Since the economic downturn of the mid 2000s the Republic of Ireland has followed an ‘austerity’ agenda, evidenced through reductions in public service provision, increased levels of child and familial poverty, housing... [ view full abstract ]
Since the economic downturn of the mid 2000s the Republic of Ireland has followed an ‘austerity’ agenda, evidenced through reductions in public service provision, increased levels of child and familial poverty, housing instability and increased outward migration. Though the economic downturn has negatively impacted on many lives, particular sections of society have consistently experienced marginalization and poverty, even through ‘better’ economic periods. This presentation will share findings of a recent empirical ethnographic study exploring the experiences of inclusion and belonging among asylum seeking families and children in accessing a local community childcare service based in the West of Ireland, countering broader experiences of marginalization and institutionalization within Ireland’s Direct Provision system.
Reflecting Dahlberg and Moss (2005), the concept of the preschool as loci of ethical practice resonates with key findings of the study, including a particular practice ethos best described as a family support orientation. Set within a uniquely diverse community, in the heart of the rural countryside, the ethnic make-up of families availing of the local preschool include ‘settled’ Irish, Traveller Irish, economic migrants and families seeking asylum. The diverse needs of the client group placed an obligation on all involved in the service to develop a responsive approach to practice.
Practitioners and management seek opportunities to engage with families in meaningful ways, alongside providing caring, early learning experiences for the child, who is at the centre of their relationships. Parental voices expose the important role of childcare practitioners, often becoming trusted advisors and guides for families new to Ireland. The ethics of an encounter (Levinas) characterized by listening to the other, respecting difference and ‘radical dialogue and negotiation’ (Dahlberg and Moss, 2005) will inform the analysis of practitioner voices and crucially the voice of parents/service users, collected through the qualitative research design.
