According to a research carried out and published on Wednesday, the requisite proficiency in Irish is perceived as a major barrier for young individuals hailing from the working-class demographic who aspire to be educators. The study, which encompasses the views of 17 students from less privileged areas attending Dublin City University, illustrates high teaching point requirements (480), transport and accommodation expenses, propensity to self-doubt as well as inadequate career advice as obstructions for these individuals considering primary eduction as a profession.
The DCU Educational Disadvantage Centre’s paper dissects the influence of three “outreach learning hubs”, set up in 2017 through a partnership between the University and the Northside Area Partnership at various locations, including Darndale/Coolock, Kilbarrack, and Finglas. These hubs are instrumental in providing resources such as tutoring, exam coaching, Irish language help, mentorship, and financial guidance to the young individuals considering a future in teaching. Comparative to close to none in the preceding decade, 47 students from the hubs have earned their spots in DCU studying education.
The paper identifies that out of the 17 respondents, ten made mentions of their peers facing difficulties due to lack of mastery in the Irish language. It also points out the documented importance of community-based role models for children and young adults’ engagement and success.
The study indicates a distinct need to continue supporting and possibly broadening these hubs to other working-class environments, seeing as 16 out of the 17 students expressed their desire to work in Deis (Delivering Equality of Opportunity in Schools) schools. One such individual reaping the benefits of the Finglas hub is second-year Bachelor of Education student Alex Grogan (19), who received her schooling in Gaelscoil Bhaile Munna in Ballymun, Scoil Chaitríona in Glasnevin, and Deis schools.
Grogan realised quite early on that she aspired to become a teacher. Noting a consistent sense of community in all the schools she attended, Grogan points out that teachers are often the only dependable adults in some children’s lives, instilling a sense of security and positivity.
Fondly remembering her infancy teacher, Muinteoir Catríona, she says even as a child, such teachers highly inspired her.
Grogan worked tirelessly, albeit being overwhelmed by the grades required for further education. With the pandemic resulting in school closures, Grogan anxiously doubted her ability to pursue her goal. Fortunately, a friend introduced her to the DCU learning hub, where they received tailored classes and thorough support from teachers.
Grogan says everything in the hub was of an exceptional standard and teachers were available round-the-clock for students. They felt cared for with the constant check-ins.
No one in Grogan’s family had attended college. Entering a crowded lecture hall with over 400 attendees was an intimidating experience for her. However, her hub mate, Eve, gave her the much-needed friend to lean on. Without the hub, they wouldn’t have found that support, she comments.
Reflecting on her cohort, Grogan noticed that the majority hailed from outside the capital, with people from Dublin forming a minority. Given a chance, Grogan wants to give back to her community by teaching at a Deis school.
Queried about the value a teacher with a working-class background brings to a group of working-class kids, Grogan says it is the shared experience that can make a difference. They understand their struggles and refrain from displaying impatience when students seem tired – they may have issues at home. Above all, they can show these kids that overcoming challenges is possible with the right support.