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Professor Daniel Faas
Professor in, Sociology


Daniel Faas is Professor in Sociology (full professor), Director of the PhD programme, and founding Director of the MSc Comparative Social Change (an inter-institutional partnership and joint degree programme with University College Dublin). Born in Pforzheim, Professor Faas has lived and worked in Germany, the UK, Greece, USA and Ireland. He has held Visiting Professorships at Monash University Migration and Inclusion Centre (2024), University of South Australia, Adelaide (2024), Beijing Foreign Studies University (2018), University of the Philippines Diliman (2018), Universidade de São Paulo (2017) and University College London, Institute of Education. He is a graduate of the University of Cambridge (PhD, MPhil), University of Stuttgart (MA) and Trinity College Dublin (MA jo).

His research and teaching interests are in the sociology of migration with specific emphasis on the intersection of migration and education. His work focuses on youth identities in relation to immigrant integration, national identity, multiculturalism and social cohesion, religion and schooling in Ireland and Europe, curriculum design and development, as well as comparative case study methodologies. He has published widely on these topics in high-impact peer-reviewed international journals, as well as a sole-authored monograph (Negotiating Political Identities: Multiethnic Schools and Youth in Europe). In 2015, Professor Faas was elected to Fellowship of Trinity College Dublin in recognition of his scholarship and research achievements and his contribution to College and to the School.

Daniel Faas is winner of the Trinity Global Engagement Award (2016) in recognition of outstanding global relationship building, collaboration, outreach and cultural understanding, winner of the Provost's Teaching Award at Trinity College Dublin (2012) in recognition of his contribution in the pursuit of teaching excellence and innovation, and recipient of the 2009 European Sociological Association award for best journal article. Professor Faas served as an elected Board Member (2019-22), University Council Member (2012-18) and Head of Department of Sociology (2012-16) at Trinity College Dublin. He was Fulbright-Schuman Fellow in the Department of Sociology at UC Berkeley (2009) and Marie Curie Research Fellow at the Hellenic Foundation for European and Foreign Policy in Athens (2006-2008).

At Trinity, Professor Faas has served as College Tutor, inaugural Director of Global Relations in the School of Social Sciences and Philosophy (2010-15), Member of the College International Committee (2012-18), Member of the Equality Committee (2016-17), and Convenor/Champion of the university-wide interdisciplinary research theme "Identities in Transformation" (2018-21). He has been strongly involved in the university's Global Relations Strategy development and implementation, including chairing a Task Force on Mobility leading to the publication of a policy report on "Barriers to Inward and Outward Student Mobility" (2013), developing an International Foundation Programme (2015), as well as international student recruitment and partnership building delegations in India, China, Brazil and the Philippines (since 2012).

Externally, Professor Faas has acted as expert evaluator and panel vice-chair for the Research Executive Agency (REA) of the European Commission, the European Education and Culture Executive Agency (EACEA) of the European Commission, as well as numerous national funding agencies including: Research Promotion Foundation of Cyprus; Swiss National Science Foundation; Qatar National Research Fund; Foundation for Science and Technology in Portugal; Luxembourg National Research Fund; Academy of Finland; Research Council of Norway; Social Sciences and Humanities Research Council of Canada; Italian Ministry of Education, University and Research; Israel Science Foundation; National Science Centre Poland; and the Volkswagen Foundation.

Publications and Further Research Outputs

Peer-Reviewed Publications

TRINIDAD, A. and FAAS, D., Personal Networks and their Impact on the Class Conditions and Life Chances of Migrant Nurses in Ireland, European Societies, 2024 Journal Article, 2024

TRINIDAD, A. and FAAS, D., Upward Mobility and Class Inequities among Filipino Migrant Nurses in the Republic of Ireland, Sociology, 2024 Journal Article, 2024 DOI

FOLEY, A., FAAS, D. and DARMODY, M., The Creation of Culturally Responsive School Environments in Ireland: Factors that Assist in Reducing the Gap Between Policy and Practice, Policy Futures in Education, 2024 Journal Article, 2024 DOI

BROOKS, R., BEECH, S., COURTOIS, A., FAAS, D. and JAYADEVA, S, International Student Mobility within Europe: Responding to Contemporary Challenges, Higher Education, 2024 Journal Article, 2024 DOI

TRINIDAD, A.C. and FAAS, D., An Examination of the Divergent Work Conditions and the Occupational Class of Migrant Filipino Nurses in the Republic of Ireland from a Translocal Frame, International Sociology, 2024 Journal Article, 2024

PERONI, C., DEVITT, C. and FAAS, D., Workers' Experiences in Non-Profit and For-Profit Managed Asylum Systems: Insights from Italy and Ireland, European Journal of Industrial Relations, 2024 Journal Article, 2024

HANNIGAN, A., FAAS, D. and DARMODY, M., Ethno-Cultural Diversity in Initial Teacher Education Courses: The case of Ireland, Irish Educational Studies, 43, (1), 2024, p125 - 140 Journal Article, 2024 DOI

KYEREKO, D. and FAAS, D., Inclusion and Agency in Ghanaian Schools: The Case of West African Child Migrants, Comparative Education Review, 68, (1), 2024, p139 - 160 Journal Article, 2024 DOI

PERONI, C., DEVITT, C. and FAAS, D., Frames of Forced Migration: A Comparative Analysis of Political and Media Discourses in Italy and Ireland, Journal of Immigrant and Refugee Studies, 2024 Journal Article, 2024

School choice of West African migrants in Ghana in, editor(s)Halleli Pinson, Nihad Bunar and Dympna Devine , Research Handbook on Migration and Education, Cheltenham, Edward Elgar, 2023, pp130 - 140, [KYEREKO, D. & FAAS, D.] Book Chapter, 2023

GUIGUI, D., FAAS, D., DARMODY, M. and NIC FHLANNCHADHA, S., (No) Time to Engage: An Exploratory Mixed-Method Study into Factors Predicting the Engagement of Postgraduate Research Students in Ireland, Higher Education, 2023 Journal Article, 2023 DOI

SAUTEREAU, A. and FAAS, D., Comparing National Identity Discourses in History, Geography and Civic Education Curricula: The case of France and Ireland, European Educational Research Journal, 22, (4), 2023, p555 - 571 Journal Article, 2023 DOI

FOLEY, A., FAAS, D. and DARMODY, M. , Preserving Ethos: Facilitating Factors and Barriers for Implementing Ethos in Primary Schools in the Republic of Ireland, Compare, 2023 Journal Article, 2023 DOI

KYEREKO, D. and FAAS, D. , Integrating Marginalised Students in Ghanaian Schools: Insights from Teachers and Principals, Compare, 53, (3), 2023, p417 - 434 Journal Article, 2023 DOI

KYEREKO, D. and FAAS, D., Children, Language and Access to Schools in the Global South: The case of migrants in Ghana, Children and Society , 36, (3), 2022, p321 - 335 Journal Article, 2022 DOI

WANG, Y. and FAAS, D., The Economic and Family Experiences of Hong Kong Chinese in Ireland, Ethnic and Racial Studies, 44, (1), 2021, p115 - 133 Journal Article, 2021 DOI

FINE-DAVIS, M and FAAS, D., Equality and Diversity in Vocational Education: A comparison of trainees' and trainer's attitudes in six European countries , Compare, 50, (4), 2020, p500 - 514 Journal Article, 2020 DOI

New patterns of migration and higher education in Ireland: What are the implications? in, editor(s)Maria Slowey and Hans G. Schuetze , Inequality, Innovation and Reform in Higher Education - Challenges of migration and ageing populations , New York, Springer, 2020, pp71 - 85, [FAAS, D.] Book Chapter, 2020 TARA - Full Text

