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assignment based on ‘Bloody Sunday’. They had found TIDE materials related to Ireland were useful but felt that in general shortages of resources were a problem for teachers trying to develop an Irish dimension. It appears that despite the fact that this interviewee appears to have been committed to exploring an Irish historical dimension in their work with TIDE, it is difficult to see how fully this was implemented in their own Key Stage 3 history curriculum, which must have left considerable work to be undertaken at Key Stage 4. The second interviewee was also Irish and had taught in a Roman Catholic girls’ school for eight years, five of which had been as Head of History. The interview took place in January 2006. The interviewee said that most members of the history department were of Irish descent. A large proportion of the girls in the school were either the second or third generation Irish, although in recent years the multicultural communities served by the school had diversified. The interviewee had initially been invited to join the Water for a City Project (TIDE, 1999) by their PGCE mentor. They had been invited to join the project based on Derry/Londonderry (TIDE, 2001) by the first interviewee who taught in her PGCE placement school. We went to Ireland for five days, which was excellent, such an eye opener really. I got to talk with people who had been in prison and had been reformed and there was the Provisional Irish Republican Army , which was quite frightening. The interviewee helped to produce resources for the pack and went on to use it in school. However, they said that it did not fit into their history curriculum and was used within Citizenship/Personal, Social and Health Education. However, the interviewee felt that taking part in the project had influenced their teaching: It [TIDE] has given me [a] global understanding which I didn’t have when I started teaching at all. I think we always try to refer back to what is going on in the world today. Even more recent wars and the anti-racist thing comes through there an awful lot more than I would have done.
The fact that the interviewee did not explicitly relate their work with TIDE to their history curriculum is surprising given both the nature of their school intake and the specific focus of the materials based on Derry/Londonderry. It is of course possible that these attributes were still evident in their treatment of an Irish dimension. The interviewee said that they taught some Irish history within their curriculum but that there was scope for them to do more. They said that Cromwell was covered briefly in year 8 but and gave much greater emphasis on teaching the Famine/Hunger in year 9: We teach the Irish Famine at the start of year 9. So in the context of industrialising Britain we talk about Ireland where industrialisation didn’t happen and then the effects on the Irish people. In fact we did a big study there and obviously our aim is to try and teach the girls a little about their history because we have lots of Irish girls. So that’s probably a good ten weeks we spend on the Famine. The fact that the interviewee did not use the term ‘Hunger’ suggested that they were not including controversial aspects of the subject. However, the following comment suggests that different interpretations were a central feature of their approach: As you know, as far as anti-racist education goes it [the Famine/Hunger] leaves a lot for discussion because our key focus ‘God created the potato blight and he created the famine so that is how it started’ [is down to] all sorts of interpretation. So it leads to masses of discussion, and it affects the rest of the world through immigration. Some reference was also made to famines in general, although the interviewee said that the focus was on its impact in Britain. It is difficult to claim that this approach was encouraged through the interviewee’s work with TIDE as they indicated that the topic was based on the subject knowledge of a department member who had undertaken an Irish study as part of their degree. The school did not teach about Ireland within their Key Stage 4 History course, although it did feature within the context of Gladstone and Home Rule within their AS/A2
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PERCEPTIONS OF AN IRISH DIMENSION A
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ABSTRACT This thesis asserts that a
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CONTENTS LIST OF TABLES LIST OF ABB
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CHAPTER 7 206 Movers’ and shakers
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LIST OF ABBREVIATIONS CIDE DEC DfES
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and global history and that this in
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experiences of Huguenot refugees in
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intention for the current research
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a series of ‘fuzzy generalisation
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CHAPTER 1 AN IRISH DIMENSION WITHIN
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never again to be regarded as the p
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claimed that the experiences of the
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The report made some reference to d
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Irish dimension has featured in thi
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together. The relationship between
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Although, the third volume certainl
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esonance. Secondly, within the peri
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Before exploring links between an I
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Historical Association and former H
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narrative histories based on the ex
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This did not make explicit referenc
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ead’. Anti-racism was concerned w
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working party’s recommendations h
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and alienated by a diet of history
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history for equality and diversity
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CHAPTER 2 METHODOLOGY: APPROACHES U
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investigated Art teachers’ percep
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… a group of children in a class
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esearch participants must be honour
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Case Study I: Pilot study of 25 Sec
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276 primary schools, 197 are LEA sc
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comparing the primary and secondary
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Development Education or the Irelan
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esponse. A common format for the pr
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eferences to their life histories.
