● Paul Downes

Paul Downes

Informations principales

Irlandais

Affiliation

Educational Disadvantage Centre, Institute of Education, Dublin City University

Niveau d’études

EAJE
Enseignement scolaire
EFP
Enseignement supérieur
Apprentissage non formel et informel
Enseignement pour adultes

Champ d'application géographique de l'expertise

Thèmes politiques

Accès à un enseignement de qualité pour tous
Contenu des programmes d’enseignement et de formation, développement de compétences clés
Groupes vulnérables dans l’enseignement et la formation, pour garantir inclusion et non-discrimination
Décrochage scolaire, participation à l’enseignement et à la formation
Implication des parents et des parties prenantes, approche scolaire dans son ensemble
Suivi pour l’équité et la qualité dans l’enseignement et la formation
Enseignement et formation de la main-d’œuvre professionnelle
Travail interdisciplinaire

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.