FAAS, D., FOSTER, N. and SMITH, A., Accommodating Religious Diversity in Denominational and Multi-Belief Settings: A cross-sectoral study of the role of religion in Irish primary schools , Educational Review , 72, (5), 2020, p601 - 616 Journal Article, 2020 DOI

MOURITSEN, P., FAAS, D. and DE WITTE, N., Leitkultur Debates as Civic Integration in North-Western Europe: The nationalism of 'values' and 'good citizenship', Ethnicities, 19, (4), 2019, p632-653 Journal Article, 2019 DOI

FAAS, D., SMITH, A. and DARMODY, M., Between Ethos and Practice: Are Ireland's new multi-denominational schools equal and inclusive?, Compare, 49, (4), 2019, p602-618 Journal Article, 2019 DOI

'Ireland: A shift towards religious equality in schools' in, editor(s)Peter Stevens and Gary Dworkin , The Palgrave Handbook of Race and Ethnic Inequalities in Education, Basingstoke, Palgrave, 2019, pp603-629 , [FAAS, D. & FIONDA, R.] Book Chapter, 2019 TARA - Full Text

FAAS, D., DARMODY, M. and FOLEY, H., Post-School Transitions in Ireland: A case study of Russian speaking students, Comparative Education , 55, (3), 2019, p326-346 Journal Article, 2019 TARA - Full Text DOI

'The Challenge of Migration and Europeanisation: A Comparison of Citizenship Education in Britain, Germany, Greece and Ireland' in, editor(s)Nektaria Palaiologou and Michalinos Zembylas , Human Rights and Citizenship Education: An Intercultural Perspective, Cambridge Scholars Publishing, 2018, pp144-154 , [FAAS, D.] Book Chapter, 2018 TARA - Full Text

FAAS, D., SMITH, A. and DARMODY, M., Children's Agency in Multi-Belief Settings: The case of Community National Schools in Ireland, Journal of Research in Childhood Education, 32, (4), 2018, p486-500 Journal Article, 2018 DOI

FAAS, D., SMITH, A. and DARMODY, M. , The Role of Principals in Creating Inclusive School Environments: Insights from community national schools in Ireland, School Leadership and Management , 38, (4), 2018, p457-473 Journal Article, 2018 DOI

HANNON, C., FAAS, D and O'SULLIVAN, K., Widening the Educational Capabilities of Socio-Economically Disadvantaged Students Through a Model of Academic Capital Formation, British Educational Research Journal, 43, (6), 2017, p1225-1245 Journal Article, 2017

FAAS, D. , Child Agency, Ethos and Leadership in Community National Schools in Ireland: Research Findings and Policy Implications, Dublin: Department of Education and Skills, 2017 Report, 2017

FAAS, D., Sacramental preparation does not belong during regular school day, The Irish Times, 20 July, 2017 Report, 2017 URL

'Towards multicultural, multi-religious European societies? Schooling Turkish students in Britain and Germany' in, editor(s)Mairtin Mac an Ghaill and Chris Haywood , Muslim Students, Education and Neoliberalism: Schooling a 'Suspect Community', Basingstoke, Palgrave Macmillan, 2017, pp85-98 , [FAAS, D.] Book Chapter, 2017 TARA - Full Text

FAAS, D., Negotiating Political Identities: Multiethnic Schools and Youth in Europe, Second Edition, London and New York, Routledge, 2016, 300pp Book, 2016

SAVVIDES, N. & FAAS, D., Does Europe Matter? A comparative study of young people's identifications with Europe at a state school and a European School in England, European Journal of Education , 51, (3), 2016, p374-390 Journal Article, 2016

FAAS, D., DARMODY, M. and SOKOLOWSKA, B., Religious Diversity in Primary Schools: Reflections from the Republic of Ireland, British Journal of Religious Education, 38, (1), 2016, p83-98 Journal Article, 2016 TARA - Full Text

MEER, N., MOURITSEN, P., FAAS, D. and de WITTE, N. , Examining 'Postmulticultural' and Civic Turns in the Netherlands, Britain, Germany, and Denmark, American Behavioral Scientist, 59, (6), 2015, p702-726 Journal Article, 2015 TARA - Full Text

FAAS, D., SOKOLOWSKA, B. and DARMODY, M., 'Everybody is Available to Them': Support measures for migrant students in Irish secondary schools, British Journal of Educational Studies, 63, (4), 2015, p447-466 Journal Article, 2015 TARA - Full Text

HAJISOTERIOU, C., FAAS, D. and ANGELIDES, P., The Europeanisation of Intercultural Education? Responses from EU policymakers, Educational Review, 67, (2), 2015, p218-235 Journal Article, 2015 TARA - Full Text

FAAS, D. and FRIESENHAHN, I. , Curriculum Alignment between the IB DP and National Systems: Switzerland, Dublin: Trinity College Dublin, 2014 Report, 2014 TARA - Full Text

'Ireland' in, editor(s)Peter Stevens and Gary Dworkin , The Palgrave Handbook of Race and Ethnic Inequalities in Education, Basingstoke, Palgrave, 2014, pp658-684 , [FAAS, D. and FIONDA, R.] Book Chapter, 2014 TARA - Full Text

FAAS, D., HAJISOTERIOU, C. and ANGELIDES, P., Intercultural Education in Europe: Policies, practices and trends, British Educational Research Journal, 40, (2), 2014, p300-318 Journal Article, 2014 TARA - Full Text

FAAS, D. and FRIESENHAHN, I. , Curriculum Alignment between the IB DP and National Systems: Germany, Dublin: Trinity College Dublin, 2014 Report, 2014 TARA - Full Text

FINE-DAVIS, M. and FAAS, D. , Equality and Diversity in the Classroom: A comparison of students' and teachers' attitudes in six European countries, Social Indicators Research, 119, (3), 2014, p1319-1334 Journal Article, 2014 TARA - Full Text

'Germany after the 'PISA shock': Revisiting national, European and multicultural values in curriculum and policy discourses' in, editor(s)David Little, Constant Leung and Piet van Avermaet , Managing Diversity in Education: Languages, Policies, Pedagogies, Bristol, Multilingual Matters, 2013, pp43-56 , [FAAS, D.] Book Chapter, 2013 TARA - Full Text

Education Inquiry , 4, 1, (2013), 210p, FAAS, D., [editor] Journal, 2013 TARA - Full Text

FAAS, D., Ethnic Diversity and Schooling in National Education Systems: Issues of policy and identity (Introduction thematic section), Education Inquiry, 4, (1), 2013, p5-10 Journal Article, 2013 TARA - Full Text

'Producing class and ethnic identities among Turkish youth in working and middle class schools in Germany' in, editor(s)Lois Weis and Nadine Dolby , Social Class and Education: Global Perspectives, New York, Routledge, 2012, pp91-106 , [FAAS, D.] Book Chapter, 2012 TARA - Full Text

O'CONNOR, L. and FAAS, D., The Impact of Migration on National Identity in a Globalized World: A comparative analysis of civic education curricula in Ireland, France and England, Irish Educational Studies, 31, (1), 2012, p51-66 Journal Article, 2012 TARA - Full Text

PALAIOLOGOU, N. and FAAS, D. , How 'Intercultural' is Education in Greece? Insights from policymakers and educators, Compare, 42, (4), 2012, p563-584 Journal Article, 2012 TARA - Full Text

FAAS, D. and ROSS, W., Identity, Diversity and Citizenship: A critical analysis of textbooks and curricula in Irish schools, International Sociology, 27, (4), 2012, p574-591 Journal Article, 2012 TARA - Full Text

