View - eTheses Repository - University of Birmingham

1 Some Low No - less
2 Some Low/some Yes
3 Important Important Yes
4 Important Important Yes
5 Some Some Yes
6 Some Not taught! Not at all
The mini case studies focused on interviewee perceptions of an Irish dimension and
proceeded to explore how this reflected their approach to the curriculum as a whole.
Consequently, this was followed by an analysis of how far interviewees distinguished
between British and English history, multicultural and anti-racist history, as well as skills and
content.
Case Study 1: Responses from seven Birmingham University Mentors
Seven secondary history mentors agreed to be interviewed. Six of the interviewees worked in
Local Authority schools and one worked in a Roman Catholic school. Four mentors taught in
Birmingham schools and three within neighbouring counties. Five of the mentors taught in
schools with sixth forms. All of the interviewees taught in urban comprehensive schools. Two
interviewees worked in schools serving multicultural communities and five served largely
white communities. One school had strong links with a local Irish Catholic community. Four
of the interviewees were Heads of Humanities and the remaining three were Heads of History.
The length of teaching experience varied and at one extreme two of the mentors had over
twenty years teaching experience while three had been in their current role for less than three
years. The perceptions of each interviewee will be considered in turn before attempting to
draw out common features and differences reflecting the case study as a whole.