- Department of Sociology
3 College Green
Dublin 2
Republic of Ireland - 00353 1 896 3443
Daniel Faas
Trinity College Dublin, Department of Sociology, Department Member
- Daniel Faas is Professor in Sociology (full professor) and an elected Board Member at Trinity College Dublin, Conveno... moreDaniel Faas is Professor in Sociology (full professor) and an elected Board Member at Trinity College Dublin, Convenor/Champion of the university-wide interdisciplinary research theme "Identities in Transformation", and founding Director of the MSc Comparative Social Change (an inter-institutional partnership and joint degree programme with UCD). He has held Visiting Professorships at Universidade de São Paulo, Beijing Foreign Studies University, University of the Philippines Diliman and University College London (Institute of Education). He is a graduate of the University of Cambridge (PhD, MPhil), the University of Stuttgart (MA) and Trinity College Dublin (MA jo).
His research is in the sociology of migration and consists of three interlinked strands: (1) identities and integration, (2) comparative curriculum analyses, as well as (3) religion and schooling in Ireland and Europe. 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, London: Routledge). In 2015, Professor Faas was elected to Fellowship of Trinity College Dublin in recognition of his scholarship and research achievements and his contributions to College and to the School.
Daniel Faas is winner of the Trinity Global Engagement Award (2016), winner of the Provost's Teaching Award at Trinity College Dublin (2012), and recipient of the 2009 European Sociological Association award for best journal article. Professor Faas was Head of the Department of Sociology at Trinity College Dublin (2012-16), Member of the University Council at Trinity College Dublin (2012-18), and Fulbright-Schuman Fellow at UC Berkeley (2009). He has acted as expert evaluator and panel vice-chair for the European Commission, and numerous national funding organisations across and beyond Europe.edit
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... more
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. Drawing on rich empirical data from four schools in Germany and Britain, this groundbreaking book examines how schools mediate government policies, creating distinct educational contexts that shape youth identity negotiation and integration processes. The study is the first of its kind to bring together between-country and within-country differences in identity formation among young people. By delving into the discourses of ethnic majority and Turkish minority youth, the book 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 book 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.
Negotiating Political Identities will appeal to educationists, sociologists and political scientists dealing with issues of migration, identity, citizenship and ethnicity. It will also be an invaluable source of evidence for policymakers and 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.
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This ground-breaking book combines an unusually sophisticated theoretical approach with a rich and multi-layered empirical study of the development of ethnic and political identities among Turkish and native youth in four schools in Germany and England. The result is a strong argument that school level policy approaches are very important in influencing how young people categorize themselves. This book should be required reading for anyone interested in migrant integration, multiculturalism, education in Europe and beyond.
Mary C. Waters, Harvard University, USA
*** Special Offer: 20% discount available - please email daniel.faas@tcd.ie ***
transatlantic theoretical and empirical debates on immigrant incorporation and offers a much-needed synthesis of European and American scholarship.
Negotiating Political Identities will appeal to educationists, sociologists and political scientists dealing with issues of migration, identity, citizenship and ethnicity. It will also be an invaluable source of evidence for policymakers and 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.
Reviews:
This ground-breaking book combines an unusually sophisticated theoretical approach with a rich and multi-layered empirical study of the development of ethnic and political identities among Turkish and native youth in four schools in Germany and England. The result is a strong argument that school level policy approaches are very important in influencing how young people categorize themselves. This book should be required reading for anyone interested in migrant integration, multiculturalism, education in Europe and beyond.
Mary C. Waters, Harvard University, USA
*** Special Offer: 20% discount available - please email daniel.faas@tcd.ie ***
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Research Interests: Sociology, Social Change, Psychology, European integration, Youth Studies, and 14 morePolitical Science, Politics, Qualitative Research, Music and identity, Educational Philosophy, Citizenship, Curriculum, Youth, Immigrants, Integration, TURKISH, Qualitative Data, Inclusive Society, and International Integration
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Research Interests: Sociology, Gender Studies, Multiculturalism, Education, Western Europe, and 14 moreGlobalization, Sovereignty, Immigration, Political Science, Socialization, National Identity, Music and identity, Citizenship, Curriculum, Human right, Education System, Polity, Inclusive Society, and International Integration
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In several European countries, 10% or more of the student population now has a migrant background; and some countries are facing this phenomenon for the very first time. There is growing concern that students with an immigrant background... more
In several European countries, 10% or more of the student population now has a migrant background; and some countries are facing this phenomenon for the very first time. There is growing concern that students with an immigrant background perform lower than their native ...
