(Sep 2002 – Sep 2006): Senior researcher in, and latterly Acting Director of, the Centre for Adult Continuing Education, UCC – this involved designing and undertaking research in the field of adult education and raising the Centre’s academic profile by disseminating results in peer-reviewed journal/book/report publications and representing the Centre (as chair and chief author of the Centre's QI/QA Self Assessment Report) and throughout the Quality Assurance/Improvement stages. The adult education research studies served to inform good professional practice in the Centre. For an extensive period I worked with Professor Mairtin Ó Fathaigh on a HEA (Higher Education Authority) funded project designed to identify key aspects of Learning Partnerships for Social Inclusion. Specifically, the project sought to produce guidelines on best practice for statutory/voluntary providers working with under-represented adult learning groups. The work culminated in a book published by Oak Tree Press in 2007. Other projects included: Lecturers’ and tutors’ professional practices in a lifelong learning context. I also acted as chairperson and facilitator of the Quality Review process and co-authored and edited the Self-Assessment Report outlining the ethos, animating principles, working practices and evaluative outcomes of the Centre over the previous fifteen years.
(Sep 2001 - Sep 2002): Lecturer in CCC (Cork College of Commerce) - educational psychology module of Montessori diploma, sociology and psychology modules of applied social science course, teaching methods module of the JEB (Joint Examining Board) programme, teacher of mathematics for repeat Leaving-Certificate studentsLecturer in UCC - curriculum and assessment module of the HDE (Higher Diploma in Education), curriculum and assessment module and student supervision within the HDEA (Higher Diploma in Educational Administration) and MEd degree coursesLecturer in CIT - management psychology course.
(Jan 1998 - Aug 2001): Full-Time PhD study - participant of and contributor to reading groups, discussion forums and seminars on various educational topics. I presented papers at major educational conferences and had two peer reviewed journal articles published. I also taught regularly in a supply teaching capacity at a number of secondary and special needs schools in the Bristol area, and helped co-ordinate Easter/Summer Numeracy Schools for disaffected and low ability pupils
(Sep 1991 - Jan 1998): Secondary school teacher and pastoral Head of First Year in St Bonaventure's RC School, East London - this was a very challenging and rewarding experience. Many of the pupils came from socially deprived backgrounds and some had serious emotional, behavioural and learning disabilities. As a staff we worked hard on such problems and, since, St Bonaventure's has become a highly successful and heavily over-subscribed comprehensive school. During my years there I was instrumental in setting up: a new mathematics resource centre; a student school council; 'after-school' clubs (including homework support) for special educational needs children. From September 1995 I was promoted to the pastoral position of Head of First Year. Such duties included: overseeing the work of six teacher colleagues, greater communication with external agencies (such as the local authority, educational welfare and social workers, the special needs support unit, parents, and the School Inspectorate); working closely with senior management; engaging with curriculum and pastoral development; expanding educational programmes for the adult community; and conducting primary liaison work. I also contributed to in-service training provision in school by presenting various educational topics and programmes, as well as taking a lead in a number of teacher workshops.
ORCID no. 0000-0003-4615-2889
Updated summary - Dr Stephen O Brien has recently completed a monograph with Routledge entitled ‘Inside Education: exploring the art of good learning' - see www.routledge.com/9780415529204. Stephen supports research methodology generally in the School especially at MEd and PhD levels, running a central workshop for students about to embark on research work. Stephen is currently researching students’ civic engagement with the aid of both a UBUNTU grant (2014) and an IRC grant on Civic Engagement in Social Justice Issues (2014-18). Stephen has worked on the LETS study and on a study on mathematics in the Polish weekend school and has published either as sole or co-author 5 peer-reviewed articles, 4 book chapters, 1 conference publication, 1 book review and 2 reports over the period of the review. Stephen has given and participated in many workshops and has spoken regularly at conferences on the topics of Mathematics, Teachers’ Social Inclusive Work and Critical Perspectives on neoliberal encroachments in education.Further Information - I have worked with secondary school students in a multicultural setting who were marginalised, politically, socially, culturally and educationally. I have also worked with adult learners in community outreach and workplace settings from similar backgrounds. Increasingly, mature students `returning' to formal traditional education too have shaped my own teaching and research practices. This experience with `non-traditional' learners continues to challenge my methodology - I have long wrestled with the question, do `non-traditional' learners require non-traditional forms of learning? In response (I continue to struggle with this question), I believe non-traditional learning forms to mean a challenge to adapt and transform traditional educational practices to include `others' for whom the standard social and cultural capitals of formal education are both obscure and alienating. In this regard, it is important to critique ethos, systems and structures, programme development, curriculum and assessment practices, democratic governance and notions of `effective' learning climates within and across educational systems and institutions. I believe it is essential to acknowledge the `lifeworld' of learners, to engage in relevant (`real-life') and affirming learning issues, to reveal academic mores and skills that appear `beyond reach', to use appropriate language, to engage (where possible) with dialogical practices and personable exchanges, to provide key resources and enable ownership of knowledge, to structure and offer flexible curriculum and assessment opportunities, and to work with colleagues on areas where we as a staff (and institution) can change in partnership with learners. Enlightened by a critical approach to teaching, I am willing to explore diverse methodological approaches and new theoretical and research perspectives that better place learners at the centre of the learning process. I believe in the power of advocacy (and my own position of responsibility in this regard) and the need to develop key networks of specialist support. In stating this, I