'Constructions of 'Europe', identity and citizenship in post-primary social studies curricula in the Republic of Ireland' in, editor(s)Stavroula Philippou , 'Europe' Turned Local - The Local Turned European? Constructions of 'Europe' in Social Studies Curricula across Europe, Berlin, Lit Verlag, 2012, pp163-189 , [FAAS, D. and O'CONNOR, L.] Book Chapter, 2012 TARA - Full Text

FAAS, D. and STREET, A., Schooling the New Generation of German Citizens: A comparison of citizenship curricula in Berlin and Baden-Württemberg, Educational Studies, 37, (4), 2011, p469-479 Journal Article, 2011 TARA - Full Text

FAAS, D. , The Nation, Europe and Migration: A comparison of geography, history and civic education curricula in Greece, Germany and England, Journal of Curriculum Studies, 43, (4), 2011, p471-492 Journal Article, 2011 TARA - Full Text

FAAS, D. , Between Ethnocentrism and Europeanism? An exploration of the effects of migration and European integration on curricula and policies in Greece, Ethnicities, 11, (2), 2011, p163-183 Journal Article, 2011 TARA - Full Text

'The politics of education in post-war Germany: From Europeanized nationhood to multicultural citizenship' in, editor(s)Christos Kassimeris and Marios Vryonides , The Politics of Education: Challenging Multiculturalism, London, Routledge, 2011, pp96-113 , [FAAS, D.] Book Chapter, 2011 TARA - Full Text

FAAS, D. , A Civic Rebalancing of British Multiculturalism? An analysis of geography, history and citizenship education curricula , Educational Review, 63, (2), 2011, p143-158 Journal Article, 2011 TARA - Full Text

FAAS, D., , Review of Islam in Europe: diversity, identity and influence, Cambridge: Cambridge University Press, by Aziz Al-Azmeh & Effie Fokas , Sociology, 44, (4), 2010, p789-91 Review, 2010 TARA - Full Text

FAAS, D., Review of Sociology: Making Sense of Society, Harlow: Pearson Education (4th edition), by Marsh, I. et al. , 2010 Review, 2010

'Europe, totally out of my depth'? National and European citizenship among youth in Germany and England' in, editor(s)Jeremy Leaman and Martha Wörsching , Youth in Contemporary Europe, London, Routledge, 2010, pp216-232 , [FAAS, D.] Book Chapter, 2010 TARA - Full Text

FAAS, D., Review of From Guest Workers into Muslims: the transformation of Turkish immigrant associations in Germany, Newcastle: Cambridge Scholars Publishing, by Gökçe Yurdakul , Journal of Ethnic and Migration Studies , 36, (3), 2010, p537-8 Review, 2010 TARA - Full Text

FAAS, D. , Review of Becoming a Citizen: incorporating immigrants and refugees in the United States and Canada, Berkeley: University of California Press, by Irene Bloemraad , Sociology, 44, (2), 2010, p384-86 Review, 2010 TARA - Full Text

FAAS, D., The Challenge of Migration: Schooling the Second Generation in Europe, March, 2010 Report, 2010 TARA - Full Text

FAAS, D., Negotiating Political Identities: Multiethnic Schools and Youth in Europe, First Edition, Farnham, Ashgate, 2010, 300pp Book, 2010 TARA - Full Text

'Muslims in Germany: from guest workers to citizens?' in, editor(s)Anna Triandafyllidou , Muslims in 21st Century Europe: structural and cultural perspectives, London, Routledge, 2010, pp59-77 , [FAAS, D.] Book Chapter, 2010 TARA - Full Text

FAAS, D., The Evolving Role of Government: Migration and Education Trends in Europe, University of California at Berkeley, EU Center of Excellence - Third Biannual Newsletter, January, 2010 Report, 2010 TARA - Full Text

FAAS, D., Review of The Migration Information Gateway (MIGA): Improving social inclusion of migrants through a website, 2010 Review, 2010

FAAS, D., Trinity Immigration Initiative International Conference 'New Migrations - New Challenges' , 30 June-3 July , 2010, Dublin Meetings /Conferences Organised, 2010

FAAS, D., Review of Everyday Multiculturalism, by Amanda Wise and Selvaraj Velayutham , Ethnic and Racial Studies, 33, (7), 2010, p1279-81 Review, 2010 TARA - Full Text

FAAS, D., The Effects of Mainstream Education Reforms on the Outcomes of Immigrant Youth in North America and Europe, May , 2010 Report, 2010

'Young Turks in England and Germany: identity formation and perceptions of Europe' in, editor(s)Talip Küçükcan and Veyis Güngör , Turks in Europe: culture, identity, integration , Amsterdam, Türkevi Research Centre, 2009, pp155-181 , [FAAS, D.] Book Chapter, 2009 TARA - Full Text

FAAS, D. , Review of Complicating Constructions: race, ethnicity and hybridity in American texts, Seattle and London: University of Washington Press, by David Goldstein & Audrey Thacker , Ethnic and Racial Studies, 32, (1), 2009, p196-98 Review, 2009 TARA - Full Text

FAAS, D. , Reconsidering Identity: The ethnic and political dimensions of hybridity among majority and Turkish youth in Germany and England, British Journal of Sociology, 60, (2), 2009, p299-320 Journal Article, 2009 TARA - Full Text

FAAS, D., Review of The Identity of Nations, Cambridge: Polity Press, by Montserrat Guibernau , Insight Turkey, 11, (2), 2009, p144-46 Review, 2009 TARA - Full Text

FAAS, D. , Review of Cosmopolitan Anxieties: Turkish challenges to citizenship and belonging in Germany, Durham: Duke University Press, by Ruth Mandel , Journal of Ethnic and Migration Studies, 35, (8), 2009, p1373-75 Review, 2009 TARA - Full Text

FAAS, D., Review of Sociology: A Global Introduction, Harlow: Pearson Education (4th edition), by Macionis J. and Plummer, K. , 2009 Review, 2009

FAAS, D., Education: a tool of cultural awareness, The Bridge, March, 2008, 90-91 Report, 2008 TARA - Full Text

FAAS, D. , Constructing Identities: The ethno-national and nationalistic identities of white and Turkish students in two English secondary schools, British Journal of Sociology of Education , 29, (1), 2008, p37 - 48 Journal Article, 2008 TARA - Full Text

FAAS, D. , 13th International Metropolis Conference on Mobility, Integration and Development in a Globalised World , 27-31 October, 2008, Bonn, Germany Meetings /Conferences Organised, 2008

FAAS, D. , Review of Dual Citizenship in Europe: from nationhood to societal integration, Aldershot: Ashgate, by Thomas Faist , Ethnic and Racial Studies, 31, (4), 2008, p821-23 Review, 2008 TARA - Full Text

FAAS, D. , From Foreigner Pedagogy to Intercultural Education: An analysis of the German responses to diversity and its impacts on schools and students, European Educational Research Journal , 7, (1), 2008, p108-123 Journal Article, 2008 TARA - Full Text

FAAS, D. , Turkish Youth in the European Knowledge Economy: Exploring their responses to Europe and the role of social class and school dynamics for their identities, European Societies, 9, (4), 2007, p573-599 Journal Article, 2007 TARA - Full Text

FAAS, D., Youth, Europe and the Nation: The political knowledge, interests and identities of the new generation of European youth, Journal of Youth Studies, 10, (2), 2007, p161-181 Journal Article, 2007 TARA - Full Text