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National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems,... more
National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems, and curricula in particular, are responding to this. This article explores how national identity is reflected in history, geography and civic education curricula in France and Ireland. More specifically, it examines how national, European and international aspects are intertwined in these state curricula. This question is explored through a case study of curriculum units and subunits as well as discourses of how identity is being promoted in the curriculum. Our analysis highlights that French curricula privilege national topics, especially in history and civic education, whereas Irish curricula veer between national, European and international (global) notions. Our analysis explores the extent to which macro-political discourses around national identity are reflected in the shaping of the subject curricula in two countries. While the article focuses on France and Ireland, the discussions are also of interest to other jurisdictions regarding the civic expectations and role of schools in promoting national (or other) identities.
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Europe is undergoing considerable demographic, economic, cultural and socio-political change. Many European countries have become culturally diverse societies and, at the same time, the increasingly supranational context in which... more
Europe is undergoing considerable demographic, economic, cultural and socio-political change. Many European countries have become culturally diverse societies and, at the same time, the increasingly supranational context in which political and educational systems are operating has challenged national identities. As Turkey gets politically closer to Europe and entered membership negotiations on 3 October 2005, the debate where the eastern boundaries of the continent of Europe lie has intensified and is likely to impact on the ways in which Turkish youth negotiate their identities. In Germany, for instance, the Social Democratic-Green government under Chancellor Gerhard Schröder (1998-2005) argued strongly in favour of full Turkish EU membership whereas the new grand coalition government under Chancel-lor Angela Merkel has adopted a more pragmatic approach given that the conservative Chris-tian Democrats prefer a so-called ‘privileged partnership’. The Turkish Muslims are also a parti...
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confluence of ‘possibilities’ or recurrences that must be fully taken into account if we want to analyse the recent appearance of film-induced tourist industries. Because of its multidisciplinary approach, which draws upon historical... more
confluence of ‘possibilities’ or recurrences that must be fully taken into account if we want to analyse the recent appearance of film-induced tourist industries. Because of its multidisciplinary approach, which draws upon historical studies, social theory, moral economy, critical and cultural geography, anthropology and media studies, the book will surely interest different audiences. Students and scholars willing to explore the intricacies of late modernity will find in The Cinematic Tourist a wealth of stimulating theoretical insights and empirical data.
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Research Interests: History, Sociology, Geography, Multiculturalism, European integration, and 15 moreCurriculum Studies, Immigration, Migration, Statistical Analysis, Case Studies, Qualitative Research, Cultural Diversity, Comparative Education, Citizenship, Curriculum, Ethnocentrism, Case Study, Cross cultural studies, Qualitative Method, and National Curriculum
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Worldwide, HEIs strive to provide the best possible training for their PGRs, the next generation of researchers. PGRs engagement is crucial for a successful completion of their training, however, research on the experiences of PGRs is... more
Worldwide, HEIs strive to provide the best possible training for their PGRs, the next generation of researchers. PGRs engagement is crucial for a successful completion of their training, however, research on the experiences of PGRs is limited. Moreover, the number of international PGRs has increased steadily over the last decade, which poses the question whether international PGRs have different engagement levels compared to local PGRs. Therefore, thus study is aimed at filling this research gap by investigating the mechanisms that influence the engagement of these groups of students. The paper focuses on the dimensions of (1) students’ engagement with the supervisor, (2) their engagement within the department, and (3) their cognitive engagement, by taking a mixed-method approach that draws on the Irish PGR StudentSurvey.ie 2019 data and 14 semi-structured interviews conducted with PGRs at Trinity College Dublin (TCD) in 2021. The findings indicate that differences in engagement bet...
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This article discusses national variations of the notion of common culture, specifically the German concept of Leitkultur, and related concepts across five north-western European countries: Denmark, Ireland, the Netherlands, Britain and... more
This article discusses national variations of the notion of common culture, specifically the German concept of Leitkultur, and related concepts across five north-western European countries: Denmark, Ireland, the Netherlands, Britain and Germany. Similar debates have taken place in these countries, with each facing integration challenges concerning the need to integrate migrants into society and to balance cultural diversity on the one hand with forms of unity variously conceived on the other. Within this common trend, however, remains significant national variation. The conceptual vocabulary as well as the very structure, semantic content, and perceived functions of what should be ‘common’ differs significantly across the five countries, e.g. as regards versions of civic-liberal, religious, and ethno-cultural culture; the degree of assumed comprehensiveness or ‘thickness’ of how culture is shared or common; and what emerges as the very point of sharing it. A succinct analytical read...
Globalisation and Europeanisation are complementary and partly overlapping processes that identify the increasingly supranational context in which political and educational systems are operating. This article explores how Turkish youth in... more
Globalisation and Europeanisation are complementary and partly overlapping processes that identify the increasingly supranational context in which political and educational systems are operating. This article explores how Turkish youth in two German and English secondary schools relate to the European knowledge economy, and how their political identities are shaped by school dynamics (ethos, curriculum and peer cultures) and social class positioning. 1 Drawing upon mainly qualitative data, the paper indicates that when the concept of Europe is allied to multiculturalism, there is the possibility of including minority ethnic groups like the Turkish Muslims and giving them the opportunity of relating to the European knowledge economy. If, however, Europe is understood as a white Christian concept, then Turkish teenagers will struggle to relate positively to Europe as a political identity. The article not only gives voice to young Turkish Muslims in Europe but also assesses the potenti...
