by Conor Reale
In this article, IPEN member Conor Reale from the Houses of the Oireachtas (Irish Parliament) discusses his doctoral research into the complex role of teachers’ civic identity in Ireland, in addition to the layers of complex, complementary and contradictory voices which make up that identity.
Introduction
In the ever-evolving landscape of education, the role of teachers extends far beyond the confines of the classroom. For Politics and Society teachers in Ireland, this role is particularly complex, as they navigate the intricate interplay between their professional responsibilities and their personal beliefs about citizenship and civic engagement.
My recent doctoral research – titled ‘A Different Sameness’: Exploring the multifaceted identities of politics and society teachers in Ireland – delves into this fascinating dynamic, offering insights that are both reflective and practical.
The heart of the study
At its core, my research investigates how Politics and Society teachers perceive and enact their roles as civic actors. Situated within the interpretivist paradigm, the study employs phenomenological analysis and the Listening Guide method to explore the complex interplay between teachers’ professional roles and their personal beliefs about citizenship and civic engagement. This approach allowed me to capture the nuanced and multifaceted nature of civic identity among these educators.
The Listening Guide: A methodological approach
The Listening Guide, developed by Carol Gilligan and colleagues, is a qualitative research method that emphasises the importance of voice and relational context in understanding participants’ experiences. This method involves multiple “listenings” or readings of interview transcripts to uncover the layers of meaning within participants’ narratives. The process is designed to reveal the complexities and contradictions in how individuals construct their identities.
Step 1: Listening for the plot
The first step involves listening for the plot, where the researcher attends to the stories that participants share. This step focuses on identifying the main themes, emotional tones and narrative structures that define each participant’s account. By doing so, it sets the stage for deeper analysis.
Step 2: I-Poems and dialogical engagement
In the second step, the researcher constructs I-Poems by extracting all the “I” statements from the transcripts and organising them into stanzas. This technique highlights the participants’ voices and reveals their thoughts, desires, conflicts, and silences. The I-Poems provide a unique lens through which to understand the participants’ self-perceptions and internal dialogues.
Step 3: Contrapuntal voices
The third step involves listening for contrapuntal voices, where the researcher identifies the different voices within the narratives and examines how they interact. This step uncovers the tensions, harmonies, and dissonances in the participants’ stories, providing a richer understanding of their experiences.
Step 4: Synthesising multiple listenings
The final step involves synthesising the multiple listenings to create a comprehensive analysis of the data. This step integrates the insights gained from the previous steps and constructs a holistic narrative that captures the complexity of the participants’ civic identities.
Voices of civic identity
Through the Listening Guide, several distinct voices emerged in my research, each contributing to the multifaceted nature of civic identity among Politics and Society teachers: foundational, pedagogical, vulnerable and reflective voices.
Foundational voices represent the core beliefs, values, and experiences that form the foundation of teachers’ civic identities. They are deeply rooted in personal history, early educational influences, and the socio-political environments in which the teachers were raised. Foundational voices provide the initial framework through which teachers conceptualize democracy and citizenship.
Pedagogical voices reflect the methods, strategies, and pedagogical decisions that teachers employ to instil democratic values and civic responsibility in their students. These voices are characterised by a shift from personal introspection to professional action, where foundational beliefs are translated into classroom practices.
Vulnerable voices reveal the uncertainties, disillusionments, and conflicts that teachers experience in their professional roles. These voices highlight the challenges and tensions that arise as teachers navigate their civic identities within the constraints of institutional and societal expectations.
Reflective voices capture the ongoing process of self-examination and critical reflection that teachers engage in as they develop and refine their civic identities. These voices underscore the importance of continuous growth and adaptation in the teaching profession.
These voices are represented in the figure below.