FAAS, D. , The Europeanisation of German Ethnic Identities: The case of German and Turkish students in two Stuttgart secondary schools, International Studies in Sociology of Education, 17, (1), 2007, p45-62 Journal Article, 2007 TARA - Full Text

Non-Peer-Reviewed Publications

FAAS, D., Religion and Education in Ireland, Europe and Beyond , Invited seminar at The Centre for Research on Learning and Life Chances (LLAKES), 15 June, 2022, UCL Institute of Education Invited Talk, 2022

INTERNATIONAL MEDIA: NORUM, B., Katolisk hospital bliver overdraget til den irske stat [Catholic hospital is handed over to the Irish state], Kristeligt Dagblad, 14 May, 2020 Report, 2020 URL TARA - Full Text

FAAS, D. , Studying Sociology: Definitions, Challenges and Opportunities , Invited lecture to masters and PhD students at DLSU, 4 December, 2020, Behavioural Sciences Department, De La Salle University, Philippines. Invited Talk, 2020

FAAS, D., Migrant Youth Identity and Politics, Invited talks as part of a Visiting Fellowship in the Institute of Advanced Studies, 9-10 September, 2019, School of Social Sciences, Loughborough University Invited Talk, 2019

INTERNATIONAL MEDIA: CROXALL, M., 'Ireland Abortion Referendum', (26 May), London , BBC News live at 8pm, replayed on the 11pm bulletin, 2018, - Broadcast, 2018 URL

INTERNATIONAL MEDIA: HANNON, P., Ireland Stays Faithful to a Catholic Education , Wall Street Journal , 24 August, 2018 Report, 2018 URL

FAAS, D. , The Role of Religion, Religiosity and Identity in Schools, Spotlight Topic Keynote Speaker at 2nd Cultural Diversity, Migration and Education Conference, 24 August, 2018, University of Potsdam, Germany Invited Talk, 2018

INTERNATIONAL MEDIA: CONNAN, J., Avortement: la société irlandaise devant un choix historique [Abortion: Irish society faces an historic choice], Le Figaro, 25 May, 2018, p10- Report, 2018 URL

FAAS, D. , Ireland in Europe: Sociological and Political Perspectives , Invited lecture as part of the St Patrick's Day celebrations at BFSU, 14 March, 2018, Centre of Irish Studies, Beijing Foreign Studies University, China Invited Talk, 2018

FAAS, D. , Religion and Education in Ireland: Child agency, ethos and leadership in Community National Schools , Invited lecture on the MA Sociology programme, 12 February, 2018, Department of Sociology, University of the Philippines (Diliman) Invited Talk, 2018

FAAS, D. , Education and Diversity: The Way Forward, Invited panelist at the ESA International Mid-term Conference "Education and Social Cohesion", 31 August , 2018, Research Network RN 10 Sociology of Education European Sociological Association, UCL Institute of Education, London Invited Talk, 2018

FAAS, D., The Migration Challenge: Comparative Educational Perspectives , Invited lecture to masters and PhD students at Minzu , 14 March, 2018, School of Ethnology and Anthropology, Minzu University of China, Beijing Invited Talk, 2018

NATIONAL MEDIA: DONNELLY, K., Community school pupils don't want religion class separation , The Irish Independent, 22 June, 2017 Report, 2017 URL

FAAS, D., Religious Education in Ireland: The Responses of Community National Schools, Keynote at the Community National School Management Group Conference , 13 June, 2017, Education and Training Boards Ireland, Naas Invited Talk, 2017

FAAS, D., Educational Integration , Keynote at the EU-US Young Leaders Seminar on Migration, Brussels, 2-4 April , 2017, European Commission, the European External Action Service, the US Department of State and the Fulbright Commission Invited Talk, 2017

NATIONAL MEDIA: HILLIARD, M., Pupils do not want to be separated for religious education , The Irish Times, 22 June, 2017 Report, 2017 URL

FAAS, D. , Migration, Religion and Education in Ireland during and after the Celtic Tiger, Keynote at EPOGELLI Conference , 26 October, 2017, School of Philosophy, Literature and Human Sciences, Universidade de São Paulo, Brazil Invited Talk, 2017

FAAS, D., Migration als Herausforderung: Bildungsreaktionen in Deutschland und Europa, Veranstaltungsreihe "Cultural Diversity, Migration and Education", Potsdam, 19 December , 2017, University of Potsdam, Germany Invited Talk, 2017

NATIONAL MEDIA: McINERNEY, S., 'Community National Schools in Ireland', Newstalk Drive, (23 June), Newstalk 106-108FM, 2017, - Broadcast, 2017

NATIONAL MEDIA: O'KELLY, E., Schools negotiating with priests over sacraments, RTE News, 21 June, 2017 Report, 2017 URL

INTERNATIONAL MEDIA: STOURTON, E., 'Is there appetite for social change in Ireland? What is the relationship between Church and State?', (21 February), London, BBC Radio 4, 2016, - Broadcast, 2016 URL

FAAS, D., Global Social Change in Comparative Perspective, Keynote to Young India Fellows, 18 March, 2016, Ashoka University, Sonepat Harayana, India Invited Talk, 2016

FAAS, D., The Migration Challenge, Trinity Long Room Hub Consultation attended by leaders from the economic, public, professional, educational and cultural sectors of Ireland, 21 April, 2016, Trinity College Dublin Invited Talk, 2016

INTERNATIONAL MEDIA: SHERWOOD, H., Faith, hope and secularity: Ireland on brink of change as church power wanes, The Guardian, 17 February, 2016 Report, 2016 URL

NATIONAL MEDIA: MURRAY, N., 'Teachers need more help to make schools inclusive', Irish Examiner , 29 June , 2015 Report, 2015 URL

NATIONAL MEDIA: TRAYNOR, C., Religious education: 'I don't know anybody who teaches the RE requirement', The Irish Times, 9 November, 2015 Report, 2015 URL

NATIONAL MEDIA: MURRAY, N., Promote religious pluralism in schools, Irish Examiner, 16 October, 2015 Report, 2015 URL

NATIONAL MEDIA: HUMPHREYS, J., Primary school teaching should include various faiths, study says, The Irish Times, 14 October, 2015 Report, 2015 URL

NATIONAL MEDIA: DONNELLY, K., 200 primary schools 'enough for non-religious parents', The Irish Independent, 15 October, 2015 Report, 2015 URL

FAAS, D., Refugees, Migrants and Educational Inclusion in Europe, Symposium on 'Destination Europe: Reflections on the Refugee Crisis', 19 November, 2015, Long Room Hub, Trinity College Dublin Invited Talk, 2015

FAAS, D., How to Write a Research Paper, Department of Sociology, Elphinstone College, 13 February, 2014, University of Mumbai, Mumbai, India Invited Talk, 2014

FAAS, D., Social Integration in Multicultural Schools, Department of Sociology, Jesus and Mary College, 10 February, 2014, Delhi University, New Delhi, India Invited Talk, 2014

FAAS, D., The Transnational Lives of Migrants in Europe: The case of Turks, International Conference on Concepts, Communities and Practices: Rethinking the Transnational, 3 September , 2013, Presidency University, Kolkata, India Invited Talk, 2013

FAAS, D., Migration, Education and Identities in Europe, Interdisciplinary Roundtable on Migration and Identity , 30 August, 2013, St Xavier's College, Mumbai, India Invited Talk, 2013

FAAS, D., Chair of a debate on the motion that 'This House Would Emigrate' as part of the 241st Session of the Historical Society, Trinity College Dublin , 9 March, 2011, Trinity College Historical Society Invited Talk, 2011