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Research Interests: Sociology, Education, Religious Education, Diversity, Ireland, and 3 moreIrish, Ethos, and Educational
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There is a widely shared view that the appeal of multiculturalism as a public policy has suffered considerable political damage. In many European states the turn to “civic” measures and discourses has been deemed more suitable for the... more
There is a widely shared view that the appeal of multiculturalism as a public policy has suffered considerable political damage. In many European states the turn to “civic” measures and discourses has been deemed more suitable for the objectives of minority integration and the promotion of preferred modes of social and political unity. It is therefore said that the first decade of the new century has been characterized by a reorientation in immigrant integration policies—from liberal culturalist to the “return of assimilation” (Brubaker, 2001), on route to a broader “retreat from multiculturalism” (Joppke, 2004). In this article, we argue that such portrayals mask a tendency that is more complicated in some cases and much less evident in others. To elaborate this, we offer a detailed account of the inception and then alleged movement away from positions in favor of multiculturalism in two countries that have adopted different versions of it, namely the United Kingdom and the Netherl...
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There is a widely shared view that the appeal of multiculturalism as a public policy has suffered considerable political damage. In many European states the turn to “civic” measures and discourses has been deemed more suitable for the... more
There is a widely shared view that the appeal of multiculturalism as a public policy has suffered considerable political damage. In many European states the turn to “civic” measures and discourses has been deemed more suitable for the objectives of minority integration and the promotion of preferred modes of social and political unity. It is therefore said that the first decade of the new century has been characterized by a reorientation in immigrant integration policies—from liberal culturalist to the “return of assimilation” (Brubaker, 2001), on route to a broader “retreat from multiculturalism” (Joppke, 2004). In this article, we argue that such portrayals mask a tendency that is more complicated in some cases and much less evident in others. To elaborate this, we offer a detailed account of the inception and then alleged movement away from positions in favor of multiculturalism in two countries that have adopted different versions of it, namely the United Kingdom and the Netherl...
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Growing secularisation of the population and the arrival of new culturally and religiously diverse migrants are posing new challenges to schools in the Republic of Ireland (Ireland). These challenges are particularly acute in Irish... more
Growing secularisation of the population and the arrival of new culturally and religiously diverse migrants are posing new challenges to schools in the Republic of Ireland (Ireland). These challenges are particularly acute in Irish primary schools, the majority of which are under Catholic patronage. Recent changes have necessitated an extensive consultation process about how to accommodate religious diversity and have resulted in some important policy changes. This article contributes to an ongoing debate about state-run denominational schools and the place of Religious Education in these. While set in the Irish context, the article is also relevant for educators and academics in other jurisdictions as it describes recent policy developments and steps taken in addressing cultural and religious diversity in schools.
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This article explores the extent to which young people in predominantly middle-class environments identify with Europe and considers the influence of European education policy, school ethos and curricula. We compare data drawn from... more
This article explores the extent to which young people in predominantly middle-class environments identify with Europe and considers the influence of European education policy, school ethos and curricula. We compare data drawn from individual and focus group interviews with students aged 15–17 at a state school and a European School in England. The empirical analysis was informed by post-structuralism and found that young people at both schools developed multidimensional, multifaceted identities. Students at the European School, which has an ethos of developing both national and European identities, identified themselves more as European than their peers at the state school, which integrated students on the basis of a common British citizenship. The findings suggest that the policy on the European dimension in education contributes towards developing students’ identification with Europe and to their knowledge of Europe, though not at the expense of their ethnic and national identities, which were stronger than their European identities. Lack of a European dimension in education (both in and out of school) seems to result in a lack of identification with and knowledge about Europe.
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This article discusses national variations of the notion of common culture, specifically the German concept of Leitkultur, and related concepts across five north-western European countries: Denmark, Ireland, the Netherlands, Britain and... more
This article discusses national variations of the notion of common culture, specifically the German concept of Leitkultur, and related concepts across five north-western European countries: Denmark, Ireland, the Netherlands, Britain and Germany. Similar debates have taken place in these countries, with each facing integration challenges concerning the need to integrate migrants into society and to balance cultural diversity on the one hand with forms of unity variously conceived on the other. Within this common trend, however, remains significant national variation. The conceptual vocabulary as well as the very structure, semantic content, and perceived functions of what should be ‘common’ differs significantly across the five countries, e.g. as regards versions of civic-liberal, religious, and ethno-cultural culture; the degree of assumed comprehensiveness or ‘thickness’ of how culture is shared or common; and what emerges as the very point of sharing it. A succinct analytical read...