Title of the Delivery: From Early School Leaving Prevention to Promoting Inclusive Systems of Concentric Spatial Relations of Assumed Connection
Topic Areas: European policies for tackling ESL, Communication as a tool for prevention ESL, Multi-systemic (Multi-partner) approach for tackling ESL
Dr. Paul Downes is Associate Professor of Education (Psychology) and Director of the Educational Disadvantage Centre, Dublin City University, Ireland. He has been involved in various expert advisory roles for the European Commission; a Visiting Research Fellow at the University of British Columbia, Vancouver (2017) and University of Cambridge, Lauterpacht Centre (2011), a Member of the Coordinating Committee of the European Commission’s Network of Experts on the Social Aspects of Education and Training (NESET II) and Chairperson of the Steering Committee for the Grangegorman Area-based Childhood (ABC) Programme, funded by Irish Department of Children and Youth Affairs (DCYA).
With over 75 publications of books/research monographs, research articles in international peer reviewed ranked journals and book chapters in areas of education, psychology, philosophy, law, anthropology and social policy, Dr. Downes has given keynote lectures and invited presentations in over 25 countries. His contribution to international policy and practice includes invitations from 10 different countries’ official ministries to present his research on various aspects of wellbeing, mental health, poverty and social inclusion in education, as well as from the EU Parliament Working Group, UNICEF, Cedefop, CNESCO & CIEP Sorbonne Universities Paris, International School of Analytical Psychology, Zurich, Latvian Human Rights Committee and President’s Foundation of Malta.
Abstract (text field for approx. 2000 characters): The past decade has seen an acceleration of interest in emotional-relational dimensions affecting early school leaving, moving beyond the OECD’s 10 principles for equity in education. This invites further scrutiny of breaking down barriers between health and education systems, both in research and in European wide policy making for this area. A holistic focus needs to take place, not only on school climate, school bullying and emotional support issues but also on differentiated strategic levels to distinguish different levels of need of students. This presentation highlights contrasting features between diametric spatial-relational systems and concentric spatial-relational systems, building on the work of structural anthropologist Claude Levi-Strauss. It is argued that concentric spatial systems of assumed connection and challenging rigid hierarchies are key to promoting inclusive systems in schools, building on students’ and parents’ voices, and to ensure schools are environments where marginalised students want to attend.
Type of the input: Presentation (20 - 30 min)
Funding: applying for project grant Additional information:
Тhe project EMPAQT (ref. No 564547-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD) is implemented with the support of the European Commission under the Erasmus+ program, Key Action 3: Forward-Looking Cooperation Projects. The texts on this website reflect only the views of their authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.