do believe that `non-traditional' approaches can (inadvertedly or otherwise) place themselves `outside' the critical `self-reflexive' approach they espouse. As an intellectual and ideological interest, it remains important to constantly critique a certain `promotional' (sometimes `mystical') ethic attaching to movements for liberatory, transformative action. The challenge presented to critical theory forms (e.g. adult education, forms of multicultural and inclusive education) is whether they can expunge negative connotations of dogmatism and idealism and authentically engage in their own reflexive practice. It is well to remind, therefore, that teachers are state workers - they, alongside students, work `within a system'. Teaching methods that aim for the development of critical independent learners must engage with the contradictions, dilemmas, ideological and intellectual contestations that prevail within the education system. Such complexity may not be foremost in the minds of student teachers (or professionals with experience for that matter), but it is incumbent on a teacher educator to engage with (over time, with structure, enthusiasm and encouragement) such deep-rooted ideological, and ultimately, personal/professional issues. It is hoped that self-understanding and self-development may emerge from experience therein. I believe that it is the prime responsibility of a teacher-educator/researcher to foster these learning processes and I hope I do so in the manner in which I undertake my own personal/professional practice, at pedagogical and research levels.My current research interests include:
Biography
(Sep 2006 – Present): Former Chair of the School of Education Research Forum. As chair, I was responsible for leading a team of colleagues to a) Develop the new Teaching Research Laboratory and generally manage its research functions; b) Set up, manage and promote the annual schedule of research seminars; and c) Determine and manage the public research face of the school. Former college lecturer on the PDEA and BEd in Sports Studies programmes. Currently, college lecturer on the PME (Professional Master of Education) programme (Curriculum and Assessment and Professional Research Paper modules; also formerly Inclusive Multicultural Education and Foundations modules); M.Ed. programme (coordinator of compulsory research seminar supports and curriculum and assessment module option); and PhD programmes. Supervisor to PME student teachers each year. Academic supervisor to MEd and PhD students overseeing theoretical treatise and research methodology elements to theses. Engaged in a number of collaborative research projects (see below). Former academic policy coordinator for the BEd in Sports Studies programme with respect to curriculum and assessment issues; former director of the Teaching Resource Laboratory in partnership with Dr. Tom Mullins and colleagues; former member (2014-2017) of the faculty’s CADC (Curriculum Academic Development Committee); currently serving on the MEd, Research and Innovation, and Graduate Studies school committees. School representative on the CACSSS Graduate Studies Committee.(Sep 2002 – Sep 2006): Senior researcher in, and latterly Acting Director of, the Centre for Adult Continuing Education, UCC – this involved designing and undertaking research in the field of adult education and raising the Centre’s academic profile by disseminating results in peer-reviewed journal/book/report publications and representing the Centre (as chair and chief author of the Centre's QI/QA Self Assessment Report) and throughout the Quality Assurance/Improvement stages. The adult education research studies served to inform good professional practice in the Centre. For an extensive period I worked with Professor Mairtin Ó Fathaigh on a HEA (Higher Education Authority) funded project designed to identify key aspects of Learning Partnerships for Social Inclusion. Specifically, the project sought to produce guidelines on best practice for statutory/voluntary providers working with under-represented adult learning groups. The work culminated in a book published by Oak Tree Press in 2007. Other projects included: Lecturers’ and tutors’ professional practices in a lifelong learning context. I also acted as chairperson and facilitator of the Quality Review process and co-authored and edited the Self-Assessment Report outlining the ethos, animating principles, working practices and evaluative outcomes of the Centre over the previous fifteen years.
(Sep 2001 - Sep 2002): Lecturer in CCC (Cork College of Commerce) - educational psychology module of Montessori diploma, sociology and psychology modules of applied social science course, teaching methods module of the JEB (Joint Examining Board) programme, teacher of mathematics for repeat Leaving-Certificate studentsLecturer in UCC - curriculum and assessment module of the HDE (Higher Diploma in Education), curriculum and assessment module and student supervision within the HDEA (Higher Diploma in Educational Administration) and MEd degree coursesLecturer in CIT - management psychology course.
(Jan 1998 - Aug 2001): Full-Time PhD study - participant of and contributor to reading groups, discussion forums and seminars on various educational topics. I presented papers at major educational conferences and had two peer reviewed journal articles published. I also taught regularly in a supply teaching capacity at a number of secondary and special needs schools in the Bristol area, and helped co-ordinate Easter/Summer Numeracy Schools for disaffected and low ability pupils
(Sep 1991 - Jan 1998): Secondary school teacher and pastoral Head of First Year in St Bonaventure's RC School, East London - this was a very challenging and rewarding experience. Many of the pupils came from socially deprived backgrounds and some had serious emotional, behavioural and learning disabilities. As a staff we worked hard on such problems and, since, St Bonaventure's has become a highly successful and heavily over-subscribed comprehensive school. During my years there I was instrumental in setting up: a new mathematics resource centre; a student school council; 'after-school' clubs (including homework support) for special educational needs children. From September 1995 I was promoted to the pastoral position of Head of First Year. Such duties included: overseeing the work of six teacher colleagues, greater communication with external agencies (such as the local authority, educational welfare and social workers, the special needs support unit, parents, and the School Inspectorate); working closely with senior management; engaging with curriculum and pastoral development; expanding educational programmes for the adult community; and conducting primary liaison work. I also contributed to in-service training provision in school by presenting various educational topics and programmes, as well as taking a lead in a number of teacher workshops.
