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UCD Equality Studies Centre

Ionad Staidéar an Chomhionannais UCD

Research
The Equality Studies Centre runs a dynamic and strongly interdisciplinary research programme involving a wide range of both theoretical and empirical research on issues of equality, social justice and human rights. The originality of its work lies in its dialogical and democratic approach to both the development and dissemination of research and theory in the equality field. The work is driven by the desire to make research accessible to all, and by the practice of linking egalitarian theory to action for social change. The research programme is open and inclusive, and is grounded in the wide range of disciplinary traditions represented by staff and students at the Centre.
As the Centre is devoted to cooperative modes of research inquiry, it is actively engaged in dialogue with local communities, non-governmental organisations, statutory and other bodies in promoting research-informed policy development. By promoting a strong emancipatory approach to empirical research studies and theory development it is a vibrant, exciting and supportive place in which to undertake research. 

Current Research Projects
ESC current research projects: 

National Rape Crisis Statistics 2007 Funding Body: Rape Crisis Network of Ireland
Principal Investigator: Dr Maureen Lyons, UCD Equality Studies Centre, UCD School of Social Justice, UCD, Belfield, Dublin 4. Tel: 353-1-7167642; Email: Maureen.Lyons@ucd.ie

Building on the National Rape Crisis Statistics 2006 report, the 2007 publication also presents an analysis of national statistical information collected by 14 participating Rape Crisis Centres (RCCs).
In 2004, the Rape Crisis Network of Ireland (RCNI) established a purposefully designed web-based recording system in order to collate and generate data about the extent and nature of sexual violence in Ireland. All participating Centres operate the RCNI web-based recording system; principally, this allows RCCs to gain an understanding of who service users are in terms of their background characteristics, sexual violence histories and service usage patterns. In addition, such data allows Centres to monitor the counselling and support provided to service users, ensuring that services can be more effectively delivered in the future.
The overall aim of this research is to provide an accurate profile of the users of RCC counselling services, the patterns of sexual violence experienced by these survivors of sexual violence and the nature of their contacts with RCC counselling and support services. While an initial report of annual statistics was produced in 2005 (RCNI), the National Rape Crisis Statistics 2006 report (see detail under ‘completed research projects’ below) was the first full report of available national statistics from 14 participating Centres.
A further and major development aspect of the current research project has involved consultation and collaboration with Dublin and Cork RCC’s with a view to involving these Centres in the RCNI web-based recording system. This work is progressing and the objective is to have national RCC statistics available in 2009.

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NESSE Network of Experts in Social Sciences of Education and Training (NESSE)
Professor Kathleen Lynch is a member of NESSE. The Network of Experts on the Social Sciences of Education and Training (NESSE) is a network of internationally renowned researchers investigating the social aspects of education and training. It advises and supports the Commission in the analysis of education policies and reforms and of their implications for future policy development at national and European level.

NESSE, which was set up at the end of 2006, supports policy development activities such as the preparation of the Commission's Communication on ‘Schools for the 21st century’. In addition, it supports peer-learning activities in which policy-makers from several Member States exchange information and share knowledge on good policy practice (most notably, the work of the cluster on ‘Access and social inclusion in lifelong learning’).

NESSE complements the work of the EENEE network of education economists and that of the Centre for Research on Lifelong Learning (CRELL).
More information is available at http://www.nesse.fr

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Religious Education in a Multicultural Society: School and Home in Comparative Context (REMC)
The Irish part of this five-country ( Belgium, Germany, Ireland, Malta and Scotland) research project is being coordinated jointly by Prof. Kathleen Lynch, UCD and Dr Emer Smyth, the Economic and Social Research Institute (ESRI) , Dublin. The overall project is being coordinated by ESRI researcher, Dr Emer Smyth. Other members of the Irish research team include Dr Merike Darmody, ESRI and Dr Maureen Lyons, UCD Equality Studies Centre. The  international research team also includes Professor Sheila Riddell (University of Edinburgh),  Prof. Jaap Dronkers (EUI Florence), Prof. Ides Nicaise (HIVA, Leuven), Prof. Mary Darmanin (University of Malta) and Prof. Bert Roebben (Dortmund University).
The aim of this study is to explore the transmission of religious beliefs and values through the education system and the family across different EU country contexts. The two-year study (Jan 2008 to Dec 2009) is funded through the EU Seventh Framework Programme.

