# data[].attributes.headline
Developing Irish language learning agency: The reciprocal nature of peer and parent Irish language tutoring at English-medium primary school level

# data[].attributes.subject
Developing Irish language learning agency: The reciprocal nature of peer and parent Irish language tutoring at English-medium primary school level

# data[].attributes.body
RELICS OF THE PAST:

CREATING CATHOLIC MEMORY AT THE NATIONAL SHRINE OF SAINT JOHN NEUMANN

# data[].attributes.headline
Teaching and learning Irish at English-medium primary school level: Identifying creative and democratic approaches to respond to existing challenges and evolving imperatives

# data[].attributes.subject
Teaching and learning Irish at English-medium primary school level: Identifying creative and democratic approaches to respond to existing challenges and evolving imperatives

# data[].attributes.body
Social institutions supports participation for sustainable reforestation management in mountainous sites in inland China

# data[].attributes.body
Moving Towards Black Feminist Pleasure Literacies

# data[].attributes.headline
Asia and Mexico in El Periquillo Sarniento: Convergences between Periquillo and his Chinese Friend

# data[].attributes.subject
Asia and Mexico in El Periquillo Sarniento: Convergences between Periquillo and his Chinese Friend

# data[].attributes.body
Nice White Lady Imperialism: Empire and Desire in Guatemala

# data[].attributes.body
In brief…

Literature-based claim: My article analyzes an aspect of El Periquillo Sarniento that has been overlooked previously.

Findings-based claim? My article integrates a seemingly isolated episode into the arc (and/or) conclusion of the novel as a whole.

Disciplinary-based claim: My article contributes to new-ish transpacific studies approach to Periquillo.

# data[].attributes.body
1. Understanding the functions and capacity of local institutions can help policymakers and funders better capture the long term social and environmental impact of reforestation and conservation programs that are otherwise misdirected in their efforts to improve local development.

2. Understanding how local institution is formed can improve the cooperation and coordination of public participation and community involvement that otherwise could negatively affect local social cohesion.

3. Local institutions are the integral part of local ecosystem management and are critical in supporting and mediating the transition and integration of both external policy agenda and local ways of adaption to on-going socio-environmental changes.

# data[].attributes.body
1. Subject-based claim: This research directly addresses concerns in relation to the teaching and learning of Irish in English-medium primary schools in Ireland, and the broader challenges of the language teaching and learning in an endangered language context.

2. Audience-based claim: This school-based research informs both practitioners and policy makers on the potential impact of innovative pedagogies within an endangered language context.

3. Literature based claim: This research informs endangered language teaching and learning pedagogy which specific reference to the teaching and learning of the Irish language in English-medium education.

4. Practice-based claim: This paper outlines learner outcomes in relation to Irish language usage and attitudes and motivation towards Irish language learning. The specific exploration of an socio-cultural theory-informed pedagogical approaches informs the teaching and learning of Irish as an additional learners for teachers, ITE students and teacher educators.

5. Method-based claim: In addition to exploring Irish language pedagogy in EME, this research reports on the efficacy of participatory action research as a key component in actualising learner engagement in an endangered language learning context.

6. Theory-based claim: Provides insight into how a sociocultural theory (SCT) conceptual framework can inform the teaching and learning of an endangered language, learner engagement and peer support.

7. Implication-based claim: The findings can inform teaching and learning of Irish in EME and can compliment the rationale and pedagogical approach outlined in the integrated primary languages curriculum.

8. Recommendation-based claim: The findings of the study inform a number of important recommendations for research, practice and policy in relation to the teaching and learning of Irish in English-medium primary schools.

# data[].attributes.body
While there is literature on the violence Black women historically and currently endure, Black women’s pleasure politics are understudied, understated, and undertheorized

Being literate in our individual and communal capacities of pleasure aids resistance against sexist oppression as embodying pleasure hinges on agency and consent.

Each individual’s ability to interrogate their own metrics of pleasure is critical to our communal capacity for re-examining our individual and collective relationships to pleasure and pleasure politics.