Research Interests
ORCID no. 0000-0003-4615-2889
Updated summary - Dr Stephen O Brien has recently completed a monograph with Routledge entitled ‘Inside Education: exploring the art of good learning' - see www.routledge.com/9780415529204. Stephen supports research methodology generally in the School especially at MEd and PhD levels, running a central workshop for students about to embark on research work. Stephen is currently researching students’ civic engagement with the aid of both a UBUNTU grant (2014) and an IRC grant on Civic Engagement in Social Justice Issues (2014-18). Stephen has worked on the LETS study and on a study on mathematics in the Polish weekend school and has published either as sole or co-author 5 peer-reviewed articles, 4 book chapters, 1 conference publication, 1 book review and 2 reports over the period of the review. Stephen has given and participated in many workshops and has spoken regularly at conferences on the topics of Mathematics, Teachers’ Social Inclusive Work and Critical Perspectives on neoliberal encroachments in education.Further Information - I have worked with secondary school students in a multicultural setting who were marginalised, politically, socially, culturally and educationally. I have also worked with adult learners in community outreach and workplace settings from similar backgrounds. Increasingly, mature students `returning' to formal traditional education too have shaped my own teaching and research practices. This experience with `non-traditional' learners continues to challenge my methodology - I have long wrestled with the question, do `non-traditional' learners require non-traditional forms of learning? In response (I continue to struggle with this question), I believe non-traditional learning forms to mean a challenge to adapt and transform traditional educational practices to include `others' for whom the standard social and cultural capitals of formal education are both obscure and alienating. In this regard, it is important to critique ethos, systems and structures, programme development, curriculum and assessment practices, democratic governance and notions of `effective' learning climates within and across educational systems and institutions. I believe it is essential to acknowledge the `lifeworld' of learners, to engage in relevant (`real-life') and affirming learning issues, to reveal academic mores and skills that appear `beyond reach', to use appropriate language, to engage (where possible) with dialogical practices and personable exchanges, to provide key resources and enable ownership of knowledge, to structure and offer flexible curriculum and assessment opportunities, and to work with colleagues on areas where we as a staff (and institution) can change in partnership with learners. Enlightened by a critical approach to teaching, I am willing to explore diverse methodological approaches and new theoretical and research perspectives that better place learners at the centre of the learning process. I believe in the power of advocacy (and my own position of responsibility in this regard) and the need to develop key networks of specialist support. In stating this, I do believe that `non-traditional' approaches can (inadvertedly or otherwise) place themselves `outside' the critical `self-reflexive' approach they espouse. As an intellectual and ideological interest, it remains important to constantly critique a certain `promotional' (sometimes `mystical') ethic attaching to movements for liberatory, transformative action. The challenge presented to critical theory forms (e.g. adult education, forms of multicultural and inclusive education) is whether they can expunge negative connotations of dogmatism and idealism and authentically engage in their own reflexive practice. It is well to remind, therefore, that teachers are state workers - they, alongside students, work `within a system'. Teaching methods that aim for the development of critical independent learners must engage with the contradictions, dilemmas, ideological and intellectual contestations that prevail within the education system. Such complexity may not be foremost in the minds of student teachers (or professionals with experience for that matter), but it is incumbent on a teacher educator to engage with (over time, with structure, enthusiasm and encouragement) such deep-rooted ideological, and ultimately, personal/professional issues. It is hoped that self-understanding and self-development may emerge from experience therein. I believe that it is the prime responsibility of a teacher-educator/researcher to foster these learning processes and I hope I do so in the manner in which I undertake my own personal/professional practice, at pedagogical and research levels.My current research interests include:
- Educational Policy Studies
- Social Inclusion and the Theory of Social Capital
- Multicultural Education
- Curriculum and Assessment
- Adult and Community Education
- Theories of Learning
Research Grants
| Project | Funding Body | Start Date | End Date | Award | |
|---|---|---|---|---|---|
| Ubuntu | 01-SEP-18 | 01-SEP-19 | €7,000.00 | ||
| LETs I and II ('Learning to Teach' DES-funded Study based in the School of Education, UCC). | €100,000.00 | ||||
| Ubuntu Phase II - Irish Aid funded | 01-OCT-16 | 01-OCT-17 | €5,100.00 | ||
| Civic Engagement in Social Justice Issues - Examining the Impact of GTransformative and innovative Pedagogical Methods on Student teachers at UCC and on Local and International Communities of interest. | Irish Research Council | 01-OCT-14 | 28-FEB-19 | €96,000.00 | |
| UCC - AURORA (Alliance of Universities to Reform curricula that Outcasts Radicalism in Asian societies) | €43,048.00 | ||||
| University Access - HEA Funded Research Project | 01-SEP-01 | 01-SEP-05 | €130,000.00 | ||
| Ubuntu - Student teachers' civic engagement with DE | 01-OCT-14 | 01-OCT-15 | €5,000.00 | ||
| University of Bristol PhD Scholarship | 01-JAN-98 | 01-AUG-01 | €50,000.00 | ||
| Ubuntu - Student teachers' civic engagement with DE: Phase II | 01-SEP-15 | 31-AUG-16 | €5,000.00 | ||
| Ubuntu - Multiculturalism Phases 1 and 2 | 01-OCT-10 | 01-OCT-12 | €10,000.00 | ||