The study will use both primary research and secondary analysis of existing data sources. Secondary analysis will be used to identify different models of how religious belief is treated in diverse educational systems. Located within this broad overview, intensive case studies involving interviews with teachers, parents and students will be carried out in primary schools in Belgium (Flanders), Germany, Ireland, Malta, and Scotland, countries with very different religious compositions and educational systems.

This innovative project will contribute to the conceptualisation of religious socialisation within multicultural settings and to policy development in the educational arena by highlighting the role of religion in school choice as well as potential tensions between home and school regarding religious formation and practice.
More information is available on the project website at http://www.esri.ie/research/research_areas/education/Remc/

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Senior Appointments in Education: A study of management culture
Funding Body: Gender Equality Unit, Department of Education and Science.
Co-ordinators: Professor Kathleen Lynch, UCD Equality Studies Centre, UCD School of Social Justice, UCD, Belfield, Dublin 4. Tel: 353-1-7167623; Email: Kathleen.Lynch@ucd.ie and Dr Dympna Devine, UCD School of Education and Lifelong Learning, UCD, Belfield, Dublin 4. Tel: 353-1-7168338; Email: Dympna.Devine@ucd.ie.
Researchers: Post-Doctoral researchers Dr Bernie Grummell and Dr Siobhan Fleming conducted the interviews for the study while Dr Maureen Lyons co-ordinated and managed the fieldwork and analysis part of the research. The coding and analysis was conducted by Dr Bernie Grummell under the supervision and guidance of Prof. Lynch, Dr Dympna Devine and Dr Maureen Lyons.
Context, Aims and Objectives of Project: Although education is an increasingly feminised profession at all levels, research both nationally and internationally indicates that senior appointments in education are disproportionately male. While research has been conducted in Ireland on the reasons why women do not apply for senior posts in schools in particular, we know little about the culture of senior appointments and the institutional framework within which gendered appointments are made.
This was the first major study in Ireland to examine cultural codes enshrined in senior appointments at different educational levels and across different sectors of education. A series of 20 case studies were completed that explored the procedures and processes of recent senior appointments at primary, post-primary, third level and statutory educational agencies (for example principals of primary and post-primary schools, heads and other senior staff in third level institutions and statutory agencies). Each case study consisted of an in-depth qualitative interview with the recent appointee, interview(s) with one or more assessors from their interview board and the collection of supporting documentation (advertisements for the post, application forms and other relevant information). Discourse analysis of educational websites and newspapers was also be conducted to identify the public discourses circulating about educational leadership and senior management in Ireland (by examining the policies and publications of educational representative groups including trade unions, statutory and non-statutory educational bodies).
The objective of this research was to identify the cultural norms that govern senior appointments in education. It will provide a valuable insight into how gender is encoded in the processes and procedures for recruiting suitable candidates, and in the definitions and terms of conditions of appointments. By so doing, it will provide an informed context for reviewing existing procedures with a view to making them more genuinely inclusive, not only of women but also of men, who do not subscribe to the dominant definitions of performance-based, competitive cultures of management. By developing a counterfactual model for educational management that is more women friendly and care friendly, the study will also provide a valuable tool for a gender inclusive framework for all public (and private) sector senior appointments.

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Completed Research Projects
ESC completed research projects include: 


Enabling Lesbian, Gay and Bisexual Individuals to Access their Rights under Equality Law
Funding Body: Equality Authority and Equality Commission for Northern Ireland
Co-ordinators: Judy Walsh, Equality Studies, School of Social Justice; Barry Fitzpatrick, Fitzpatrick Consulting, Belfast and Neil Jarman, Director, The Institute for Conflict Research, Belfast.
A team from the UCD School of Social Justice, which was led by Judy Walsh of the UCD Equality Studies Centre, collaborated with partners located in Northern Ireland on this research project. The study was commissioned by the statutory equality agencies from the two jurisdictions and identifies strategies to enable LGB individuals to secure their rights under equality law.

