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Stage 4. They also considered that it was important to make appropriate links between
developments in Ireland and other parts of Britain. In the case of Strongbow it was felt that
the impact of the Normans only made sense if it was linked to the Battle of Hastings in
England. Although the interviewee felt that this was more difficult when studying the
Famine/Hunger they said that this could be done by comparing the impact of the government
laissez-faire policies on the lives of the rural poor in Ireland and the industrial working
conditions faced by the working class in England.
What was the interviewee’s perception of the range of dimensions which could be developed
in the history curriculum? This teacher regarded English history as important because they felt
that the National Curriculum and a lot of textbooks were based on it. They felt that Scottish
and Welsh dimensions had some importance and wanted to develop them more fully, subject
to time constraints, following on from their commitment to an Irish dimension. Black,
multicultural and anti-racist dimensions were considered important, and the interviewee felt
that it was important to explore a range of different ethnic and cultural backgrounds when
challenging stereotypes. The interviewee was particularly concerned about the negative
images provided when studying slavery. Consequently they considered that it was important
to teach about civil rights and world civilisations.
Although the interviewee appears to have related their interest in an Irish dimension to wider
values, their initial reason for becoming involved with Ireland in Schools was pragmatic.
They felt that the Modern World Studies textbooks were outdated, and the opportunity to
meet with the chairperson and other mentors provided an opportunity to obtain and quickly
develop resources to support their needs. The interviewee said development of materials for