| Ubuntu 2019-2020 | 01-SEP-19 | 01-SEP-20 | €9,000.00 | ||
| CACSSS Research funds annually 2011-2018 | 01-SEP-11 | 01-SEP-18 | €500.00 | ||
| Teaching Research Laboratory | 01-SEP-17 | 01-JAN-20 | €80,000.00 |
Publications
Books
| Year | Publication | |
|---|---|---|
| (2016) | Inside Education: exploring the art of good learning [www.routledge.com/9780415529204]. O'Brien, S. (2016) Inside Education: exploring the art of good learning [www.routledge.com/9780415529204]. London and New York: Routledge. [Details] | |
| (2007) | Key Aspects of Learning Partnerships for Social Inclusion: Exploring Lifelong Learning Contexts, Issues and Approaches. O'Brien, S. and Ó Fathaigh, M. ; (2007) Key Aspects of Learning Partnerships for Social Inclusion: Exploring Lifelong Learning Contexts, Issues and Approaches. Cork: Oak Tree Press. [Details] |
Peer Reviewed Journals
| Year | Publication | |
|---|---|---|
| (2020) | 'Hopes and worries in learning to grow together: Key praxiological lessons for the adult educator' McCarthy, F. and O'Brien, S. (2020) 'Hopes and worries in learning to grow together: Key praxiological lessons for the adult educator'. The Adult Learner: Journal of Adult & Community Education, [Details] | |
| (2019) | 'The System Crisis 2020: The End of Neoliberal Higher Education in the UK?' Rudd, T. and O'Brien, S. (2019) 'The System Crisis 2020: The End of Neoliberal Higher Education in the UK?'. Journal for Critical Education Policy Studies, [Details] | |
| (2018) | 'Critical researchers 'of and for our times': Exploring student teachers' use of critical multicultural and development education frameworks in their Professional Research Papers (PRPs)' O'Brien, S and Cotter, G (2018) 'Critical researchers 'of and for our times': Exploring student teachers' use of critical multicultural and development education frameworks in their Professional Research Papers (PRPs)'. Education Policy Analysis Archives, 1 (26):74-104 [Details] | |
| (2014) | 'Knowing how to feel about the Other? Student teachers, and the contingent role of embodiments in educational inequalities' Kitching, K., O'Brien, S., Long, F., Conway, P.F., Murphy, R. and Hall, K. (2014) 'Knowing how to feel about the Other? Student teachers, and the contingent role of embodiments in educational inequalities'. Pedagogy Culture and Society, [Details] | |
| (2012) | 'Mathematics as (multi)cultural practice: Irish lessons from the Polish weekend school' O'Brien, S. and Long, F. (2012) 'Mathematics as (multi)cultural practice: Irish lessons from the Polish weekend school'. American Journal of Mathematics, 5 (2):133-156 [Full Text] [Details] | |
| (2012) | 'Cultural Regulation and the Reshaping of the University' O'Brien, S.; (2012) 'Cultural Regulation and the Reshaping of the University'. Globalisation, Societies and Education, 10 (4):539-562 [Details] | |
| (2011) | 'Evaluating Learning Outcomes: In Search of Lost Knowledge' O'Brien, S; Brancaleone, D; (2011) 'Evaluating Learning Outcomes: In Search of Lost Knowledge'. Irish Educational Studies, 30 (1):5-21 [Details] | |
| (2011) | 'The (Economic) Value of Learning Outcomes: In Search of the Signs of Lost Knowledge' Brancaleone, D. and O'Brien, S.; (2011) 'The (Economic) Value of Learning Outcomes: In Search of the Signs of Lost Knowledge'. British Journal of Sociology of Education, 32 (No. 4):501-519 [Details] | |
| (2007) | 'Ideological Challenges to the Social Inclusion Agenda' O'Brien, S. and Ó Fathaigh, M.; (2007) 'Ideological Challenges to the Social Inclusion Agenda'. International Journal of Inclusive Education, 11 (5-6):593-606 [Details] | |
| (2005) | 'Bringing in Bourdieu's Theory of Social Capital: Renewing Learning Partnership Approaches to Social Inclusion' O'Brien, S and O Fathaigh, M; (2005) 'Bringing in Bourdieu's Theory of Social Capital: Renewing Learning Partnership Approaches to Social Inclusion'. Journal of Irish Educational Studies, 24 (1):63-74 [Details] | |
| (2005) | 'Critiquing the Partnership Ideal for Social Inclusion: A Voluntary Sector Perspective' O'Brien, S., Ó Fathaigh, M.; (2005) 'Critiquing the Partnership Ideal for Social Inclusion: A Voluntary Sector Perspective'. Journal of Widening Participation and Lifelong Learning, 7 (2):4-17 [Details] | |
| (1999) | 'Equity in Education: Implications of the Standardisation of Standards' O'Brien, S.; (1999) 'Equity in Education: Implications of the Standardisation of Standards'. Equality Journal, 1 (1):10-18 [Details] | |
| (1999) | 'New Labour, New Approach? Exploring Tensions within Educational Policy and Practice' O'Brien, S.; (1999) 'New Labour, New Approach? Exploring Tensions within Educational Policy and Practice'. Education and Social Justice, 2 (1):18-27 [Details] |
Book Chapters
| Year | Publication | |
|---|---|---|
| (2019) | 'Making narrative connections to renew our professional identities and ‘life politics’: Ivor Goodson’s role in challenging the neoliberal consensus' O'Brien, S and Rudd, T. (2019) 'Making narrative connections to renew our professional identities and ‘life politics’: Ivor Goodson’s role in challenging the neoliberal consensus' In: Y. Novakovic and P. Sikes (eds). Storying the public intellectual: Commentaries on the impact and influence of the work of Ivor Goodson. London and New York: Routledge. [Details] | |
| (2017) | '‘Resisting neoliberal education: For freedom’s sake'' O'Brien, S. (2017) '‘Resisting neoliberal education: For freedom’s sake'' In: Negotiating Neoliberalism: Developing alternative educational visions. Rotterdam: Sense Publishers. [Details] | |
| (2013) | 'O’Brien, S. (2013) ‘Re-representing education’s image and status: In the ‘interest’ of pedagogical innovation’' O'Brien, S. (2013) 'O’Brien, S. (2013) ‘Re-representing education’s image and status: In the ‘interest’ of pedagogical innovation’' In: G. K Zarifis and M. N. Gravani (Eds, 2013) Challenging the ‘European Area of Lifelong Learning’: A critical response. London: Springer Publication. [Details] | |