CLick here to read the report: http://www.equality.ie/index.asp?loclD=105&docID=708

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Equality and Social Inclusion in Ireland: A Framework for Peace and Stability
The Equality and Social Inclusion in Ireland Project was a two year (2004 -2006) collaborative project between three universities: University College Dublin (UCD), Queen’s University Belfast (QUB) and the University of Ulster (UU). The research was funded under Strand 2 of the Peace II/SEUPB North/South Research Programme (see project website at http://www.qub.ac.uk/heae ).
Co-ordinators: Professor Kathleen Lynch, UCD Equality Studies Centre, and Professor Eithne McLaughlin, School of Sociology and Social Policy, QUB.

The aim of the research was to further develop Irish scholarship on the nature of equality and social inclusion in Ireland.  The project had two principle objectives:

First, to apply leading national and international scholarship on equality to peace-building and social development in Ireland.

Second, to further develop equality scholarship through dialogue between the academy and those involved in equality politics and community action, and through collaboration between scholars in the North and South of Ireland.
This project brings together leading scholars of equality and social inclusion who are based in a society of overt political conflict and social division with those in a society of covert social division and an absence of political violence. These two contrasting contexts inevitably affect the way we think and relate to issues of equality and social inclusion. The interchange of scholars brought together from these contrasting contexts will contribute to sustained scholarly development in this area.
Developing more sophisticated understandings of the nature of equality, the ways in which it can be achieved, and its benefits for the creation of a just society with a high level of social and economic development is a critical component of promoting peace and social inclusion in Ireland in the future. 

While the project  involved the two major strands of activity listed below, UCD’s Equality Studies Centre co-ordinated and had principal responsibility for the Love, Care and Solidarity part of the project:

  • Love, Care and Solidarity Research, Co-ordinated by Professor Kathleen  Lynch, UCD (see detailed outline below)
  • Measuring equality and social inclusion Co-ordinated by Professor Paddy Hillyard, Queen’s University Belfast (see [project website at http://www.qub.ac.uk/heae/ for more information on this aspect of the project]

Love, care and solidarity research
Co-ordinated by Professor Kathleen Lynch, UCD Equality Studies Centre. Other members of the research team include Dr Maureen Lyons, Dr Pauline Faughnan, John Baker, Dr Sara Cantillon and Judy Walsh)
The research sought to provide grounded theoretical elaboration on the equality issues involved in the affective care, love and solidarity domain of life and in the relationship between this domain and the other domains of equality (respect and recognition, resources, power, and work and learning) identified in ‘Equality: From Theory to Action’ (Baker et al, 2004, Palgrave Macmillan). Within traditional liberal concepts of equality, little attention has been paid to the promotion of equality in the affective domain (the domain involving care giving and receiving). This strand of the research illustrated the care dimensions of equality, drawing on and reviewing the growing body of cross disciplinary theoretical and empirical work in relation to care and equality.
The research looked at what it means to have a more egalitarian and inclusive society in terms of care, love and solidarity. To elaborate the care dimensions of equality, we drew on, and reviewed the growing body of cross-disciplinary theoretical and empirical work in relation to care and equality and engaged in a series of 'conversations about care' with care givers and care recipients in both parts of the island to help understand the complex matrix of caring relations, and the tensions, conflicts and rewards that are associated with it. It involved intensive case studies of households strategically chosen across the various equality grounds operational both North and South, as well as across socio-economic grounds.
Based on this and other care-related research conducted by doctoral students in the ESC, a new book entitled ‘Affective Equality: Who Cares?’ (forthcoming, Spring 2009) by Kathleen Lynch, John Baker and Maureen Lyons with Sara Cantillon, Judy Walsh, Maggie Feeley and Maeve O’Brien, attempts to explain what we meant by the concept of affective equality when this was first in Equality: From Theory to Action . The completion of this book was greatly assisted by a Senior Research Fellowship from the Irish Council for the Humanities and Social Sciences (IRCHSS) for Professor Kathleen Lynch during 2006-7.
For more information contact: Professor Kathleen Lynch, UCD Equality Studies Centre, UCD School of Social Justice, UCD, Belfield, Dublin 4. Tel: 353-1-7167623; Email: Kathleen.Lynch@ucd.ie