Personal journeys and professional roles
One of the most compelling aspects of the study is the exploration of how personal experiences shape civic identity. Many teachers cited their family backgrounds, community involvement, and early political influences as pivotal in forming their civic identities. For instance, some participants spoke about the impact of their parents’ involvement in politics or community service, while others highlighted the role of community organisations in fostering a sense of volunteering and community engagement.
These personal experiences are not static; they evolve over time, influenced by life milestones such as leaving home, completing education, entering the workforce, and even acquiring housing. This dynamic nature of civic identity underscores the importance of continuous reflection and adaptation in the teaching profession.
The classroom as a civic space
In the classroom, Politics and Society teachers strive to empower their students by fostering critical thinking, encouraging student voice, and promoting active citizenship. This involves creating authentic learning opportunities and engaging students in community-based projects. Teachers aim to connect students with their communities, model civic engagement, and promote a sense of responsibility and agency.
However, this is not without its challenges. Teachers often face disillusionment with national politics, the marketisation of education, and discrepancies between school values and lived experiences. These challenges impact their professional and civic identities, highlighting the need for supportive school environments and reflective practices.
Reflective practice and continuous growth
Reflective practice emerged as a crucial element in the development of civic identity. Teachers’ civic identities are influenced by their experiences of class, both personally and professionally. Reflective practice helps teachers navigate these complexities and integrate their identities into their teaching. This continuous self-examination and negotiation of identity are essential for fostering democratic citizenship among students.
Looking ahead
The journey of exploring civic identity is ongoing, and there is much more to uncover. Future research could delve deeper into the long-term development of teachers’ civic identities, the intersectionality of teacher identities, and the impact of institutional policies on civic education. By continuing to explore these themes, we can better support educators in their roles as civic actors and enhance the effectiveness of civic education.
In conclusion, the multifaceted identities of Politics and Society teachers in Ireland offer a rich tapestry of insights into the interplay between personal beliefs and professional roles. By fostering reflective practices, promoting inclusive teaching, and supporting continuous growth, we can empower teachers to navigate the complexities of civic education and inspire the next generation of engaged and responsible citizens.
About the author
Conor Reale is the Parliamentary Education Officer for the Houses of the Oireachtas in Dublin. Previously a second level teacher Conor joined the Oireachtas in 2017 on secondment before moving into the role permanently in 2022.
Conor commenced his doctoral studies with Dublin City University in 2020 and completed his doctorate in 2024. This was the first study of its kind in Ireland and examined the development of civic identity in Politics and Society teachers. The research also introduced the Ériu conceptual framework as a way of understanding the multi faceted nature of this development.
Conor Reale’s doctoral thesis is available to read online at Dublin City University’s Research Repository, DORAS: ‘A Different Sameness’: Exploring the multifaceted identities of politics and society teachers in Ireland.
Images
1. Primary Teachers Summer Course 2025 exploring the role of student councils. Copyright Houses of the Oireachtas Service.
2. Participants from Politics In Action during a visit to Leinster House. Copyright Houses of the Oireachtas Service.
3. A speaker during a debate in a Committee Room as part of Dáil na nÓg or Youth Parliament. Copyright Houses of the Oireachtas Service/Maxwells Photography.
4. Delegates to the Youth Assembly inside the Dáil Chamber listening to Eric Ehigie, Longford, speaking. Copyright Houses of the Oireachtas Service/Maxwells Photography.
5. Diagram representing the Voices of Civic Identity as expressed by Politics and Society Teachers in Ireland (Reale, 2024).
6. Delegates taking part in a workshop during Dáil na nÓg. Copyright Houses of the Oireachtas Service/Maxwells Photography.
7. Primary Teachers Summer Course 2024 exploring the role of student councils. Copyright Houses of the Oireachtas Service.
8. Primary Teachers Summer Course 2024 exploring the role of student councils. Copyright Houses of the Oireachtas Service.
9. Taoiseach Simon Harris T.D speaking to delegates during Dáil na nÓg. Photo CC BY 2.0.
Article published on 30 July 2025