| (2012) | ''Developing ‘good’ post-primary teachers and teaching in a reform era: cultural dynamics in a programme level study of the PDE. Re-imagining Initial Teacher Education: Perspectives on Transformation' Conway, P.F., Murphy, R., Delargey, M., Hall, K., Kitching, K., Long, F., McKeon, J., Murphy, B., O'Brien, S., & O'Sullivan, D. (2012) ''Developing ‘good’ post-primary teachers and teaching in a reform era: cultural dynamics in a programme level study of the PDE. Re-imagining Initial Teacher Education: Perspectives on Transformation' In: Re-imagining Initial Teacher Education: Perspectives on TransformationRe-imagining Initial Teacher Education: Perspectives on Transformation. DublinDublin: Liffey Press.Liffey Press. [Details] | |
| (2012) | 'Developing ‘good’ post-primary teachers and teaching in a reform era: cultural dynamics in a programme level study of the ‘Dip’' Conway, PF., Murphy, R., Delargey, M., Hall, K; Kitching, K., Long, F.,McKeon, J., Murphy, B., O'Brien, S., & O'Sullivan, D. (2012) (2012) 'Developing ‘good’ post-primary teachers and teaching in a reform era: cultural dynamics in a programme level study of the ‘Dip’' In: F. Waldron, Dooley, T & Smith, J (eds. 2012) Re-imagining Initial Teacher Education (ITE): Perspectives on Transformation. Dublin: Liffey Press. [Details] | |
| (2009) | 'The Polish school in Cork: Recognising Polish voices in Irish education' Long, F. and O'Brien, S.; (2009) 'The Polish school in Cork: Recognising Polish voices in Irish education' In: Ubuntu Network Action Research and Other Projects to Integrate Development Education into Initial Teacher Education 2006-2008. Dublin: Irish Aid. [Details] | |
| (2009) | 'A forum for exploring intercultural and development education - issues with pre-service second level schoolteachers' Long, F. and O'Brien, S.; (2009) 'A forum for exploring intercultural and development education - issues with pre-service second level schoolteachers' In: Ubuntu Network Action Research and Other Projects to Integrate Development Education into Initial Teacher Education 2006-2008. Dublin: Irish Aid. [Details] |
Conference Publications
| Year | Publication | |
|---|---|---|
| (2014) | Science and Mathematics Education Conference. Dublin City University, June 24-25, 2014 Killilea, M., O’Brien, S. and Delargey, M. (2014) Sociocultural lessons for reform-based mathematics: Tracing pedagogical shifts in a transition year classroom Science and Mathematics Education Conference. Dublin City University, June 24-25, 2014 [Details] | |
| (2011) | Mathematics Education in Ireland 4 Conway, P. F., Delargey, M. Murphy, R. and O'Brien, S. ; (2011) Learning to teach in the context of reform-oriented mathematics . In: Dooley, T., Corcoran, D eds. Mathematics Education in Ireland 4 Dublin, , pp.94-111 [Details] |
Published Reports
| Year | Publication | |
|---|---|---|
| (2011) | Learning to Teach (LETS): Developing curricular and cross curricular competences in becoming a 'good' secondary teacher. School of Education/DES, School of Education, UCC. [Executive Summary]. Conway, PF; Murphy, R; Delargey, M; Hall, K; Kitching, K; Long, F; Mc Keon, J; Murphy, B; O'Brien, S; O'Sullivan, D. (2011) Learning to Teach (LETS): Developing curricular and cross curricular competences in becoming a 'good' secondary teacher. School of Education/DES, School of Education, UCC. [Executive Summary]. School of Education, University College Cork, Cork. [Full Text] [Details] | |
| (2006) | 'Learning to Learn' Lessons for the Adult Lecturer and Tutor - Advancing Professional Practice Through a Reflective Portfolio Process. O'Brien, S.; (2006) 'Learning to Learn' Lessons for the Adult Lecturer and Tutor - Advancing Professional Practice Through a Reflective Portfolio Process. Centre for Adult Continuing Education Publication, UCC, Cork. [Details] | |
| (2005) | Self-Assessment Report for the Quality Review Process. O'Brien, S.; (2005) Self-Assessment Report for the Quality Review Process. Centre for Adult Continuing Education Publication, UCC, Cork. [Details] |
Book Reviews
| Year | Publication | |
|---|---|---|
| (2009) | A Critical Review of Whatever it Takes: Geoffrey Canada's Quest to Change Harlem and America. O'Brien, S. ; (2009) A Critical Review of Whatever it Takes: Geoffrey Canada's Quest to Change Harlem and America. Book Reviews [Details] | |
| (2007) | A Critical Review of On Bourdieu, Education and Society. O'Brien, S.; (2007) A Critical Review of On Bourdieu, Education and Society. Book Reviews [Details] |
Newspaper Articles
| Year | Publication | |
|---|---|---|
| (2019) | Irish Times - Could traditional subjects become a thing of the past in Irish schools?. McGuire, P. (contribution by S. O'Brien) (2019) Irish Times - Could traditional subjects become a thing of the past in Irish schools?. Newspaper Articles [Details] | |
| (2016) | Irish Times - We don't need no free market education. O'Brien, S (2016) Irish Times - We don't need no free market education. Newspaper Articles [Details] |
Radio Presentation
| Year | Publication | |
|---|---|---|
| (2019) | Drive Time Radio 1 - AONTAS on 50 Years of Adult Education. O'Brien, S (2019) Drive Time Radio 1 - AONTAS on 50 Years of Adult Education. Radio Presentation [Details] | |
| (2019) | RTE Radio 1 - 'Tormented teachers and anxiety in the classroom'. O'Brien, S (2019) RTE Radio 1 - 'Tormented teachers and anxiety in the classroom'. Radio Presentation [Details] | |
| (2016) | Radio Youghal - On my book 'Inside Education'. O'Brien, S (2016) Radio Youghal - On my book 'Inside Education'. Radio Presentation [Details] | |
| (2013) | Radio Youghal - 'On Education'. O'Brien, S (2013) Radio Youghal - 'On Education'. Radio Presentation [Details] |
Discussion
| Year | Publication | |
|---|---|---|
| (2019) | Policy Discussion Paper in Preparation for the Adult Learner summit 2019 - 'Learner Voice'. O'Brien, S. (with Dowdall, L., Fazelli, T., Field, J., Finnegan, F., Fleming, T., Flynn, P. and Lavender, P. (2019) Policy Discussion Paper in Preparation for the Adult Learner summit 2019 - 'Learner Voice'. Discussion [Details] |
Radio Performance
| Year | Publication | |
|---|---|---|
| (2019) | The world we want to live in: Stories told between student teachers and their pupils. O'Brien, S (2019) The world we want to live in: Stories told between student teachers and their pupils. Radio Performance [Details] | |
