Ideological governing forms in education and teacher education: a comparative study between highly secular Sweden and highly non-secular Republic of Ireland

There is an abundance of cross-national quantitative studies of ‘what works’ in education and teacher education in the international literature. However, there is a paucity of cross-national studies in relation to ideological governing forms in education and teacher education, what is perceived as worthwhile and desirable. This study seeks to address this gap in the literature through a comparative socio-historical meta-analysis of ideological governing forms in education and teacher education, in Sweden and the Republic of Ireland, from the mid-19th century to contemporary times. The study uses categories of governance, ideology, emancipation and democracy as linkage points to examine similarities and differences in contextual, moral and cultural politics. Despite significant differences between a highly secular education system in Sweden and a highly non-secular system of education in the Republic of Ireland, findings show remarkable similarities in the shaping of ideological governing forms over this long historical timeline, signalling a contemporary governance turn towards scientific rationalism and moral conservatism more typically associated with the 1960s.