FAAS, D., Immigrant Incorporation and Identity: Schooling the Second Generation in Europe, Minda de Gunzburg Center for European Studies at Harvard, EU Center of Excellence at UC Berkeley, Department of Sociology at Princeton , April, 2010 Invited Talk, 2010

INTERNATIONAL MEDIA: WROE, D., Giving German schools an 'F' for integration, The Local, October, 2010 Report, 2010 URL

FAAS, D., National Education in European Migration Societies: Multi - Inter - or Civic Cultural?, 12 March , 2010, Department of Political Science, Faculty of Social Sciences, Aarhus University, Denmark Invited Talk, 2010

NATIONAL MEDIA: WICKREMASINGHE, D., 'Advantages and limitations of a points-based immigration system', Global Village, Dublin, Newstalk 106-108FM, 2010, - Broadcast, 2010

INTERNATIONAL MEDIA: FISCHER, A., 'How to improve school results for and integration of immigrant children in Denmark', Danish National Radio: Orientering , Copenhagen, 2010, - Broadcast, 2010

FAAS, D., Migration, Integration and Identity: Evidence from Governments, Schools and Youth in Europe, 9-10 June , 2010, Centre for Learning and Life Chances in Knowledge Economies and Societies within the Institute of Education, London Invited Talk, 2010

FAAS, D., Integration and Identity Formation among the Second Generation: Lessons from Europe , 40th Annual Theodore G. Standing Lecture on the Human Community, State University of New York at Albany, USA, 9 April , 2010 Invited Talk, 2010

FAAS, D., Response to the paper 'Islam and the West: To what extent can they be reconciled?', Trinity College Dublin, 18 February, 2010, Dublin University Philosophical Society Invited Talk, 2010

FAAS, D., Balancing Cultural Diversity and Social Cohesion: Political and Educational Responses in Europe and Implications for the US, Migration and Immigrant Incorporation Workshop, Harvard University, Department of Sociology, 29 July, 2009 Invited Talk, 2009

FAAS, D., The Evolving Role of Government: Migration and Education Trends in Europe, Symposium on Language Acquisition and Immigrant Integration: Comparing European and US Experiences, Barrows Hall, UC Berkeley, 4 May, 2009 Invited Talk, 2009

INTERNATIONAL MEDIA: MUNDELL, I., Getting some perspective on Europe: benefits of the Fulbright programme, European Voice, October, 2009 Report, 2009 URL

FAAS, D. , Educational policies regarding migration-related diversity in England, Germany and Greece, EMILIE Project Meeting, Barcelona, Spain, October, 2007, Universitat Pompeu Fabra, Department of Political and Social Science Invited Talk, 2007

FAAS, D. , National, European and multicultural agendas in England, Germany and Greece, ELIAMEP Research Seminar, Athens, Greece, April , 2007, Hellenic Foundation for European and Foreign Policy (ELIAMEP) Invited Talk, 2007

INTERNATIONAL MEDIA: CLERMONT, R.-A., Germany's immigrants: integration in theory, alienation in practice, Spiegel International, August, 2006 Report, 2006 URL

FAAS, D. , Europe: Mind the Gaps. Are the young generations still interested in the European Union?, Halki International Seminars, June, 2006, Hellenic Foundation for European and Foreign Policy (ELIAMEP), Spetses, Greece Invited Talk, 2006

INTERNATIONAL MEDIA: BUDGE, D., Turkish teens know little about Europe, Times Educational Supplement, September, 2005 Report, 2005 URL

Research Expertise


My research is in the sociology of migration and consists of three interlinked strands: (1) identities and integration, (2) comparative curriculum analyses, and (3) religion and schooling in Ireland and Europe. It strongly links to Trinity's interdisciplinary research theme "Identities in Transformation", of which I am the Convenor/Champion. My work creates new knowledge by asking fundamental questions: How do societies and institutions differ in the ways in which they integrate migrant students and what structural characteristics drive this? How do national school curricula address migration-related diversity and European issues? How is religion integrated in schools and education systems? My work is rigorous and policy-oriented, allowing me to build bridges between academic and policy communities at national and European level. My earlier body of works on identities and integration included a monograph, "Negotiating Political Identities: Multiethnic Schools and Youth in Europe", which provided the first analysis of within-country and between-country differences in identity formation, revealing the factors which shape contemporary identities. It offered innovative insights into the role of school dynamics in shaping youth identities, including school ethos, peer cultures and school-level policy approaches. My most recent work on religion and schooling includes the first study in Ireland on the new multi-denominational state-funded Community National Schools, and the first empirical study exploring school sector variation of the role of religion, inter-faith communication and religious education in Ireland. The outcomes of this research have shaped education policy-making and contributed to wider academic debates in Ireland and internationally. I have received numerous research grants (totalling EUR 1.3m) and highly competitive fellowships including a Fulbright Fellowship, Marie Curie Intra-European Fellowship, and other external funding as PI and Co-PI in European collaborative projects. In 2015, I was elected to Fellowship at Trinity College Dublin (FTCD). In 2019, I received a Provost's PhD Project Award, linked to my latest research strand on religion and schooling in Ireland and Europe. I have a substantial and sustained research output of around 70 publications including 34 journal articles, 13 book chapters, 9 reports, 3 (edited) volumes, and 10 reviews. I have supervised 50 postgraduates to completion (12 PhD, 38 MSc/MPhil) and mentored 5 postdocs. I have promoted research leadership in numerous ways: I have encouraged staff to engage in collaborative research through creating and deepening links with the Economic and Social Research Institute (ESRI), the university-wide interdisciplinary research theme "Identities in Transformation", the TCD-UCD Strategic Alliance, Marino Institute of Education, as well as international networks such as IMISCOE. In addition, I have mentored a number of junior staff and have discussed their research plans and publication strategies enabling them to expand their vision and operating successfully within Trinity and beyond. I consider this part of cultivating the next generation of Trinity scholars.


