (Spanish), geography, history as well as biology in Baden-Wuerttemberg, Berlin (Germany) as well as Zurich and Geneva (Switzerland). It focuses on curricula in the 16 to 19 age range which are important for transition into university. The analysis considers regional and national political contexts, different socio-ethnic compositions of IB and mainstream schools in the two countries and likely impacts on curriculum design and development. It looks at expectations of student thinking including categories such as problem-solving and memorizing formula in mathematics or synthesising and understanding topics in social science subjects. It examines cultural, linguistic and religious heritage, interaction and student involvement, the impact on student and learner identities. |
| Funding Agency |
International Baccalaureate Organization |
| Programme |
Programme Impact, Schools Division |
| Type of Project |
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| Date from |
2012 |
| Date to |
2014 |
| Person Months |
18 |
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| Project title |
THE EUROPEANISATION OF INTERCULTURAL EDUCATION (EURINTED) |
| Summary |
Historically, education policy-making has been intertwined with the nation-building project. However, the centrality of the nation-state in education policy-making has been constrained by a wide range of new socio-political and economic phenomena that relate to European integration. The EURINTED project, coordinatated by Professor Panayiotis Angelides at the University of Nicosia, explores the transformation of intercultural education in the context of European integration. It will also indicate the ways in which European education policies are mediated and reframed by national institutions; through case studies of the development of intercultural education in Cyprus and Ireland. This project will examine the types of interaction between European and national intercultural policies; the ways in which European intercultural policies are mediated by national institutions; and the impact of this process for Cypriot and Irish educational policy-making for intercultural education. This project is informed by and runs alongside 'The Intercultural Education Strategy in Ireland: Old Wine in a New Bottle?' study. The purpose of this project is to provide a number of insights into the Europeanisation mechanisms of national intercultural education. The study will thus allow national and European policy-makers as well as educators to reflect on their intercultural educational approaches. |
| Funding Agency |
Research Promotion Foundation of Cyprus and the European Regional Development Fund |
| Programme |
Didaktor |
| Type of Project |
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| Date from |
2010 |
| Date to |
2012 |
| Person Months |
24 |
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| Project title |
THE INTERCULTURAL EDUCATION STRATEGY IN IRELAND: OLD WINE IN A NEW BOTTLE? |
| Summary |
This project, directed by Dr. Daniel Faas, aims to evaluate the implementation of the new Irish Intercultural Education Strategy, launched in September 2010. Ireland has experienced large-scale immigration since 1996, particularly since the 2004 eastern enlargement of the European Union. With immigration presently slowing down as a result of the economic downturn, the issue of how to integrate those already residing in Ireland is now a pertinent issue. Drawing on interviews with two management staff in two primary, two post-primary and two third-level institutions in Dublin, the study analyzes how these define and operationalize interculturalism. The area of how schools and (young) universities like Dublin City University transpose intercultural guidelines into practice merits further research. Although the recent Department of Education and Science-commissioned report 'Adapting to Diversity: Irish Schools and Newcomer Students' identified some of the issues at stake and has informed the development of the Intercultural Education Strategy, little is known about the impact this new initiative will have on schools and how school management and staff understand and respond to migration-related diversity. This study arises out of consultation meetings organized by the Department of Education and Skills and forms the pilot of European collaborative work. |
| Funding Agency |
Trinity College Dublin |
| Programme |
Arts and Social Sciences Benefactions Fund |
| Type of Project |
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| Date from |
2010 |
| Date to |
2012 |
| Person Months |
24 |
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| Project title |
CIVIC INTEGRATION IN NORTHWEST EUROPEAN MIGRATION SOCIETIES (CIVITURN) |
| Summary |
The CIVITURN project engages with the thesis by Christian Joppke that Western European migration policy is converging towards a liberal consensus of anti-discrimination rights and labour market participation. While these tendencies are undisputable, the project endeavours to demonstrate that migration policies – comparatively studied in Denmark, Britain, Germany, Ireland and the Netherlands across a range of policy areas including education and citizenship aspects – are not just ‘liberal’ but reflective of a civic or republican turn emphasising activity, autonomy, and ‘good’ citizenship. This turn is manifested in different ways according to national trajectories and public philosophies of integration (which are not the same as fixed archetype ‘national models’) in part to do with national conceptualisations of citizenship as a response to questions of unity, diversity and Islamic religion. Moreover, these citizen integration strategies are not only nationally diverse, but indicative of national identity concerns/nationalism. The research is in continuation of an EU-funded project (A European Approach to Multicultural Citizenship: Legal, Political and Educational Challenges) which focused on the experiences of Muslim and other migrant minorities in Europe. The project is at dissemination stage (please see articles co-authored with Mouritsen, Meer and de Witte). |
| Funding Agency |
Aarhus University Faculty of Social Sciences |
| Programme |
Globalization Inititative |
| Type of Project |
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| Date from |
2008 |
| Date to |
2011 |
| Person Months |
36 |
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| More Research Projects>>> |
| O'CONNOR, L. and FAAS, D., The Impact of Migration on National Identity in a Globalized World: A comparative analysis of civic education curricula in Ireland, France and England, Irish Educational Studies, 31, (1), 2012, p51 - 66 |
FAAS, D. and ROSS, W., Identity, Diversity and Citizenship: A critical analysis of textbooks and curricula in Irish schools, International Sociology, 27, (4), 2012, p574 - 591
TARA - Full Text |
| FAAS, D. , Between Ethnocentrism and Europeanism? An exploration of the effects of migration and European integration on curricula and policies in Greece, Ethnicities, 11, (2), 2011, p163 - 183 |
| FAAS, D. , The Nation, Europe and Migration: A comparison of geography, history and civic education curricula in Greece, Germany and England, Journal of Curriculum Studies, 43, (4), 2011, p471 - 492 |
FAAS, D., Negotiating Political Identities: Multiethnic Schools and Youth in Europe, Farnham, Ashgate, 2010, 300pp
Notes: [Book launches as part of a lecture series in Dublin, Berlin, Harvard, Berkeley and Montreal throughout March-April 2010] |
| More Publications and Other Research Outputs >>> |
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Last Updated:24-APR-2014 |