| (2013) | Radio Series (Radio Youghal) - 'The value of education in today's society'. O'Brien, S (2013) Radio Series (Radio Youghal) - 'The value of education in today's society'. Radio Performance [Details] |
Artistic Research Projects (R&D)
| Year | Publication | |
|---|---|---|
| (2018) | We make the road by walking: A journey through Development Education. O'Brien, S. and Cotter, G. (2018) We make the road by walking: A journey through Development Education. Artistic Research Projects (R&D) [Details] |
Professional Activities
Honours and Awards
| Year | Title | Awarding Body | |
|---|---|---|---|
| 2019 | Captain, UCC Staff Golf Society | UCC Golf Society Membership | |
| 2019 | External Examiner Cohort PhD programme | University of Limerick | |
| 2017 | Academic Expert Group - Adult Education | AONTAS | |
| 2017 | Quality Review Facilitator | Department of Arts Education and Physical Education, University of Limerickversity | |
| 2017 | Grawemeyer Book Award nomination for best education book of 2017 | Grawemeyer Book Award International Panel, University of Louisville | |
| 2016 | Key Facilitator for the Adult Literacy Organizers' Forum | National Adult Literacy Organisation | |
| 2008 | External Examiner to BEd Primary Teaching Degree Programme | Moray House School of Education, University of Edinburgh | |
| 1998 | PhD Scholarship | Bristol University |
Professional Associations
| Association | Function | From / To | |
|---|---|---|---|
| University of Brighton International Research Group | Associate Member | / | |
| Erasmus Mundi Programme - Masters in Adult Education for Social Change | Associate Member | / | |
| EU - 'My Big Friendly Guide to Europe' collaboration | In support of Dr Emmanuelle Schon-Quinlivan's European Research Project | / | |
| British Educational Research Association | Member | / | |
| AONTAS - the national adult learning organisation | National Further Education and Training Learner Forum (NFLF) Academic Expert Group - its primary aim is to enhance AONTAS’ (the national adult learning organisation’s) ability to effectively inform Irish Further Education and Training (FET) policy and practice. | 01-DEC-17 / 01-SEP-18 | |
| Educational Studies Association of Ireland | Member and Peer Reviewer | / | |
| Peer reviewer for various national and international journals | Peer reviewer | / | |
| AONTAS (Ireland's sole Adult Education Journal) | Former editorial board member and current peer reviewer for the journal | / |
Conference Contributions
| Year | Publication | |
|---|---|---|
| (2019) | Tormented teachers and anxiety in the classroom, O'Brien, S (2019) Invited chair of panel discussion at the Glucksman Gallery, University College Cork: Jan 12, 2019 (later disseminated on Radio 1). [Invited Lectures (Conference)], Tormented teachers and anxiety in the classroom, UCC . [Details] | |
| (2019) | What is ‘character’?, O'Brien, S (2019) Guest of honour speech at the annual student awards ceremony . [Keynote Speaker], What is ‘character’?, Christian Brothers College, Cork City, - 01-NOV-19. [Details] | |
| (2019) | History of the Adult Learner Journal – a panel of current and former members of the editorial board, O'Brien, S (2019) Invited speaker for panel discussion at the Council Chambers, Cork City Council. [Invited Lectures (Conference)], History of the Adult Learner Journal – a panel of current and former members of the editorial board, Cork City Council Chambers . [Details] | |
| (2018) | The importance of integrating ‘learner voice’ into adult education provision – evidence from national and international studies, O'Brien, S (2018) Invited keynote speaker at The National Adult Learner Forum, Croke Park, Dublin: April 13, 2018. [Invited Lectures (Conference)], The importance of integrating ‘learner voice’ into adult education provision – evidence from national and international studies, Croke Park, Dublin . [Details] | |
| (2017) | What’s the point of stories? On making a case for critical ethnography, O'Brien, S (2017) Paper presented at the EthnoArts Annual Conference, University of Porto: June 21-23, 2017. [Invited Lectures (Conference)], What’s the point of stories? On making a case for critical ethnography, University of Porto . [Details] | |
| (2017) | Telling education stories 'with a point': Some key theoretical and methodological challenges, O'Brien, S (2017) Invited keynote speaker at Teachers College, Columbia University, New York: October 31, 2017. [Invited Lectures (Conference)], Telling education stories 'with a point': Some key theoretical and methodological challenges, Columbia University, New York . [Details] | |
| (2016) | Ubuntu (Irish Aid funded project for student teachers) network members annual meeting, O'Brien, S. (2016) Critical Pedagogy and Development Education. [Invited Oral Presentation], Ubuntu (Irish Aid funded project for student teachers) network members annual meeting, Aisling Hotel, Dublin , 18-FEB-16 - 18-FEB-16. [Details] | |
| (2016) | The Adult Literacy Organisers’ Forum on ‘Leadership and Innovation’, O'Brien, S. (2016) Setting the Context for Further Education and Training: The Adult Literacy Organiser’s (ALO’s) Role. Key Introductory Talk, and Key Facilitator, for the Adult Literacy Organisers’ Forum on ‘Leadership and Innovation’, engaging key leaders from the DES, ETBI, SOLAS and including the Minister of State for Skills and Training Mr John Halligan. [Chair Sessions at Symposia], The Adult Literacy Organisers’ Forum on ‘Leadership and Innovation’, Ambassador Hotel, Cork , 13-OCT-16 - 14-OCT-16. [Details] | |
| (2016) | 2016 AONTAS (The National Adult Learning Organisation) AGM, O'Brien, S. (2016) What’s happening in adult education? Let’s listen to the educators and learners!. [Invited Lectures (Conference)], 2016 AONTAS (The National Adult Learning Organisation) AGM, Aisling Hotel, Dublin , 11-MAY-16 - 11-MAY-16. [Details] | |
| (2016) | 2016 IRMSS (International Research Methods Summer School),, O'Brien, S. (2016) What’s the point of stories? Investigating the hidden power of critical ethnography. [Invited Lectures (Conference)], 2016 IRMSS (International Research Methods Summer School),, Mary Immaculate College, University of Limerick , 27-MAY-16 - 29-MAY-16. [Details] | |
