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Anthony Sweeney 

Anthony Sweeney 

Biography

Anthony Sweeney is a graduate of the University of Limerick, with over 14 years’ experience teaching Science at post-primary level. Currently, Anthony is completing doctoral research under the supervision of Professor Geraldine Mooney Simmie, Assistant Professor Patrick J. Dundon and Dr Michelle Starr in EPI*STEM The National Centre for STEM Education in UL, a study entitled ‘A Critical Interpretation of Policies and Teachers’ Perspectives in relation to a Relational Ethic of Care in Productive and Multispecies (Canine) Pedagogies in Science Education in Ireland’.

Anthony’s research investigates how care-based educational policies are framed in policy and interpreted and enacted within science teachers’ reported practices, examining science teaching as relational care work that attends not only to the acquisition of content knowledge but to students’ wellbeing, inclusion, and capacity to care for self, others (human and non-human), and ecological futures. Drawing from the theoretical work of the environmental scientist Donna Haraway, Anthony positions School Support Dogs as ‘pedagogical partners’, reimagining education as cultivating humans-in-relation rather than leading out (educo) competitive, achievement-oriented individuals.

Calie, The School Support Dog

Dog Calie Profile Picture
Calie has worked as a School Support Dog since 2018 at post-primary level, contributing to wellbeing, inclusion, and relational care for all students. Callie helps build connections, relationships, and a sense of belonging within the school community.
Calie joined EPI•STEM in 2024 as the Centre’s Wellbeing Dog, contributing to Anthony Sweeney’s doctoral research on multispecies (canine) pedagogies. Her unconditional and empathetic positive regard promotes students’ social-emotional and intellectual development through interdependent affectivity, contributing to growing research on support dogs in general education, and in STEM education and offering new insights into relational pedagogies and care-based learning environments that foster students’ capacity to care for self, others (human and non-human), and ecological futures.