# data[].attributes.body
My research demonstrates that African women are used in policy as icons of womanhood and cautionary tales for what shouldn't happen.

My research notes that policymakers and donors are doomed to fail because African women in reality do not live up to (or down to) the ideals considered in policy.

Some other claim ...

# data[].attributes.body
My research on Neumann's shrine fills a gap in publications about his life and legacy by piecing together a history of the shrine's creation. (Literature-based claim).
My research extends public history's limited scholarship on religious public history spaces. It also considers Catholic memory formation & commemoration. (disciplinary/field based)
My research defines new categories for understanding the museumification of religious objects (theory-based).

# data[].attributes.body
Irish as an additional language at primary school level: Identifying creative and democratic approaches to respond to existing challenges and evolving imperatives.

Learning outcomes for learners of Irish at English-medium primary level continue to be less favourable when compared with other curriculum areas. In recent decades, a decrease in children’s Irish language proficiency in English-medium education is evidenced, coupled with limited opportunity for learners to experience Irish as a living language. This article addresses the existing challenges therein, in parallel with evolving imperatives for (Irish) language learning and teaching, within the broader context of Irish language (education) policy enactment and actualisation. The overarching purpose of the article is to identify creative and democratic approaches to the Irish language conundrum at English-medium primary school level, in addition to explicating the implications for policy and practice at societal and governmental level.  I argue that actualising creative pedagogy and the extension of democratic approaches to all learners of Irish in the learning process offers a path to language (re-)engagement and potential revitalisation to a sizable yet seemingly muted cohort of Irish language learners and educators with Irish education, and society at large.

# data[].attributes.headline
Gisela's new abstract  (it would be great to have feedback, if anyone is looking!)

# data[].attributes.subject
Gisela's new abstract  (it would be great to have feedback, if anyone is looking!)

# data[].attributes.body
Scholars claim that executives can influence the shape and content of legislation by their ability to veto whole bills, being even more powerful when they have the additional ability to line item veto (LIV), i.e.; to pick and choose which parts of the bill become law. However, this literature has found no effect of LIV on executives’ ability to enact their agenda. We argue that the LIV does not empower executives, but instead increases their discretion over the final bill, an element that precludes executives from influencing legislation. To test our argument, we combine data on US governors’ agenda success under different levels of veto discretion, with State Supreme Court decisions that affect veto discretion. We show that the higher the governors’ discretion, the lower the success of their agenda. The results are robust across dependent variables, model specifications ,and estimation strategies. Our findings highlight the role of the LIV in preventing executives from achieving their policy agenda, documenting how LIV makes governors less credible in their bargaining with legislatures

# data[].attributes.body
Understanding Local Institution and its role in policy implementation and communication of policy needs: The Case of Reforestation Management in Rural North China

Poverty reduction and environmental conservation are at the heart of many international donors' agenda and national forest policies. Reforestation policy and its’ successful performance and implementation hinge not only on proper policy design but how the policy fit with current local priorities and needs. During the policy implementation process, local institution and community leaders contribute significantly to the consultation and persuasion processes that could lead to the support the acceptance of policy in addition to technical feasibility and perceived benefits. This study used a case study approach to trace the implementation of a “nature-based” reforestation project in the context of a national reforestation policy in rural county government and village from 2012-2018. The study argued that insufficient understanding of the function and capacity of local institution hinder the long-term maintenance and sustainability of reforestation projects and its intended goal of community development and economic growth.

# data[].attributes.body
Perceptions of African Women in Global Governance: A Double Humanitarian Imaginary
In developing policies about peace, security, and development, international organizations and transnational nongovernmental organizations have trafficked in stereotypes about their intended targets. Feminist scholars have argued that women are seen as an exceptional category in global politics, victims who need external protection. Critical and postcolonial scholars show that the African continent is read as the “land of rape and lions,” a place with natural riches but ungovernable people. This paper argues that African women, then, sit as a double imaginary: oppressed by their governments and their cultures, a foil for global institutions to figure out how to save humanity. I show how a set of international policies—the UN Security Council’s Women, Peace, and Security agenda—envisions a hypothetical African woman as the ultimate policy recipient. Policymakers and donors thus position themselves as simultaneously ceaselessly altruistic and eternally doomed to fail because the reality does not live up to (or down to) the imagined ideal.