| (2016) | The Adult Literacy Organisers’ Forum on ‘Leadership and Innovation’, O'Brien, S. (2016) Learning from experience: On becoming innovative leaders in education. [Keynote Speaker], The Adult Literacy Organisers’ Forum on ‘Leadership and Innovation’, Ambassador Hotel, Cork , 13-OCT-16 - 14-OCT-16. [Details] | |
| (2014) | Educational Policy Series, O'Brien, S. (2014) Re-representing education's image and status: New challenges for critical literacy. [Invited Seminars/Guest Lectures], Educational Policy Series, University of Brighton , 14-MAY-14. [Details] | |
| (2014) | OMEP World Conference, O'Brien, S. (2014) Learning Identity. [Invited Oral Presentation], OMEP World Conference, University College Cork , 03-JUL-14. [Details] | |
| (2014) | Science and Mathematics Education Conference (SMEC) 2014, Killilea, M., O'Brien, S. and Delargey, M. (2014) Sociocultural Lessons for Reform-Based Mathematics: Tracing Pedagogical Shifts in a Transition Year Classroom. [Poster Presentation], Science and Mathematics Education Conference (SMEC) 2014, Dublin City University , 24-JUN-14 - 25-JUN-14. [Details] | |
| (2013) | Institute for Social Sciences in the 21st Century, O'Brien, S. (2013) New Accountabilities in Irish Education. [Invited Lectures (Conference)], Institute for Social Sciences in the 21st Century, University College Cork , 15-MAY-13. [Details] | |
| (2012) | 2nd Annual Conference of the Network of Polish Schools in Ireland - Literacy and Bilingualism – University College Dublin: 24-25 November, 2012), O'Brien, S. and Long, F. (2012) (2012) Mathematics as (multi)cultural practice: Irish and Polish lessons. [Invited Lectures (Conference)], 2nd Annual Conference of the Network of Polish Schools in Ireland - Literacy and Bilingualism – University College Dublin: 24-25 November, 2012), University College Dublin , 24-NOV-12 - 25-NOV-12. [Details] | |
| (2012) | School of Applied Psychology Research Seminar Series, Stephen O'Brien (2012) Mathematics as (multi)cultural practice: Irish lessons from the Polish weekend school. [Invited Seminars/Guest Lectures], School of Applied Psychology Research Seminar Series, University College Cork , 14-MAR-12 - 14-MAR-12. [Details] | |
| (2011) | University Challenged, O'Brien, S.; (2011) Presenting a critique of the 'new' university direction. [Invited Lectures (Conference)], University Challenged, University College Cork, Ireland , 11-MAY-11 - 11-MAY-11. [Details] | |
| (2011) | Creative Educations: A Workshop, OBrien, S.; (2011) A Creative Education for a Changing Society. [Invited Oral Presentation], Creative Educations: A Workshop, University College Cork, Ireland , 14-SEP-11 - 14-SEP-11. [Details] | |
| (2010) | 2nd International Education Conference, O'Brien, S.; (2010) Cultural Regulation and the Reshaping of the University. [Oral Presentation], 2nd International Education Conference, Paris , 06-JUL-10 - 08-JUL-10. [Details] | |
| (2009) | ESAI Conference, O'Brien, S.; (2009) The (Economic) Value of Learning Outcomes: In Search of the Signs of Lost Knowledge. [Oral Presentation], ESAI Conference, Kilkenny , 02-APR-09 - 04-APR-09. [Details] | |
| (2008) | ESAI Conference, O'Brien, S.; (2008) Bringing in Polish Voices in Irish Education. [Oral Presentation], ESAI Conference, Galway , 06-MAR-08 - 08-MAR-08. [Details] | |
| (2008) | CIT Cork School of Music, O'Brien, S. ; (2008) Research Methodology - Engaging in problematics. [Invited Oral Presentation], CIT Cork School of Music, CIT Cork School of Music , 04-DEC-08 - 05-DEC-08. [Details] | |
| (2006) | ESCalate Annual Conference, O'Brien, S.; (2006) Learning Partnerships for Greater Inclusion: Exploring Renewed Lifelong Learning Approaches. [Invited Oral Presentation], ESCalate Annual Conference, Stirling University, Scotland , 23-APR-06 - 24-APR-06. [Details] | |
| (2005) | FACE Conference, O'Brien, S.; (2005) What is Learning and How Does it Work?. [Oral Presentation], FACE Conference, University College Cork , 06-JUL-05 - 08-JUL-05. [Details] | |
| (2004) | SFEU Annual Conference, O'Brien, S. ; (2004) Key Aspects of Learning Partnerships for Social Inclusion - lessons for the FE provider. [Invited Oral Presentation], SFEU Annual Conference, Glasgow, Scotland , 01-DEC-04 - 03-DEC-04. [Details] | |
| (2004) | DCI-UCC Globalisation Conference, O'Brien, S.; (2004) Ideological Challenges to the Social Inclusion Agenda. [Invited Oral Presentation], DCI-UCC Globalisation Conference, Cork , 01-JUN-04 - 01-JUN-04. [Details] | |
| (2004) | ESAI Conference, O'Brien, S.; (2004) How can Learning Partnerships Promote Social Inclusion?. [Oral Presentation], ESAI Conference, Maynooth , 01-APR-04 - 03-APR-04. [Details] | |
| (1999) | ISATT Conference, O'Brien, S.; (1999) The Impact of the 'Raising Standards' Agenda on Teachers' Perceptions: A Theoretical Analysis. [Oral Presentation], ISATT Conference, St. Patrick's College, Dublin , 27-JUL-99 - 31-JUL-99. [Details] | |
| (1998) | Perceptions of Equality: Philosophy, Policy and Practice Conference, O'Brien, S.; (1998) Equity in Education: Implications of the Standardisation of Standards. [Oral Presentation], Perceptions of Equality: Philosophy, Policy and Practice Conference, University of Hertfordshire , 31-OCT-98 - 31-OCT-98. [Details] | |
| (1998) | BERA Conference, O'Brien, S.; (1998) New Labour, New Approach? A Critical View of Educational Theory. [Oral Presentation], BERA Conference, Belfast , 27-AUG-98 - 30-AUG-99. [Details] |
Committees
| Committee | Function | From / To | |
|---|---|---|---|
| Quality Review Committee 2019-2020 | Member | / | |
| CACSSS Graduate Studies Committee (April 2019-Present) | Member | / | |
| Research and Innovation Committee 2018-Present | Member | / | |
| Cohort PhD Committee, School of Education, UCC | Member for first two cohorts of this doctoral programme | / | |
| School of Education Research Forum | Chair | 2017 / 2018 | |
| PME Team member | Teaching team member | / | |
| Curriculum Academic Development Committee (CADC) | School of Education Representative | 2014 / 2016 | |
| Quality Review Committee, School of Education, UCC. | Committee Member | 2012 / 2013 | |
| MEd Committee, School of Education, UCC | Member | / | |
