English Language and Literature (Non peer-reviewed publications)

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    "Not a fixed line": co-creating the pathos guiding principles
    (TULCA Publishing, Galway, 2025-11) Ailbhe McDaid; Julie Morrissy; Leah Smith
    In spring 2025, the research team leading Pathologies of Violence: Inscriptions of Global Conflict in Irish Artistic Practice (PATHOS) hosted a series of artist-centered workshops at The Glucksman (Cork), against the backdrop of widespread and worsening global conflict and geopolitical instability. These circumstances were central to our workshop discussions and, in some cases, affected our practitioners directly. Thematically, the workshops were broadly concerned with making art about conflict, which included related discussions on artistic responsibility, witnessing, ethics and activism, and debates on the possibilities and limitations of art in times of conflict. The PATHOS participants spoke from differing proximities to conflict, sharing details from their artistic practices and professional experiences working on conflict-related themes. Though many discussions centred on steps that organisations could take, the PATHOS practitioners also reflected on their own ethical obligations. The Guiding Principles, and our research more generally, draw on the PATHOS participants’ first-hand accounts, and on other writers and theorists, including Fred Moten, Hettie Judah, Stefano Harney, Maggie Nelson, Yohann Floch, and Marie Le Sourd. Though the workshop discussions were grounded in the Irish context, the issues raised are relevant to global arts practice.
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    TEFL in Ireland – Reflecting a profession?
    (FELT [Forum for English Language Teachers (Ireland)], 2001) O'Keeffe, Anne
    In response to issues raised in Gronia deVerdon Cooney’s article on TEFL qualifications in a recent FELT Newsletter (see De Verdon Cooney, 2000, p.8), I wish to reflect on the notion of TEFL as a profession in Ireland. Gronia de Verdon Cooney questioned the validity of the ubiquitous ‘TEFL Cert.’, and she raised many salient issues about TEFL teacher training as a whole. Her article comes closes without redemption: Let’s face it, how many of you want to be TEFL teachers when you’re 30? 40? You’re really only doing this until you can get a proper job…TEFL isn’t a profession – it’s a long term holiday! … Qualification? Who the hell cares! De Verdon Cooney, (2000, p.8)
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    Five ideas for using authentic television clips (Pre-published version)
    (FELT [Forum for English Language Teachers (Ireland)], 2001) O'Keeffe, Anne
    Television offers many opportunities for materials development. Below are five prototype lessons based around different genres of television material: soap opera; film; comedy; advertising and news broadcast. Before you press the record button, keep in mind that you need very little material to make a good lesson. The lessons below are designed for intensive viewing, where three minutes or less can offer plenty of language and content.