# data[].attributes.body
The Disempowered Executive: Reconsidering the Line Item Veto in the US States

Scholars have claimed that executives can influence the shape and content of legislation by their ability to veto whole bills. They have also argued that when executives have the extra ability to line item veto (LIV), i.e.; to pick and choose which parts of the bill become law, executives have even more power to influence bills. However, this literature has found no effect of the LIV on executives’ power to enact their agenda.

I argue that the LIV main effect is exactly the opposite. It does not empower executives, but instead increases their discretion over the final content of a bill. Because legislators know that any negotiation with the executive can be undone at the last minute, they have fewer  incentives to negotiate with executives over the content of a bill in the first place. Thus, by granting executives the discretion to modify bills after the legislature approves them, the LIV prevents executives from influencing bill and reaching favorable agreements with legislators, contributing to increased gridlock and polarization.

I analyzed US governors’ agenda success under different levels of veto discretion. I find that the higher the discretion of executives, the lower the success of the governors’ agenda, even after controlling for the preferences of legislators and executives.

Executives with LIV power have a harder time enacting their agenda than executives with no discretion over the shape of final bills, who can only veto whole bills.

# data[].attributes.body
Teaching and learning Irish as an additional language at primary school level: Exploring creative and democratic approaches to respond to ‘existing' and new imperatives.

The teaching and learning of the Irish language at English-medium primary school level is both challenging and complex. Longitudinal evidence demonstrates a decline in proficiency amongst students (Harris et al., 2006) and successive inspectorate reports (Inspectorate, 2022, 2018) express concern with regard to an increasingly compromised ratio of positive learning outcomes for Irish learners compared to that of other school subjects. The learning context is further challenged by the lack of opportunity for the majority of children to speak and use Irish outside of school.  This paper examines the context of Irish language teaching and learning at primary level in English-medium schools as part of the broader realm of Irish language education through the discussion of existing and new imperatives that present for the language and its learners in this context. Imperatives which clearly present in this teaching and learning context include necessity to examine children’s, parents’ and teachers’ engagement with Irish at school level, (Inspectorate, 2022; Devitt et al., 2018; Harris, 2008), while I argue the less oft-articulated acknowledgement of Irish as an endangered language and related complexity therein in English-medium education (EME) also requires urgent discussion. More recently evolving imperatives are identified as both the ongoing implementation of the newly-introduced integrated Primary Languages Curriculum (PLC)  (NCCA, 2019; Little & Kirwan, 2021), and the proposed (re)introduction of Modern Foreign Languages at (MFL) as part of a new primary curriculum structure.

In response to the identified imperatives, the proposed teaching and learning are drawn from the teacher-researcher’s school-based participatory action research study (O’Toole, 2023) which piloted creative language learning pedagogy in order to engage and empower learners of Irish at primary level. Tutoring and technology-mediated language learning (TMLL) are proposed as the two primary elements of an overarching sociocultural theory (SCT) framework which informs the pedagogy, and a participatory action research approach was actualised in order to encourage and support learners’ ongoing engagement in the study. Findings indicated an increase in Irish language use and self-assessed ability in addition to sustained motivation levels amongst children, a positive learning experience for both children and parents, a notable increase in parents’ understanding of their child’s Irish language education and learning experience, and finally, the emergence of the participatory action research methodology as a crucial vehicle of the study for both children and parents alike. In conclusion, a number of recommendations for practice, policy and research are proposed in order to further support creative and democratic responses to the tenuous Irish language conundrum at EME primary level.