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Inside Classrooms: A study of the Teaching and Learning of Mathematics in Social Context
Funding Body: Gender Equality Unit, Department of Education & Science
Co-ordinators: Professor Kathleen Lynch, UCD Equality Studies Centre, UCD School of Social Justice, UCD, Belfield, Dublin 4. Tel: 353-1-7167623; Email: Kathleen.Lynch@ucd.ie; Dr Sean Close, Lecturer in Mathematics Education, St Patrick’s College, Drumcondra, Dublin 9. Tel: 353-1-8842054. Email: Sean.Close@spd.dcu.ie; Professor Philip J. Boland, UCD School of Mathematical Sciences, UCD School of Social Justice, UCD, Belfield, Dublin 4. Tel: 353-1-7167153; Email: Philip.J.Boland@ucd.ie.
Researchers: Dr Maureen Lyons, Equality Studies Centre, UCD and Emer Sheerin, Equality Studies Centre, UCD
Context, Aims and Objectives:The impetus for this study came from earlier research undertaken by the Economic and Social Research Institute (ESRI) study (Hannan et al, 1996) on coeducation. The ESRI study indicated that certain girls in coeducational schools were underachieving in mathematics and further research on this issue was recommended. This research was designed to explore the inside life of coeducational and single sex classes across different types of schools. The main objective was to provide greater understanding of the pedagogical practices employed across different classes, and explore how pedagogical styles impacted on students’ attitudes to, and experience of, learning mathematics. A related objective was to establish the impact that gender and social class had on the teaching and learning of mathematics in the context of different teaching styles and different tracking (streaming, banding or setting) systems.
The core part of the study was an intensive video study of twenty mathematics lessons and six English lessons involving second-year students in ten different second-level schools. The video studies were complemented by interviews with the students about their learning experiences; with teachers about their subject and about teaching; with principals about their schools; and with parents about schooling in general and mathematics education in particular. It was the first intensive video study of its kind to be undertaken in schools in Ireland, and one of the very few to be undertaken internationally.
In preparation for the main video study, an analysis of Junior Certificate Mathematics Examination Results for 1992 to 1996 was carried out. The findings highlighted important issues in relation to the relationship between the gender of students, their social class background, and the status of different types of schools.
Dissemination: The findings of the research are published in a book Inside Classrooms: the Teaching and Learning of Mathematics in Social Context (2003) by Lyons, M., Lynch, K., Close, S., Sheerin, E. and P. Boland. Institute of Public Administration, Dublin
Download Inside Classrooms here (PDFs):

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Literacy and Equality in Irish Society (LEIS) Project
The LEIS project established a cross border partnership research group of those interested in exploring the development of an equality perspective on Irish adult literacy work using a range of creative ‘text free’ and ICT technologies. This included the ESC, The Institute of Lifelong Learning, The Queen’s University, Belfast; National Adult Literacy Association (NALA) and Waterford Institute of Technology (WIT). LEIS is cooperatively planned this action research project using existing relationships of trust with tutors, learners and community activists, North and South, to ensure the appropriateness of the design and content to the current context of peace and reconciliation. 
A particularly innovative aspect of the project was the development of a handbook of ‘text free’ methodologies that allows for a significantly increased inclusion of those with unmet literacy needs. This resource has an extensive practical application in the wider area of inclusive community development and action for social change.
The project built on the successful outreach work of the ESC and extended that work to the fields of literacy and the context of peace and reconciliation in NI and the Southern Border Counties. This work will contribute to the process of developing greater understanding of the complexities of Northern issues among those in the South.
See project website: www.leis.ac.uk

The project leader in UCD was Dr. Phyllis Murphy, Outreach Co-ordinator and the UCD development worker on the project was Toni Lambe. The overall project was co-ordinated by Dr. Rob Mark, Assistant Director of the Institute for Lifelong Learning, Queen’s University Belfast. 