  • Title
  • Summary
    • The overall aim of this study (supported by the Arts and Social Sciences Benefactions Fund at Trinity College Dublin) is to explore whether migrants in Ireland hold similar or different attitudes to family formation compared with the general population. Ireland's birth rate has been falling over the last decades from an average of four children per woman to just under two and is heading toward the European average of 1.5. This issue is of key policy relevance in light of the 'demographic time bomb' facing Europe. The proposed study will involve new analyses of a major dataset from a study of attitudes to family formation in Ireland. Preliminary analyses have already been carried, including a series of factor analyses on 1) attitudes to marriage, 2) attitudes to cohabitation, 3) attitudes to being single, and 4) attitudes to having children which have resulted in a series of multivariate measures which are more robust than individual items. This new study will compare the composite scores of migrants with those of the rest of the population on these measures.
  • Funding Agency
    • Trinity College Dublin
  • Date From
    • 2023
  • Date To
    • 2025
  • Title
  • Summary
    • Ireland has seen rapid social change in recent years. There is currently a mismatch between a largely denominational (Catholic) primary education system and increasing ethno-cultural and religious diversity among students and the wider population. Considering these changes, there is now a variety of beliefs among children in schools, yet over 90 per cent of Irish primary schools are denominational. Schools have a crucial role to play in terms of social integration and inclusion. This is the first empirical study exploring school sector variation of the role of religion, inter-faith communication and religious education in Ireland. It asks the following questions: What do children know about other cultures and religions as a result of their primary schooling? To what extent does the stated school ethos correspond to classroom practice? How do primary schools encourage intercultural and inter-faith dialogue among their diverse student intake? What is the role of teachers and principals in exercising culturally responsive leadership and fostering inter-faith and intercultural dialogue? Quantitative and qualitative data will be gathered from principals, teachers, parents and pupils in eight case-study schools to obtain insights into the perspectives of key actors in schools. Schools in a rural and urban setting will be chosen to analyse the impact of geographical location and levels of diversity. Moreover different types of schools - ranging from denominational to multidenominational - will be chosen to analyse the differences across the primary school types in Ireland. The study's mixed-methods cross-sectoral design is novel and will shed new light on the role and place of religion in Irish schools and society.
  • Funding Agency
    • Provost's Project Awards
  • Date From
    • 2020
  • Date To
    • 2024
  • Title
  • Summary
    • Higher education institutions (HEIs) worldwide strive to provide the best possible training for postgraduate research students (PGRs), the next generation of researchers. Furthermore, trends in higher education indicate that the number of international PGRs in Ireland and other countries has consistently increased over the past decade, which has led to observable differences between international and local students and the way these engage within their HEI. These trends hold opportunities, benefits, and challenges for PGRs and HEIs alike. However, a paucity of research on PGRs' experiences and engagement within their HEIs exists. Therefore, the research question, what are factors predicting the engagement of PGRs within their Irish HEI, was articulated to investigate what factors influence a PGR's engagement. A mixed-method approach was used to explore PGRs' perceptions of factors influencing their engagement. Here, engagement is defined as a PGR's (1) participation in academic activities, (2) engagement with the supervisor, (3) engagement within the department, and (4) cognitive engagement. The research is based on the Irish PGR 2019 data and semi-structured interviews conducted with PGRs at Trinity College Dublin in 2021. The findings indicate that differences in engagement between Irish and internationally domiciled PGRs are influenced by perceived financial security and English language proficiency, which influence time available for engagement. Therefore, this project is of potential interest to policy-makers and HEIs, offering insights into how financial and language-related challenges for PGR students influence their engagement.
  • Funding Agency
    • Trinity College Dublin
  • Date From
    • 2021
  • Date To
    • 2023
  • Title
  • Summary
    • In both the UK and the Republic of Ireland, the government has placed considerable importance on processes of internationalisation within the higher education sector and, in particular, on further enhancing international student mobility (ISM). Attracting inward mobility (through both 'whole degree' as well as short-term or 'credit' mobility) is seen as an effective means of: developing more diverse campuses, to further the inter-cultural experiences and skills of 'home' students; bolstering the financial position of higher education institutions (HEIs) through the fees paid by incoming students; and exerting 'soft power' when graduates return home. Indeed, challenging targets have been set to increase the number of incoming students. Outward mobility has also increasingly come to be prioritised (primarily through credit mobility) as a means of enhancing the inter-cultural skills of students (and thus, it is assumed, their employability). These governmental objectives have tended to be taken up enthusiastically by individual HEIs within both countries, many of which have developed their own mobility schemes in addition to making use of established schemes such as Erasmus. Nevertheless, at the present moment, ISM in both the UK and Ireland faces a number of important challenges associated with: (i) the changing political context - related to, for example: Brexit (and the future of the Erasmus+ scheme); the growing dominance of China on the world stage and as an increasingly popular destination for mobile students; and the emergence of various 'regional hubs' (e.g. in Africa, the Middle East and East Asia) which offer a cheaper international alternative than Europe to prospective students; (ii) increasing awareness of the environmental costs of physical mobility and the responsibility of HEIs with respect to climate change, alongside the impact of global health concerns, brought into sharp relief by the COVID-19 pandemic; and (iii) the socio-economic characteristics of mobile students - those who move remain more likely to be from socially privileged families and, where opportunities have been opened up more broadly, they have tended to become stratified, with those from lower income families clustered in lower quality schemes.
  • Funding Agency
    • University of Surrey/Irish Research Council
  • Date From
    • 2020
  • Date To
    • 2021
  • Title
  • Summary
    • Can culture, and Europe's shared cultural heritage, provide a means of addressing the crisis of European identity? The current European crisis has often been framed in media commentary in economic terms or with regard to the challenges migration presents. However, the growing popularity of political groups across Europe that are critical of the European Union(and the current Brexit process) reflects a crisis in European identity. Many Europeans are unable to identify with European institutions and indeed with what it means to be European today. Examine Europe engages directly with this issue. Such major societal challenges cannot be addressed through one disciplinary approach; therefore this project draws on a range of disciplines in the Arts, Humanities, Social Sciences (AHSS) and STEM areas. Three workshops will consider the strands of land/townscapes, sport and the media, schooling and curriculum design, as key components of Europe's shared cultural heritage and identity.
  • Funding Agency
    • Irish Research Council
  • Date From
    • 2019
  • Date To
    • 2020
  • Title
  • Summary
    • Different approaches are taken in Irish schools regarding religious education, with little information on how students and teachers feel about the model adopted in the 11 new multi-denominational Community National Schools. Children are taught all subjects together including a specially-designed religious education programme, but then are streamed by religion for a certain amount of time each year to receive instruction in their individual faith. The aim of this study, directed by Prof Daniel Faas, is to explore the experiences of principals, teachers and pupils in Community National Schools. The main research questions are: What is the gap in existing knowledge? What impact does the religious education approach have on friendships? What approaches are taken in religious education classes, and do they differ across faith groups in schools? The study has a mixed-method approach, consisting of a questionnaire with principals in 11 Community National Schools; 2 semi-structured interviews with teachers in each school to hear their perceptions regarding challenges and opportunities regarding the provision of religious education; and 2 pupil focus-group interviews in each school to hear some of the voices of the children, aged 10 (Year 5). The project makes an original contribution to ongoing political and educational debates in Ireland and Europe around the provision of religious education in schools and the wider role of church-state relationships.
  • Funding Agency
    • Trinity College Dublin
  • Date From
    • 2016
  • Date To
    • 2017
  • Title
  • Summary
    • Growing secularisation of the population and the arrival of new culturally and religiously diverse migrants are posing new challenges to Irish schools, particularly in the primary sector that has remained largely denominational. Over the last decades other school types have started to emerge as a response to parental demand. This study, directed by Prof Daniel Faas, focuses on ethnic and religious diversity across a range of primary schools in Ireland. It aims to analyse the differences in catering for diverse student intakes, particularly relating to different admission policies and different provisions of religious education. The central research question therefore is: How do different types of primary schools in Ireland accommodate and manage cultural, ethnic and religious diversity? The study looks at the governance of primary schools in Ireland, and locates this in a European comparative perspective. It systematically re-analyses an existing dataset of a larger study on migrant children in Irish schools: 'Adapting to Diversity: Irish schools and newcomer students' (ESRI, 2009), to explore the extent to which diversity management and accommodation varies between primary schools. The project also builds on insights from an FP7-funded study, Religious Education in Multicultural Countries (REMC), coordinated by the Economic and Social Research Institute.
  • Funding Agency
    • Trinity College Dublin
  • Date From
    • 2014
  • Date To
    • 2016
  • Title
  • Summary