# data[].attributes.body
Bridging Black women’s literacies, and Black feminist pleasure politics rooted in Black feminist scholarship, this article illuminates the exigency for pleasure literacy, most specifically in Black-American women’s lives because Black women’s historical and present realities focus more on violence and survival than it has ever focused on pleasure and liberation. While there is literature on the violence Black women historically and currently endure, Black women’s pleasure politics are understudied, understated, and undertheorized.Pleasure literacy is a reflexive and embodied theory that reflects a constellation of rhetorical tools that aids social, emotional, intellectual, financial, political and sexual navigation, especially for Black-American women in the US. Being literate in our individual and communal pleasure capacities aids resistance against sexist oppression as embodying pleasure hinges on agency and consent.

# data[].attributes.body
Bishop John Neumann, a Redemptorist priest and American immigrant, spent the final years of his life in Philadelphia, Pennsylvania. Following his death, a canonization cause formally opened to explore Neumann’s sanctity, and by the mid-twentieth century, Redemptorists encouraged visitation to his tomb by adding a Neumann exhibit. Renovations at the shrine shaped the exhibit’s display, and in 2019 the shrine opened a museum in a new wing of the property. This museum contextualized Neumann’s life within American history. Although historians have studied how Catholics grappled with their American identity, little attention has been paid to the shrines and shrine museums that educate them on their history. Through the designers’ interpretive choices and the objects selected for display, the museum at the National Shrine of Saint John Neumann integrates Catholic memory into American history and produces an American Catholic narrative of the past.

# data[].attributes.body
In José Joaquín Fernández de Lizardi's 1816 El Periquillo Sarniento, the Mexican setting is interrupted when the narrator is sent to Manila for eight years, is shipwrecked on his way home, and is rescued by the people of a Chinese island. The journey itself provides many convergences and differences; Manila and the Chinese island represent alternatives to corrupt colonial Mexico. A more personal convergence occurs between Periquillo and Limahotón, his island host who accompanies him on his return home. In Mexico, Limahotón embodies the Asia-Pacific and its influence on Periquillo. Although Limahotón plays a part in Periquillo's last cycle of disgrace and reformation, his final contribution to the novel is a commentary on Mexican society that is notable for its absence as much as for its existence. During a last conversation before his Chinese friend leaves Mexico, Periquillo learns that Limahotón has written "some critical notes about the abuses" he has observed. Despite Periquillo's interest in reading the commentaries, there are no excerpts or summaries of them in the novel. Instead, there is a description of Periquillo's own draft of his autobiography. After Periquillo's death, a friend collects the papers and takes over the role of narrator, proposing to publish them in the form of a novel. The text El Periquillo Sarniento becomes a melding of the character Periquillo's autobiography and self-criticism with Limahotón's more general critiques, a as edited by El Pensador.

# data[].attributes.headline
The teaching and learning of the Irish language at English-medium primary school level is both challenging and complex. Longitudinal evidence demonstrates a decline in proficiency amongst students (Harris et al., 2006) and successive inspectorate reports (Inspectorate, 2022, 2018) express concern with regard to an increasingly compromised ratio of positive learning outcomes for Irish learners compared to that of other school subjects. The learning context is further challenged by the lack of opportunity for the majority of children to speak and use Irish outside of school.  This paper examines the context of Irish language teaching and learning at primary level in English-medium schools as part of the broader realm of Irish language education through the discussion of existing and new imperatives that present for the language and its learners in this context which include learner engagement to date and curricular developments. I argue that the less oft-articulated acknowledgement of Irish as an endangered language and related complexity therein in English-medium education (EME) also requires urgent discussion. In response to the identified imperatives, a school-based sociocultural theory (SCT)-informed language learning pedagogy is presented in order to engage and empower learners of Irish at primary level. Tutoring and technology-mediated language learning (TMLL) are proposed as the two primary elements of an overarching sociocultural theory (SCT) framework which informs the pedagogy, and a participatory action research approach was piloted in order to encourage and support learners’ ongoing engagement in the study. Findings indicated an increase in Irish language use and self-assessed ability in addition to sustained motivation levels amongst children, a positive learning experience for both children and parents, a notable increase in parents’ understanding of their child’s Irish language education and learning experience, and finally, the emergence of the participatory action research methodology as a crucial vehicle of the study for both children and parents alike. In conclusion, a number of recommendations for practice, policy and research are proposed in order to further support creative and democratic responses to the tenuous Irish language conundrum at EME primary level.  

