Paul Downes
Irisch
Zugehörigkeit
Educational Disadvantage Centre, Institute of Education, Dublin City University
Bildungsstufe
- FBBE
- Schulische Bildung
- Berufliche Bildung
- Hochschulbildung
- Nicht-formales und informelles Lernen
- Erwachsenenbildung
Geografischer Anwendungsbereich Expertise
Politische themen
- Zugang zu hochwertiger Bildung für alle
- Bildungsinhalte und Lehrpläne, Entwicklung von Schlüsselqualifikationen
- Inklusion und Nicht-Diskriminierung von Gruppen, die bei der allgemeinen und beruflichen Bildung benachteiligt sind
- Schulabbruch, Teilnahme an allgemeiner und beruflicher Bildung
- Beteiligung von Eltern und anderen Akteuren, ganzheitliche Schulstrategien
- Kontrolle von Chancengleichheit und Qualität in der allgemeinen und beruflichen Bildung
- Aus- und Weiterbildung der Arbeitskräfte im Bildungswesen
- Fachübergreifendes Arbeiten
Selected publications
- Downes, P.(2024). Towards a Concentric Spatial Psychology for Social and Emotional Education Beyond the Interlocking Spatial Pillars of Modernism. Eighth Monograph in Resilience and Health, Centre for Resilience and Socio-Emotional Health, University of Malta. (open access)
- Downes, P., Li, G., Van Praag, L. & Lamb, S. (Eds.) (2024).The Routledge International Handbook of Equity and Inclusion in Education. London: Routledge
- Downes, P., Anderson, J., Behtoui, A., Van Praag, L. (Eds.), (2024). Promoting Inclusive Systems for Migrants in Education. London: Routledge
- Downes, P. (2023). Rethinking the Interplay between Schooling, Mental Health, Wellbeing and Poverty: Key Issues for Sociology of Education Regarding Structure, Space and Agency. In SAGE Handbook on the Sociology of Education (Berends, M., Schneider, B. & Lamb, S.)
- Downes, P. (2023). Reframing Cooper’s Emotional-Relational, Commodification and Biopsychosocial Concerns as a Spatial Turn towards Concentric Systems of Inclusion. In C.Cefai (Ed), Nurturing Students’ Wellbeing: Essays in Honour of Paul Cooper. London: Peter Lang.
- Downes, P. (2023). Inclusive systems as relational space in and around schools for supporting migrants in education: A spatial focus on transitions from diametric to concentric spatial systems. In Research Handbook on Migration and Education (D.Devine, Pinson, H. & N.Bunar Eds.) Cheltenham: Edward Elgar.
- Downes, P. & Cefai, C. (2019). “Strategic Clarity on Different Prevention Levels of School Bullying and Violence: Rethinking Peer Defenders and Selected Prevention”. Journal of School Violence.
- Downes, P. (2019). Reconstructing agency in developmental and educational psychology: Inclusive Systems as Concentric Space. New York/London/New Delhi: Routledge
- Downes, P. (2019). “Transition as a displacement from more fundamental system concerns: Distinguishing four different meanings of transition in education“. Educational Philosophy and Theory.
- Downes, P. (2018). “Postscript – The Emotional-Relational Turn for Early School Leaving Prevention: Building on The Neglected Shadow for Inclusive Systems in and around Schools”. International Journal of Emotional Education, 10.
- Downes, P., Anderson, J., Nairz-Wirth E. (2018). Editorial Conclusion: Developing conceptual understandings of transitions and policy implications. Special Issue, European Journal of Education, 53.
- Downes, P. (2018). “An Emerging Paradigm of Structural Indicators to Examine System Supports for Children’s and Adolescents’ Education and Wellbeing”. Child Indicators Research, 11.
- Cefai, C., Bartolo P. A., Cavioni. V., Downes, P. (2018). Strengthening Social and Emotional Education as a core curricular area across the EU: A review of the international evidence. NESET, Luxembourg: Publications Office of the European Union.
- Downes, P., Nairz-Wirth, E., Rusinaite, V. (2017). Structural Indicators for Developing Inclusive Systems in and around Schools in Europe. NESET, Luxembourg: Publications Office of the European Union/EU bookshop.
- Downes, P. and Cefai, C. (2016). ‚How to Prevent and Tackle Bullying and School Violence: Evidence and Practices for Strategies for Inclusive and Safe Schools‘, NESET II report, Luxembourg: Publications Office of the European Union, 2016. doi: 10.2766/0799
- Downes, P. (2014) Access to Education in Europe: A Framework and Agenda for System Change. Dordrecht: Springer, Luxembourg: Publications Office of the European Union/EU bookshop.
- Edwards, A. & Downes, P. (2013). Alliances for Inclusion: Developing Cross-sector Synergies and Inter-Professional Collaboration in and around Education. Foreword by Jan Truszczynski, Director-General of the European Commission’s Directorate General for Education and Culture. NESET report, Brussels: European Commission, DG Education and Culture
- Downes, P. (2012) The Primordial Dance: Diametric and Concentric Spaces in the Unconscious World. Oxford/Bern: Peter Lang.
- Downes, P. (2011). Multi/Interdisciplinary Teams for Early School Leaving Prevention: Developing a European Strategy Informed by International Evidence and Research. Report for European Commission, NESET , Directorate General, Education and Culture: Brussels
- Downes, P. (2011). Community Based Lifelong Learning Centres: Developing a European Strategy Informed by International Evidence and Research. Report for European Commission, NESET, Directorate General, Education and Culture: Brussels.