ABSTRACT
This chapter focuses on the politics of school community integration and formation in a marketised and securitised world. Certainly, the contemporary flux of transport, migration and digital technologies means that no school is exempt from globalisation processes. It also examines the lived relations of a majority white, Irish Catholic working class boys' school. The chapter explores narratives that recognise these children as students, and as boys, but less so as learners and mediators of identity. Unofficial and disallowed knowledges of race, globalisation and childhood are unpacked, which disrupt regulatory fantasies of children's compliant reproduction of the nation, and of total community integration. An existing history of disconnecting 'public' intercultural education approaches and private school patronage structures could explain why the strategy took no measures to address the overrepresentation of Catholic schools, or to connect with the theme of educational disadvantage. The past decade has seen an increasingly regulatory stance by historically inactive governments in the domain of school patronage.