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Locating Language in Development Education: the role of language in informing public discourse about global development issues
Funding body: Department of Foreign Affairs.
Researcher: Carlos Bruen, Equality Studies Centre, UCD.
Context, Aims and Objectives of Project: Development education seeks to inform the public of the factors that perpetuate inequality, injustice and poverty, and by engaging people and promoting action, strives for ways in which to transform the existing structures of inequality toward more equitable models of development. In the context of increasing global inequalities, exploitation, human rights abuses, poverty and pollution, the role of development education as an agent of awareness building, understanding and change, is vital.
How development issues are represented, interpreted and acted upon is dependent on the language used to name them. In this way, language usage is a shared concern between the minority and majority worlds. The linguistic codes employed can frame the issues as matters of charity or justice; as politically neutral or politically problematic; as race and gender neutral or race and gender sensitive. In this way, the language used does not just interpret the world of development it also defines it.
This research attempted to explore the place of language in framing public discourse about development issues, in particular in relation to issues such as trade, debt, poverty, gender, human rights and inequality. The study built on existing knowledge of development issues by engaging in a critical and challenging analysis of the public discourse of development. The findings will contribute to a greater understanding of the ways in which the interpretation of development issues, in particular north/south inequalities and crises, are represented in public discourse. By creating debate about language and development issues generally, this research will go some way to facilitating a debate concerning the needs and rights of new ethnic minorities in particular. Findings will inform those involved in development education, including practitioners, learners, activists as well as NGO’s, policy makers and members of the wider educational research community.
Methodology: Using a Critical Discourse Analysis approach, the study was undertaken according to the principles of co-operative and emancipatory research (Lynch, 1999 and Lynch and Lodge, 2002). The focus of Critical Discourse Analysis is on analysing the language used while also examining the relationships that influence that language.
The research examined the language used in the promotional literature, advertising and policy pronouncements on development of:

  • 1 non-governmental organisation, namely Concern;
  • 1 governmental organisation, namely Ireland Aid

 
Specifically, the analysis included an exploration of the semantics and codes of interpretation as well as the non-verbal images used. It examined in particular whether the language and imagery used promoted the egalitarian and social justice objectives articulated by the two organisations.
Promotional, policy and related texts were also examined in the context of multilateral, statutory and/or non-governmental influence from the external environment. In order to achieve this, dialogue took place with key informants within the 2 organisations. In so doing, it is hoped to gain an understanding of how organisations come to use the language they do and how wider policy contexts and issues impinge on the framing of development discourses.
Additional information on the project can be obtained from: Equality Studies Centre, University College Dublin. Tel: 353-1-716 7104 or Email: equality@ucd.ie

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National Rape Crisis Statistics 2006 Funding Body: Rape Crisis Network of Ireland
Co-ordinator: Dr Maureen Lyons, UCD Equality Studies Centre, UCD School of Social Justice, UCD, Belfield, Dublin 4. Tel: 353-1-7167642; Email: Maureen.Lyons@ucd.ie
Context, Aims and Objectives: It is imperative to have good data about the extent and nature of sexual violence in order to best meet the needs of those using the counselling and support services of the Rape Crisis Centres (RCCs) which comprise the Rape Crisis Network Ireland (RCNI) and to inform the wider policy remit of RCNI. The RCNI is a multi-member political and campaigning organisation committed to the elimination of all forms of sexual violence through effecting political, cultural and social change.
Many who have experienced sexual violence who do not report to the Gardai do contact a RCC or similar agency. This suggests that they show up in the case files in these centres and not in official statistics. Therefore, it is important for RCCs to compile and disseminate statistics on the survivors they provide a service to because many will be invisible otherwise (Kilpatrick and Ruggiero, 2004; Kilpatrick, 2004).
The primary aim of this research was a statistical analysis of 2005 data from Rape Crisis Centres comprising the RCNI.  The data refer specifically to information collected from persons who contact a Centre for counselling and support, estimated at 12 per cent of all those in Ireland who experience sexual violence (RCNI, 2005). The second part of the project was to work with the RCNI to implement changes in the collection and recording system in order to maximise the comprehensiveness and usefulness of the data collected in the future.
Click here to read the report: http://www.rcni.ie/documents/NationalRapeCrisisStatistics2006web.pdf