    • This project, directed by Dr. Daniel Faas, analyses the extent to which the International Baccalaureate Diploma Programme (IB DP) school curriculum aligns with national standards in Germany and Switzerland in regard to content, cognitive demand, and philosophical underpinnings. It also explores the ways in which the intended non‐scholastic attributes of international mindedness, civic‐mindedness, citizenship, engagement, and motivation compare among IB DP, German and Swiss curriculum documents. The study compares and contrasts mathematics, a modern foreign language (Spanish), geography, history as well as biology in Baden-Wuerttemberg, Berlin (Germany) as well as Zurich and Geneva (Switzerland). It focuses on curricula in the 16 to 19 age range which are important for transition into university. The analysis considers regional and national political contexts, different socio-ethnic compositions of IB and mainstream schools in the two countries and likely impacts on curriculum design and development. It looks at expectations of student thinking including categories such as problem-solving and memorizing formula in mathematics or synthesising and understanding topics in social science subjects. It examines cultural, linguistic and religious heritage, interaction and student involvement, the impact on student and learner identities.
  • Funding Agency
    • International Baccalaureate Organization
  • Date From
    • 2014
  • Date To
    • 2016
  • Title
  • Summary
    • Historically, education policy-making has been intertwined with the nation-building project. However, the centrality of the nation-state in education policy-making has been constrained by a wide range of new socio-political and economic phenomena that relate to European integration. The EURINTED project, coordinatated by Professor Panayiotis Angelides at the University of Nicosia, explores the transformation of intercultural education in the context of European integration. It will also indicate the ways in which European education policies are mediated and reframed by national institutions; through case studies of the development of intercultural education in Cyprus and Ireland. This project will examine the types of interaction between European and national intercultural policies; the ways in which European intercultural policies are mediated by national institutions; and the impact of this process for Cypriot and Irish educational policy-making for intercultural education. This project is informed by and runs alongside 'The Intercultural Education Strategy in Ireland: Old Wine in a New Bottle?' study. The purpose of this project is to provide a number of insights into the Europeanisation mechanisms of national intercultural education. The study will thus allow national and European policy-makers as well as educators to reflect on their intercultural educational approaches.
  • Funding Agency
    • Research Promotion Foundation of Cyprus and the European Regional Development Fund
  • Date From
    • 2011
  • Date To
    • 2013
  • Title
  • Summary
    • This project, directed by Dr. Daniel Faas, aims to evaluate the implementation of the new Irish Intercultural Education Strategy, launched in September 2010. Ireland has experienced large-scale immigration since 1996, particularly since the 2004 eastern enlargement of the European Union. With immigration presently slowing down as a result of the economic downturn, the issue of how to integrate those already residing in Ireland is now a pertinent issue. Drawing on interviews with two management staff in two primary, two post-primary and two third-level institutions in Dublin, the study analyzes how these define and operationalize interculturalism. The area of how schools and (young) universities like Dublin City University transpose intercultural guidelines into practice merits further research. Although the recent Department of Education and Science-commissioned report 'Adapting to Diversity: Irish Schools and Newcomer Students' identified some of the issues at stake and has informed the development of the Intercultural Education Strategy, little is known about the impact this new initiative will have on schools and how school management and staff understand and respond to migration-related diversity. This study arises out of consultation meetings organized by the Department of Education and Skills and forms the pilot of European collaborative work.
  • Funding Agency
    • Trinity College Dublin
  • Date From
    • 2010
  • Date To
    • 2012
  • Title
  • Summary
    • The CIVITURN project engages with the thesis by Christian Joppke that Western European migration policy is converging towards a liberal consensus of anti-discrimination rights and labour market participation. While these tendencies are undisputable, the project endeavours to demonstrate that migration policies - comparatively studied in Denmark, Britain, Germany, Ireland and the Netherlands across a range of policy areas including education and citizenship aspects - are not just 'liberal' but reflective of a civic or republican turn emphasising activity, autonomy, and 'good' citizenship. This turn is manifested in different ways according to national trajectories and public philosophies of integration (which are not the same as fixed archetype 'national models') in part to do with national conceptualisations of citizenship as a response to questions of unity, diversity and Islamic religion. Moreover, these citizen integration strategies are not only nationally diverse, but indicative of national identity concerns/nationalism. The research is in continuation of an EU-funded project (A European Approach to Multicultural Citizenship: Legal, Political and Educational Challenges) which focused on the experiences of Muslim and other migrant minorities in Europe. The project is at dissemination stage (please see articles co-authored with Mouritsen, Meer and de Witte).
  • Funding Agency
    • Aarhus University Faculty of Social Sciences
  • Date From
    • 2008
  • Date To
    • 2011
  • Title
  • Summary
    • This new interdisciplinary and policy-oriented research programme in Ethnicity and Education, directed by Dr. Daniel Faas, studies the responses to cultural and religious diversity primarily in education but also related areas such as the labour market. With inward migration to Ireland and Europe slowing down as a result of the global economic downturn, the focus has shifted from migration studies to issues of integration. The main initiative includes an analysis of the impacts of the new Irish Intercultural Education Strategy in primary, post-primary and tertiary education and in particular how school management staff, including teachers and students, understand and respond to interculturalism in our knowledge-based society. Related actions to be implemented include the preparation of an international collaborative project on balancing diversity and social cohesion. Part of the funds will also be used to invite renowned speakers to Trinity and produce and launch two books. The project relates to the activities of the Trinity Immigration Initiative but with a stronger focus on education, thereby also strengthening and developing a key subdiscipline in the Department of Sociology. Several of my PhD students (working on return migration; racialised discourses in schools; and diversity management in the workplace) are attached to this research programme.
  • Funding Agency
    • Trinity College Dublin
  • Date From
    • 2009
  • Date To
    • 2010
  • Title
  • Summary
    • During the first years of the 21st century, national citizenship identities on both sides of the Atlantic are being challenged by devolution and regionalisation on the one hand, and ever-increasing processes of European integration, globalisation and migration on the other. Minority ethnic communities, especially Muslims, have come under intense scrutiny in the wake of the terrorist events in the United States, Spain and England. Politicians and academics have been intensively debating what should be done to enhance civic cohesion in contemporary societies, and some of the latest efforts have focused on the role education and training systems play in the process of mediating the tensions between national majorities and migrant minorities. This project informs the preparation and implementation of new teaching units in the Department of Sociology and the Institute of European Studies, notably through developing a transatlantic perspective in existing University of Berkeley undergraduate and graduate modules on 'Immigration, Incorporation and Citizenship'. It also promotes comparative and interdisciplinary research with a view of strengthening the transatlantic research and policy community; fosters student exchanges and contributes to the debate on how to balance cultural and ethnic diversity with civic integration approaches.
  • Funding Agency
    • Fulbright Commission
  • Date From
    • 2009
  • Date To
    • 2009
  • Title
  • Summary
    • Europe is undergoing considerable demographic, political and social change as it moves towards a knowledge economy. At a time when Europe has entered accession talks with Turkey, politicians and policy-makers are presented with the challenge of constructing and promoting an inclusive multi-ethnic concept of Europe. The project is a response to these challenges and aims to address this research gap by developing a deeper understanding of (a) the ways in which EU policy-makers and politicians combine multicultural and European agendas and address the presence of Muslim communities in Europe; (b) the ways in which national educators and policy-makers in European countries with sizeable Muslim populations perceive European and multicultural agendas; and, (c) the ways in which school curricula of subjects like Geography, History and Citizenship address notions of multiculturalism and Europe. The choice of countries to be studied and compared includes Germany (old host country with a monocultural vision), England (old host country with a multicultural vision) and Greece (new host country with a monocultural vision), indeed three countries that have put different emphasis on their multicultural and European agendas. The project highlights the need to transform national curricula into more inclusive European and global learning approaches.
  • Funding Agency
    • European Commission
  • Date From
    • 2006
  • Date To
    • 2008
  • Title
  • Summary
    • Globalization, European integration, and migration are challenging national identities and changing education across Europe. The nation-state no longer serves as the sole locus of civic participation and identity formation, and no longer has the influence it once had over the implementation of policies. This study examines how four schools in Britain and Germany mediate government policies, creating distinct educational contexts that shape youth identity megotiation and integration processes. It is the first of its kind to bring together within-country and between-country differences in identity formation among young people. By delving into the discourses of ethnic majority and Turkish minority youth, this study unravels a wide range of factors shaping contemporary identities and offers new insights into the particular role school policy approaches play in this process. The study situates these discussions within broader European and transatlantic theoretical and empirical debates on immigrant incorporation and offers a much-needed synthesis of European and American scholarship. The study will be an invaluable source of evidence for policymakers vand professionals concerned with balancing cultural diversity and social cohesion in such a way as to promote more inclusive citizenship and educational policies in multiethnic schools.
  • Funding Agency
    • British Economic and Social Research Council
  • Date From
    • 2002
  • Date To
    • 2005