# data[].attributes.subject
The teaching and learning of the Irish language at English-medium primary school level is both challenging and complex. Longitudinal evidence demonstrates a decline in proficiency amongst students (Harris et al., 2006) and successive inspectorate reports (Inspectorate, 2022, 2018) express concern with regard to an increasingly compromised ratio of positive learning outcomes for Irish learners compared to that of other school subjects. The learning context is further challenged by the lack of opportunity for the majority of children to speak and use Irish outside of school.  This paper examines the context of Irish language teaching and learning at primary level in English-medium schools as part of the broader realm of Irish language education through the discussion of existing and new imperatives that present for the language and its learners in this context which include learner engagement to date and curricular developments. I argue that the less oft-articulated acknowledgement of Irish as an endangered language and related complexity therein in English-medium education (EME) also requires urgent discussion. In response to the identified imperatives, a school-based sociocultural theory (SCT)-informed language learning pedagogy is presented in order to engage and empower learners of Irish at primary level. Tutoring and technology-mediated language learning (TMLL) are proposed as the two primary elements of an overarching sociocultural theory (SCT) framework which informs the pedagogy, and a participatory action research approach was piloted in order to encourage and support learners’ ongoing engagement in the study. Findings indicated an increase in Irish language use and self-assessed ability in addition to sustained motivation levels amongst children, a positive learning experience for both children and parents, a notable increase in parents’ understanding of their child’s Irish language education and learning experience, and finally, the emergence of the participatory action research methodology as a crucial vehicle of the study for both children and parents alike. In conclusion, a number of recommendations for practice, policy and research are proposed in order to further support creative and democratic responses to the tenuous Irish language conundrum at EME primary level.  

# data[].attributes.body
While there is literature on the violence Black women historically and currently endure (Nash, Harris-Perry, hooks, Crenshaw), Black women’s relationships to pleasure are understudied, understated, and undertheorized. This article illuminates the relationship between Black feminist theories, Black feminist  pleasure politics, and Black women’s literacies. Black feminist scholarship informs pleasure politics (Brown, 2018, Morgan, 2015) and also informs Black women’s literacies (Carey, 2016; Spillers 2003; Richardson, 2002) but the two have yet to be put in conversation. Similarly, literacy is regarded as a civil right (Greene, 2008) and sexual pleasure has also been asserted as a human right (Mofokeng, 2018). I agree with and operate from the premise that both literacy and pleasure are civil human rights and birthrights.

Second article topic options --

Option 1: Pleasure in the Pandemic

Option 2: Building an pleasure-centric interdisciplinary methodology

# data[].attributes.body
As the Women, Peace, and Security agenda spread and more countries developed National Action Plans (NAPs), UN agencies and gender consultants developed guidelines for countries to write their own NAPs. As these NAPs became professionalized, they also became regularized, losing their national characteristics. In some Global South countries, "development" disappeared from the NAPs, a global shift to "security" rhetoric for women.

# data[].attributes.headline
Local institution sustains, mediates and drives forest and social change.

# data[].attributes.subject
Local institution sustains, mediates and drives forest and social change.

# data[].attributes.body
The most notable organizations that drives sustainable social and ecological change can be grouped into three categories: national or local government, NGOs, and the private sector. However, within the large political economy, local institutions could hinder or play significant role in maintaining, sustaining, and nurturing the desired social and ecological change different stakeholders desired. Through the examination of a case study within a smallholder economy in a rural county in North China, I illustrate how local institution mediate the challenges and opportunities that drive socio-ecological changes desired by civic actors and government officials to achieve the "sustainable" social-ecological well-being they desired.