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Research into action The issues and
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organiser and I discussed the prosp
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schools replied. Only 6 telephone r
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who volunteered were interviewed. T
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without evident inhibitions. A more
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Ireland in Schools (a) Secondary Te
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CHAPTER 3 THE IRISH DIMENSION WITHI
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one said that they served the Irish
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What does a comparison between the
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Can perceptions of an Irish dimensi
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Number of respondents 25 38 52 115
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out of 38 responses and in Case Stu
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The teaching of an Irish dimension
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The last question provided responde
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obtained from at least one school i
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felt that Irish history and immigra
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RC responses 0 17 4 1 22 LEA respon
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Table 9: An examination of the rela
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y some secondary respondents. A num
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secondary schools there are respond
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and Primary Historical Association
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1 Some Low No - less 2 Some Low/som
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Page 117 and 118: concentrate on … literacy and num
Page 119 and 120: more traditional topics which could
Page 121 and 122: The fifth interviewee had been Head
Page 123 and 124: The impression given was that at bo
Page 125 and 126: which they constructed the past. Fo
Page 127 and 128: Birmingham, and the remaining three
Page 129 and 130: The interviewee said that at a rece
Page 131 and 132: decision to focus on teaching Irish
Page 133 and 134: The interviewee taught Ireland as t
Page 135 and 136: Examples of topics where an Irish d
Page 137 and 138: emphasised pragmatic motives for de
Page 139 and 140: Two interviewees indicated that the
Page 141 and 142: It is possible that the interviewee
Page 143 and 144: commented, ‘We obviously do Engli
Page 145 and 146: What did this interviewee have to s
Page 147 and 148: When asked about other aspects of t
Page 149 and 150: dimension and multicultural and ant
Page 151 and 152: the other case studies did not repl
Page 153 and 154: The Project Facilitator was intervi
Page 155 and 156: The Director worked closely with co
Page 157 and 158: In practical terms 80:20 is about w
Page 159 and 160: at what was happening in Belfast an
Page 161 and 162: of pictures related to current deve
Page 163 and 164: elated to an Irish dimension, the P
Page 165: We didn’t feel that they needed t
Page 169 and 170: We can draw out influences of the w
Page 171 and 172: esponsibility for the history curri
Page 173 and 174: curriculum. The analysis of the thr
Page 175 and 176: • Contributes towards the teachin
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Page 179 and 180: article concluded by noting that hi
Page 181 and 182: elated to a multicultural or anti-r
Page 183 and 184: The interviewee also felt that thei
Page 185 and 186: Beyond individual schools they felt
Page 187 and 188: Clearly, the co-ordinator’s inter
Page 189 and 190: Stage 4. They also considered that
Page 191 and 192: For example they had already used m
Page 193 and 194: The interviewee developed materials
Page 195 and 196: community because they feared that
Page 197 and 198: will be considered before consideri
Page 199 and 200: een delayed by personal or school d
Page 201 and 202: The interviewee indicated more abou
Page 203 and 204: Work related to Black History at Ke
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Page 207 and 208: within British history. It is inter
Page 209 and 210: through a workshop. They provided t
Page 211 and 212: The second teacher was interviewed
Page 213 and 214: interviewee had undertaken fund rai
Page 215 and 216: interpret the story. Clearly, the s
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History Project GCSE courses or as
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The intention is to explore the spe
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Romans, Tudors, World War 2 in a va
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interviewee noted that a significan
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egin to do that. That’s the key,
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interviewee had also contributed to
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argue with that really because ther
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People have come and gone through E
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leader for the GCSE History pilot.
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Towards the end of the interview th
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in their cluster group still had di
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months before the time of the inter
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the interests of particular mentors
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… the further that you get from t
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Clearly, the issues of the relation
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‘schools quite often find that th
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examination results and league tabl
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in Britain’s multicultural societ
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priorities. For some interviewees i
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Curriculum 2000 and primary intervi
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implications for both pupils’ und
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focus for looking at events such as
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Different interpretations and versi
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… if comparing the IRA to al-Qaid
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teach about Ireland at Key Stage 3
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current study. An exploration of th
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APPENDICES Appendix I: Appendix II:
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. Why do you teach it? Rate each of
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APPENDIX II: Secondary Head of Hist
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Question 2. How important is multic
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Question 4. How important is immigr
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8. DO YOU TEACH IRISH HISTORY/OR IR
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12. History textbooks at KS4 Please
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APPENDIX III: Primary History Co-or
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5. Tick the comment which shows the
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7. HISTORY TEXTBOOKS AT KS2 Please
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I really appreciate you help in com
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APPENDIX V: Perceptions of historic
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APPENDIX VII: Perceptions of histor
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APPENDIX IX: Perceptions of histori
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APPENDIX XI: Perceptions of histori
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Bookseller (2003 b) The Bookseller,
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Charlesworth, S. (2000) A Phenomeno
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Gain, C.and George, R. (1999) Gende
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Jenkins, K. (1991) Re-thinking the
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Morrison, V. (1989) ‘Coney Island
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Riverdance - A Journey (1996) Produ
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Weight R. (2002) Patriots: National
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