Case-study research; Citizenship; Community and School Relations; Comparative Education; Comparative Sociology; Educational Planning/Policy; Ethnicity & Nationalism in Central Europe; EU developments; European minority cultures and identities; Globalisation; Identity politics and social change; Knowledge Based Society; Migration; Migration and Employment; Multicultural Education; Multiculturalism; Qualitative methodologies; Race and ethnic studies; Social Policy; Teacher Education Issues



Vice-Chair, Rapporteur & Expert Evaluator, European Commission Framework Programme Horizon Europe [Marie Sklodowska Curie Actions] 2021-to date

Expert Evaluator, Italian Ministry of Education, University and Research (MIUR) [PRIN] 2021-to date

Expert Evaluator, Israel Science Foundation [Personal Research Grants] 2021-to date

Expert Evaluator, Social Sciences and Humanities Research Council of Canada [Insight Grants] 2021-to date

Expert Evaluator, National Science Centre Poland [Panel HS6] 2020-to date

Expert Evaluator, Qatar National Research Fund [National Priorities Research Program] 2020-to date

Expert Evaluator, Academy of Finland [Education Panel] 2020-to date

Programme Reviewer, Dundalk Institute of Technology Department of Humanities (School of Business and Humanities), Re-validations and new validations of BA programmes 2019-2019

Board Member of SAGE Sociology textbook series "New Approaches to Sociology" 2018-to date

Member of the Royal Irish Academy, Social Sciences Committee (invited to join the Social Sciences Committee for a 4-year term, and invited to join the RIA conference organizing committee to develop the content for an event on 27 February 2020 on the Disestablishment of the Church of Ireland) 2018-to date

Associate Editor, Intercultural Education (Journal) 2018-to date

Associate Senior Fellow, Bayreuth International Graduate School of African Studies (PhD Mentor "Including the Marginalized: The Case of Children of Migrants and Education in Ghana") 2017- to date

Expert Evaluator, Luxembourg National Research Fund (FNR) [Social Sciences and Humanities SH2 Panel] 2017-to date

Board Member, European Sociological Association (Research Network 10: Sociology of Education) 2017-to date

Advisor to the National Council for Curriculum and Assessment (NCCA), in the context of the Education about Religions and Beliefs (ERB) and Ethics curriculum, and the Review of the junior "Goodness Me, Goodness You" religious education programme in Community National Schools 2017-to date

Vice-Chair, Rapporteur & Expert Evaluator, European Commission Framework Programme Horizon 2020 [Societal Challenge 6] 2015-2020

Convenor of the Special Interest Group "Belief Systems, Ethics and Philosophy in Education" (Educational Studies Association of Ireland) 2016-to date

Expert Evaluator, Education and Culture Executive Agency (EACEA, European Commission) [Erasmus+ programme, as well as CERV Citizens, Equality, Rights and Values programme] 2015-to date

Editorial Board Member, British Educational Research Journal 2014-2017

Consultant for the Network Migration in Europe, invited to write research-based policy briefs for example on Muslims in Germany for their information platform "Migration Citizenship Education" 2015-to date

Editorial Board Member, Irish Journal of Sociology 2014-2017

External Examiner of PhD dissertations 2014-to date

Expert Evaluator, Volkswagen Foundation [Challenges for Academia and Society] 2013-to date

Editor of Education Inquiry Journal (Special Issue: "Ethnic diversity and schooling in national education systems") 2012-2013

Expert Evaluator, European Commission, FP7 and Horizon 2020 [Cooperation] as Remote Evaluator and Panel Member 2012-to date

Expert Evaluator, Foundation for Science and Technology Portugal [Social Sciences and the Humanities] 2012-to date

Expert Evaluator, Swiss National Science Foundation [Humanities and Social Sciences] 2012-to date

Expert Evaluator, Research Promotion Foundation of Cyprus [Socio-economic Sciences and Humanities] 2010-to date

Advisor to the Migration Policy Institute (MPI) Washington DC (on effects of education reforms on outcomes of migrant youth in North America and Europe) 2010- to date

Advisor to the Irish Department of Education and Skills (DES), consulted on the development of the Intercultural Education Strategy (2010-2015), the Forum on Patronage and Pluralism in the Primary Sector, and the development of policies for Community National Schools (since 2017) 2008-to date

Advisor to the European Commission, DG Education and Culture [Education and Training 2010 Programme], invited to contribute to policy development notably the 2008 production of the Green Paper on "Migration and Mobility: Challenges and Opportunities for EU Education Systems" 2007-2010

Chair and Discussant at major national and international Sociology and Education conferences 2008-to date

Referee of Journal Articles for over 30 leading international journals in the areas of sociology, education and ethnic studies; Book Reviewer; Book Manuscript Reviewer for Palgrave and Routledge 2007-to date

Awards and Honours

Visiting Professor, Migration and Inclusion Centre, Monash University 2024

Visiting Professor, UniSA Education Futures, University of South Australia 2024

Provost's Project Award, Trinity College Dublin (to recruit a fully-funded PhD candidate) 2019

Visiting Fellow, Institute of Advanced Studies, Lougborough University 2019

Visiting Professor, Department of Sociology, University of the Philippines (Diliman) 2018

Visiting Professor, Department of Sociology, Universidade de São Paulo 2017

Visiting Professor, School of International Relations and Diplomacy, Beijing Foreign Studies University 2017

Global Engagement Award, Trinity College Dublin (in recognition of global relationship building) 2016

Trinity Education Fellowship (in recognition of enhancing the Trinity undergraduate education) 2016

Election to Fellowship at Trinity College Dublin (in recognition of research excellence) 2015

European Research Council Finalist (ERC Consolidator Grant) 2014

Visiting Scholar, Institute of Education, University College London 2013

European Sociological Association Book of the Month 2013

Provost's Teaching Award, Trinity College Dublin (in recognition of teaching excellence) 2012

European Research Council Finalist (ERC Starting Grant) 2011

Visiting Scholar, Faculty of Social Sciences, Aarhus University 2010

Best Article Award and Honorary Membership, European Sociological Association 2009

Fulbright-Schuman Fellowship, University of California at Berkeley 2008

Marie Curie Intra-European Fellowship, Hellenic Foundation for European and Foreign Policy 2006

Cambridge European Trust Award, University of Cambridge 2005

Paul Mellon Award, Clare Hall College University of Cambridge 2005

British Economic and Social Research Council Scholarship 2002


International Migration, Integration and Social Cohesion in Europe (IMISCOE) 2019 – present

Educational Studies Association of Ireland (ESAI) 2017 – present

Sociological Association of Ireland (SAI) 2012 – present

European Sociological Association (ESA), honorary member since 2009 2007 – present

British Educational Research Association (BERA) 2005 – present

European Educational Research Association (EERA) 2005 – present

American Sociological Association (ASA) 2012 – 2014

Council for European Studies (CES) 2010 – 2013

International Sociological Association (ISA) 2008 – 2011

British Sociological Association (BSA) 2006 – 2011

American Educational Research Association (AERA) 2007 – 2008