# data[].attributes.body
The line item veto (LIV) is a power that 44 U.S. state governors have to delete parts or items of bills, while the rest becomes law. Scholars have claimed that if the U.S. president can influence the shape and content of legislation by his mere ability to veto whole bills, then an executive with the power to pick and choose has even more power to do so. However, this literature has found no effect of the LIV on the executive power. Counter to these arguments, I highlight that the LIV main effect is exactly the opposite: the partial veto makes it more difficult for the executive to induce legislators to pass her preferred policy. The key issue is that of credible commitments. By granting executives the discretion to modify bills after the legislature approves them, the LIV prevents executives from influencing legislation and reaching favorable agreements with legislators, contributing to increased gridlock and polarization. In order to understand governors' legislative influence, I investigate governors’ agenda successes, and show that governors with more discretion to LIV are less successful in enacting their agenda. The proposed study is of considerable significance given the implications for both scholarship and of-the-moment political decisions. Not only U.S. states but Latin American countries and emerging democracies are discussing – and in many cases, embarking on - constitutional reforms that aim to change the veto powers held by the executive.

# data[].attributes.headline
 Although existing scholarship has examined how a new generation of female journalists created new public roles for certain groups of women within the United States, I argue that their new professional positions as adventure journalists abroad not only provided opportunities for greater female freedom but also imposed a softer, more feminine and yet powerful brand of U.S. empire throughout Latin America;  they constructed oppressive racial and gendered narratives about the people they encountered. 

# data[].attributes.subject
 Although existing scholarship has examined how a new generation of female journalists created new public roles for certain groups of women within the United States, I argue that their new professional positions as adventure journalists abroad not only provided opportunities for greater female freedom but also imposed a softer, more feminine and yet powerful brand of U.S. empire throughout Latin America;  they constructed oppressive racial and gendered narratives about the people they encountered. 

# data[].attributes.body
While there is literature on the violence Black women historically and currently endure (Nash, Harris-Perry, hooks, Crenshaw) , Black women’s pleasure politics are understudied, understated, and undertheorized in Rhetoric and Writing Studies. This project illuminates the critical need for pleasure in Black women’s lives because Black women’s historical and present realities focus more on violence and survival than it has ever focused on pleasure and liberation. Pleasure and literacy are intertwined birthrights and human civil rights. I argue that my theory of “Pleasure literacy” is a politic of reading and a constellation of rhetorical tools that aids social, emotional, intellectual, financial, political and sexual navigation, especially for Black-American women in the US. I affirm that pleasure is essential in the fight toward ending sexist oppression as pleasure is a tool of liberation that hinges on agency and consent. Said another way, Black women must feel in control of their bodies and sexuality to operate as truly liberated beings not restricted by systems of oppression. Each individual’s ability to interrogate their own metrics of pleasure is critical to our communal capacity for re-examining our individual and collective relationships to pleasure and pleasure politics.

# data[].attributes.headline
Teaching and learning Irish as an additional language at primary school level: Exploring creative and democratic approaches to respond to existing and new imperatives.Broadly speaking, the Irish language is considered as being in a “relatively good place” (Walsh, 2022, p.319) in the Republic of Ireland, and continues to enjoy a privileged status in the curriculum as a core subject (Bartardière et al, 2022). The Irish-medium education (IME) sector has experienced growth and success (Ó Duibhir, 2018; McCárthaigh, 2021) in recent decades. However, levels of proficiency in and engagement with the Irish language at English-medium primary schools are a cause of ongoing concern. (Inspectorate, 2022, 2018; Harris, 2008; Harris & Murtagh, 1999). This paper addresses Irish language teaching and learning at primary level in English-medium schools through the discussion of existing and new imperatives that present for the language and its learners  in this context. Existing imperatives include the need to explore children’s, parents’ and teachers’ engagement with Irish at school level, (Inspectorate, 2022; Devitt et al., 2018; Harris, 2008), the acknowledgement of Irish as an endangered language, and the examination of  the effect of government (Irish language) policy on the teaching and learning context (Walsh, 2022). New imperatives are identified as the ongoing implementation of the Primary Languages Curriculum (PLC)  (NCCA, 2019; Little & Kirwan, 2021) and the proposed (re)introduction of Modern Foreign Languages at (MFL) as part of a new primary curriculum structure.In response to the identified imperatives, the proposed approaches are drawn from the teacher-researcher’s school-based participatory action research study (O’Toole, 2022) which sought to pilot creative language learning pedagogy in order to engage and empower learners of Irish at primary level. Tutoring and technology-mediated language learning (TMLL) are proposed as the two primary elements of an overarching sociocultural theory (SCT) framework of the study. Findings indicate that children demonstrated an increase in Irish language use and self-assessed ability in addition to sustained motivation levels. The study indicates that children and parents were positively disposed towards the piloted teaching and learning approaches and that parents gained a greater understanding of their child’s Irish language education and learning experience. The participatory action research methodology also emerges as a crucial element of the study in providing a mechanism for child and parent participants to both share their learning experiences and be part of the design and research process. In conclusion a number of recommendations for practice, policy and research are proposed in order to support creative and democratic responses to Irish language question at EME primary level.  References: 