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The Rights of De Facto Couples
Funding Body: The Irish Human Rights Commission
Coordinator: Judy Walsh, Equality Studies Centre UCD and Fergus Ryan, Department of Legal Studies, Dublin Institute of Technology.
Prompted by normative considerations and demographic change various statutory bodies have recently highlighted the inequalities experienced by non-marital families. The purpose of this report, commissioned by the Irish Human Rights Commission, was to ascertain whether Irish law concerning same-sex and opposite-sex couples complies with relevant international human rights standards. A comprehensive survey of European Community measures, Council of Europe instruments, as well as relevant United Nations treaties was undertaken. The juxtaposition of Irish law with these standards reveals quite significant gaps in terms of human rights protection. The report highlights specific areas that require legislative amendment and predicts that other areas may need revision in the future as the interpretation of international norms evolves. At a more fundamental level, the report concludes that there is a compelling case for the enactment of a same-sex partnership recognition law. It also proposes the enactment of a statutory duty to equality proof legislation as a means of ensuring that
Ireland complies with its international human rights obligations in this area. The report was presented to the Minister for Justice, Equality and Law Reform on May 12, 2006 at the publication launch in the Human Rights Commission’s offices.
Download The Rights of De Facto Couples here (PDF)

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Research Project Related Publications
Books
Articles in Peer Reviewed Journals
Chapters in Edited Books
Research Reports
Refereed Conference Proceedings
Editorship of Books

Books

2008/9
Lynch, K., Baker, J. and Lyons, M. with Cantillon, S., Walsh, J. Feeley,M. and O’Brien, M. (forthcoming 2009) Affective Equality, Who Cares?  London: Palgrave Macmillan

2006
Walsh, J and F Ryan (2006) The Rights of De Facto Couples Dublin: Irish Human Rights Commission

2004
Baker, J, Lynch K, Cantillon S, and Walsh J (2004), Equality: From Theory to Action, Palgrave Macmillan, Basingstoke.
Cantillon, S, Gannon B, Nolan B  (2004), Sharing Household Resources: Learning from Non-Monetary Indicators, Dublin:Institute for Public Administration.

2003
Lyons M, Lynch K, Close S, Sheerin E and  Boland P (2003) Inside Classrooms: The Teaching and Learning of Mathematics in Social Context. Dublin: Institute of Public Administration (410pp).

2002
Lynch K, Lodge A (2002) Equality and Power in Schools: Redistribution, Recognition and Representation: London: Routledge/ Falmer (243pp).

2001
Cantillon, S, Corrigan C, O'Flynn J & Kirby P (2001) Rich and Poor: Perspectives on Tackling Inequality in Ireland, Oak Tree Press: Dublin.

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Articles in Peer Reviewed Journals:

2008/9
Grummell, Bernie; Lynch, Kathleen and Dympna Devine (2009) ‘Appointing Senior Managers in Education: homosociability, local logics and authenticity in the selection process’, Educational Management Administration and Leadership (forthcoming)

Grummell, Bernie; Dympna Devine and Lynch, Kathleen (2008) ‘Gender, Care and Senior Managers in Higher Education: work in a care-less profession’, Gender and Education (forthcoming)

2007
Lynch, K. (2007) ‘Love labour as a distinct and non-commodifiable form of Care Labour’  Sociological Review, Vol. 55, (3): 550-570.