| Adult Continuing Education Senior Management Team | Acting Director Adult and Continuing Education, UCC. | 2005 / |
Employment
| Employer | Position | From / To | |
|---|---|---|---|
| Department of Education, University College Cork | Part Time Lecturer | 01-SEP-02 / 01-SEP-06 | |
| Graduate School of Education, University of Bristol | Full-Time PhD study | 01-JAN-98 / 01-AUG-01 | |
| Centre for Adult Continuing Education, University College Cork | Senior researcher | 01-SEP-02 / 01-SEP-06 | |
| University College Cork | College lecturer, School of Education | 01-SEP-06 / | |
| St Bonaventure's RC School, East London | Secondary school teacher and pastoral Head of First Year | 01-SEP-91 / 01-JAN-98 |
Education
| Year | Institution | Qualification | Subject | |
|---|---|---|---|---|
| 1990 | University College Cork | BA (Hons) | Economics and Mathematics | |
| 1991 | University College Cork | Diploma of Education | HDE (Higher Diploma in Education) | |
| 1996 | Goldsmiths College, University of London | MEd | Masters in Educational Policy and Management | |
| 2001 | Graduate School of Education, University of Bristol | PhD | Educational Policy and Management |
Languages
| Language | Reading | Writing | Speaking | |
|---|---|---|---|---|
| French | Basic | Basic | Functional | |
| English | Fluent | Fluent | Fluent |
Consultancy
| Client | Description | |
|---|---|---|
| University of Limerick | ||
| CIT Cork School of Music | ||
| CIPD (Chartered Institute of Personnel Development) | ||
| UCC and CIT |
Outreach Activities
| Description | |
|---|---|
Writer Activist (2015) for adults with intellectual disability (focused on the Certificate in Contemporary Living course in UCC). | |
Coaching children 7-10 years of age (Mayfield United Academy) | |
O’Brien, S. (2016). Radio Interview on my book Inside Education, Community Radio Youghal (CRY 104 FM) with Gertrude Cotter, July 4, 2016. | |
O’Brien, S. (2013). Radio Interview on Education, Community Radio Youghal (CRY 104 FM) with Rosarii Griffin, May 24, 2013. O’Brien, S. (2013). The Value of Education in Today’s Society. Lead talk at the launch of the Education for a Brighter Future Radio Series. Pobail Scoil Na Trionoide, Youghal. Nov 5, 2013. |
Journal Activities
| Journal | Role | To / From | |
|---|---|---|---|
| Adult Learner (Aontas) Journal | Referee | - | |
| Journal Of Education Policy | Referee | - | |
| An Leanbh Og, The Omep Journal Of Early Childhood Studies | Referee | - |
Other Activities
| Description | |
|---|---|
| |
2019 Christian Brothers College Cork School Awards - Lead talk on 'What is Character'? | |
Dr Mary L Thornton Scholarship Panel member 2017-2018 | |
| |
AONTAS Star Award Committee Panel 2016-2017 | |
| |
Researcher with a small group of funded British academics who are focused on redirecting education away from neoliberal directions. |
Teaching Activities
Teaching Interests
My teaching interests include:- Learning theory and practice
- Curriculum and Assessment - policy, theory and practice
- Inclusive multicultural education - particularly engaging methodological strategies in the classroom
- Global Citizenship, Educational Sustainability, Development Education
- Educational policy and practice - particularly, ideological change forces on teachers' work culture
- Mathematics education - with particular focus on the impact of different forms of cultural literacy
- Social inclusion - with specific focus on more equitable forms of educational provision
- The 'big' educationalists - their ideas, change propositions and challenges to formal schooling
- Research methodology seminar/individual support e.g. connections between research purpose, theory and methodological considerations
- Contemporary issues in education e.g. critical analysis and impact of the learning outcomes movement; critiquing Neoliberal effects/affects in educational policy and practice
Recent Postgraduates
| Graduation Year | Student Name | Institution | Degree Type | Thesis Title | |
|---|---|---|---|---|---|
| 2014 | T J O'Ceallaigh | PHD | Form-focused Instruction in Irish-medium immersion education: A critical examination of teachers' perspectives and practices. | ||
| 2019 | Gertrude Cotter | NUI (UCC) | PHD | Global-Local Connections: What educators, who use community-linked and multimedia methodologies, can learn about critically engaging university students in Development Education | |
| 2016 | Carol Yelverton | National University Of Ireland | DOCTORATE OF PHILOSOPHY | A critical search for the ‘self’ in adult education: Bourdieuian insights into transformative possibilities. | |
| 2015 | James Boyle | University College Cork | PHD | A comparative policy analysis of key employability interventions for the 16-24 year old cohort in Further Education | |
| 2012 | Marie Killilea | MEd | A critical study of the pedagogical impact of sociocultural understandings of mathematics on Transition Year pupils within one classroom setting |
Current Postgraduate Students
| Student | Degree Type | |
|---|---|---|
| Mc Carthy Finola Helena | Doctoral Degree | |
| Conran Emer Bernadette | Doctoral Degree (Structured) | |
| Cotter Nora Gertrude | Doctoral Degree |
Modules Taught
| Term (ID)) | Title | Link | Subject | |
|---|---|---|---|---|
| 2021 | Curriculum and Assessment | ED6303 | Curriculum and Assessment | |
| 2021 | Conceptual Foundations in Curriculum and Assessment | ED4106 | Conceptual Foundations in Curriculum and Assessment |
Research Information
Internal Collaborators
| Name | Institute | Country | |
|---|---|---|---|
| Certficate in Contemporary Living | University College Cork | IRELAND | |
| Centre for Global Development | UCC | IRELAND | |
| Civic Engagement | UCC | IRELAND | |
| EU - 'My Big Friendly Guide to Europe' collaboration | EU (supporting my UCC Colleague Emmauelle Schon-Quinnlivan who is PI for this research project) | IRELAND |
External Collaborators
| Name | Organisation / Institute | Country | |
|---|---|---|---|
| Resisting Neoliberal Directions in Education | University of Brighton | ENGLAND | |
| Ubuntu DE Network | IRELAND | ||
| AURORA | EU | ||
| Erasmus Mundi Programme - Masters in Adult Education for Social Change | University of Glasgow as PI | SCOTLAND | |
| AONTAS | IRELAND |