# data[].attributes.subject
Teaching and learning Irish as an additional language at primary school level: Exploring creative and democratic approaches to respond to existing and new imperatives.Broadly speaking, the Irish language is considered as being in a “relatively good place” (Walsh, 2022, p.319) in the Republic of Ireland, and continues to enjoy a privileged status in the curriculum as a core subject (Bartardière et al, 2022). The Irish-medium education (IME) sector has experienced growth and success (Ó Duibhir, 2018; McCárthaigh, 2021) in recent decades. However, levels of proficiency in and engagement with the Irish language at English-medium primary schools are a cause of ongoing concern. (Inspectorate, 2022, 2018; Harris, 2008; Harris & Murtagh, 1999). This paper addresses Irish language teaching and learning at primary level in English-medium schools through the discussion of existing and new imperatives that present for the language and its learners  in this context. Existing imperatives include the need to explore children’s, parents’ and teachers’ engagement with Irish at school level, (Inspectorate, 2022; Devitt et al., 2018; Harris, 2008), the acknowledgement of Irish as an endangered language, and the examination of  the effect of government (Irish language) policy on the teaching and learning context (Walsh, 2022). New imperatives are identified as the ongoing implementation of the Primary Languages Curriculum (PLC)  (NCCA, 2019; Little & Kirwan, 2021) and the proposed (re)introduction of Modern Foreign Languages at (MFL) as part of a new primary curriculum structure.In response to the identified imperatives, the proposed approaches are drawn from the teacher-researcher’s school-based participatory action research study (O’Toole, 2022) which sought to pilot creative language learning pedagogy in order to engage and empower learners of Irish at primary level. Tutoring and technology-mediated language learning (TMLL) are proposed as the two primary elements of an overarching sociocultural theory (SCT) framework of the study. Findings indicate that children demonstrated an increase in Irish language use and self-assessed ability in addition to sustained motivation levels. The study indicates that children and parents were positively disposed towards the piloted teaching and learning approaches and that parents gained a greater understanding of their child’s Irish language education and learning experience. The participatory action research methodology also emerges as a crucial element of the study in providing a mechanism for child and parent participants to both share their learning experiences and be part of the design and research process. In conclusion a number of recommendations for practice, policy and research are proposed in order to support creative and democratic responses to Irish language question at EME primary level.  References: 

# data[].attributes.headline
Hello! Welcome! Post here by clicking the big pink button in the lower right! :D

# data[].attributes.subject
Hello! Welcome! Post here by clicking the big pink button in the lower right! :D

# data[].attributes.body
I’m utilizing a chapter of my dissertation. Its original argument was: “This chapter argues that the Shrine of St. John Neumann reinforces Catholicism’s place in American history through Neumann’s collective memory, the shrine’s use of material culture, and the role of visitor agency.” However, since I wrote that, I know I’m editing the dissertation’s overall argument to focus on Catholic public memory.

New chapter/article argument:
The National Shrine of Saint John Neumann in Philadelphia, PA, uses its collections to create a Catholic interpretation of the past and affirm Catholicism’s place within the country, producing a unique American Catholic public memory.*

*Many scholars have looked at memory at museums, but not many have looked closely at religious institutions. I’m trying to position myself in conversation with those scholars. Scholars have also studied how Catholics tried to become American, so I’m also pulling on those ideas.