2006
Lynch K, Moran M (2006) ‘Markets, Schools and the Convertibility of Economic Capital: the complex dynamics of class choice’, British Journal of Sociology of Education, Vol. 27, No. 2 (April).
Walsh, J (2006) ‘Unfamilar Inequalities’ Northern Ireland Legal Quarterly 57(1), 156-185
2005
Cantillon S (2005), "The Economy through Women's Eyes - A Review", Trocaire Development Review, May 2005.
Cantillon S and Newman C (2005), Bias in Interview Data Created by Prescence of Third Party, Radical Statistics No. 90
Lynch K , Baker, J (2005) ‘ Equality in Education: The importance of Equality of Condition’, Theory and Research in Education, Vol. 3, No.2: 131-164.
2003
Baker J,  Sinnott R (2000), ‘Simulating Multi-Option Referendums in Ireland: Neutrality and Abortion’, Irish Political Studies 15, pp. 105-125.
Lynch K, Lodge  A (2003) ‘Young People’s Equality Concerns: The invisibility of diversity’ in Michael Shevlin and Richard Rose (Eds.) Encouraging Voices. pp.15-35. Dublin: National Disability Authority.
2002
Lynch  K (2002) “Equality in Education”, Studies, Vol 90, No. 360: 395-411.Co authored in refereed journals and books with C. O’Riordan  (1998) “Inequality in Higher Education: A Study of Class Barriers”, British Journal of Sociology of Education, Vol. 19, No.4: 445-478.
2001
Lynch K (2001)“Creating a dialogue between sociological and egalitarian theory in the analysis of inequality in education”, International Studies Sociology of Education, 11, 3: 237-260.
Cantillon  S & Nolan B (2001), "Poverty within Households: Measuring Gender Differences Using Non Monetary Indicators", Feminist Economics, Vol. 7, No.1: pp. 5-23.
2000
Lynch K (2000)“Research and Theory on Equality in Education” in M. Hallinan (Ed.) Handbook of Sociology of Education, (Series editor, Howard Kaplan) New York: Plenum Press: 85-105.
Lynch K (2000)“The Role of Emancipatory Research in the Academy”, in Anne Byrne and Ronit Lentin (Eds.) (Re)searching Women: Feminist Research Methodologies in the Social Sciences in Ireland. Dublin: Institute of Public Administration: 73-104.
Lynch K, Lodge A (2000) “Power: A Central Educational Relationship”, Irish Educational Studies, Vol. 19, Spring: 46-67.

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Chapters in Edited Books

2008/2009

Lynch, K and Lyons, M. (2008) ‘The Gendered Order of Caring’ in U.Barry (ed.) Where are
We Now: new feminist perspectives on women in contemporary Ireland. Dublin: New Ireland Press.

2005
Baker J (2005),  ‘Equality and Human Rights’, in Christien van den Anker and Rhona Smith (eds), The Essential Guide to Human Rights (Hodder & Stoughton Educational pp. 108-110.
Cantillon S (2005) 'Equality in Economic and other Dimensions' in The Economy of Ireland, 9th edition. J.O. Hagan and C. Newman (Editors). Gill and Macmillan.
2004
Walsh J (2004) ‘Sociological Jurisprudence’ in Tim Murphy (ed.) Western Jurisprudence (Dublin; London: Thompson Round Hall), pp. 168-211.
2003
Baker J, (2003) ‘Poverty and Equality: Ten Reasons Why Anyone Who Wants to Combat Poverty Should Embrace Equality As Well’, in Poverty and Inequality: Applying an Equality Dimension to Poverty Proofing (Dublin: Equality Authority and Combat Poverty Agency), pp. 12-25.
2001
Cantillon S, & O'Shea E, (2001), "Social Expenditure, Redistribution and Participation", in Cantillon et al (eds.), Rich and Poor: Perspectives in Tackling Inequality, Oak Tree Press, pp. 81-110.

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Research Reports
2006
Lyons, M (2006) National Rape Crisis Statistics 2006. Dublin: Rape Crisis Network of Ireland (RCNI).
Walsh, J (Ed.) (2006) Equality for all Families Dublin: Irish Council for Civil Liberties
2004
Cantillion S and Kinsella J (2004) The Process of Learning for Sustainable Development in Rural Africa, (Self Help Development Ltd, 2004)
2002
Baker J, Cantillon S, Lynch, K (2002) National Economic and Social Forum (2002) A Strategic Policy Framework for Equality Issues. NESF Report No. 23. Dublin, Government Publications Office. This report is based on a paper prepared by the Centre, Equality Frameworks for Change, (86pp) presented at a plenary meeting of the National Forum, January 31st 2001.
2001
Lynch K, Baker J and  Cantillon S (2001) ‘Equality: Frameworks for Change’, paper prepared for the National Economic and Social Forum, (Dublin: Equality Studies Centre, 2001.
Baker J, Cantillon S, Lynch, K (2001), Poverty and Inequality, Background Research Paper prepared for Combat Poverty Agency internal circulation.
2000
Lynch K, Baker J and  Cantillon S (2000), ‘The Relationship between Poverty and Inequality’, paper prepared for the Combat Poverty Agency and the Equality Authority. (Dublin: Equality Studies Centre).

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Refereed Conference proceedings
2005
Lynch K (2005) ‘Neo-liberalism, Marketisation and Higher Education: Equality Considerations’, in HEA report on Conference Proceedings, Achieving Equity of Access to Higher Education, Dublin: Higher Education Authority: 9-21.
Lynch K (2002), Equality and Education: Challenges to Neo-Liberalism”, Keynote address at the International Forum for Child Welfare, World Forum, 2001, Limerick, Ireland, 28th-31st August. Published by The International Forum for Child Welfare, Barnardos, World Forum Proceedings: The Children’s Agenda, Familiar Issues, Emerging Concerns Barnardos, Dublin: 90-105.

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Editorship of Books
2004
Lynch K, Lodge A (2004) Diversity in School. Dublin: IPA (131pp).

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Doctoral Research

Current Research
The ESC currently has 11 registered Ph.D. students, of whom eight have scholarships.
Bosco Conama, John
Comparative Analysis of Deaf Communities in Ireland and a number of other European Countries to determine the extent of their citizen rights: a social-policy perspective
Scolarship: National Disability Authority
Crawley, Loreta
Ageism and Equality of Condition in Ireland
Connolly, Michael
Exploring Gay Men’s Experiences of Receiving Nursing Care in Ireland
Doyle, Judy
The Experience of Love, Care and Solidarity of Children Living in Residential Care in Ireland
Feeley, Maggie
Not Just Literacy: a study of the affective dimensions of inequality in relation to adults with unmet literacy needs in Ireland
Hanlon, Niall
Crisis in Care: a comparative analysis of the affective equality experience of young men and their orientation to relationships of love, care and solidarity.
Joye, Regina
Immigrant Nurses’ Experience of Racism in Irish Health Care
McDaid, Shari
Equal and and Inclusive User Involvement in Public Mental Health Services in Ireland
Results form Participatory Action Research. (pdf format)
Moran, Marie
Power, Equality and Class in Education: A Discursive Analysis UCD Open Post-graduate Scholarship
O’Donoghue, Mary
A Class Act: Social Class and Mothers’ mediation of Children’s Educational Biographies
Yousif, Tarig
Between Rejection and Reception: Refugees in Ireland and prospects for their integration
Scholarship: Doctoral Fellowship for Ethnic Minorities, SSRC, UCD
Recently Completed Doctorates
McClave, Henry
Educating for Democracy: An Egalitarian Perspective
Miner, Susan
The Intersectionality of Silences: Parity-Impeding Cultural Norms Impacting on Lesbian Partnerships
Murphy, Maurice
The Leaving Certificate Applied: A Study of Equality of Opportunity between Girls and Boys
O'Brien, Maeve
Mother's Emotional Labour in Managing Educational Transitions
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"Participatory Democracy, Representation and
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