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teaching of a range of dimensions with particular reference to teaching for ethnic and cultural diversity and British as opposed to English history. The first four interviewees related this to constructing a more balanced and appropriate history curriculum. The last three interviewees related this to anti-racism, which may have reflected their particular research interests or role in the context of a large multicultural city. All of the interviewees supported the inclusion of an Irish dimension within a broad framework of the past. The first interviewee related it to the development of Britain. This was also evident in the responses from other interviewees. The third and fourth interviewees related this more explicitly to the development of Empire. The fifth, sixth and particularly the seventh interviewee linked an Irish dimension to an antiracist perspective. The seventh interviewee provided a pragmatic case for teaching Ireland at Key Stage 3 as a means of supporting pupils studying Ireland as part of the School History Project at Key Stage 4. Most of the interviewees had actively promoted an Irish dimension either through producing materials or providing a platform for their dissemination. Most interviewees had supported the Irish related projects. The sixth and seventh interviewees had provided workshops and articles that promoted the teaching of an Irish dimension in the curriculum. The interviewees indicated a number of factors which limited the development of an Irish dimension, some of which related to history in general. The decisions made by individual teachers about what to teach were a significant influence on what was covered. Confidence, expertise and insufficient INSET opportunities were regarded as significant by several interviewees. The seventh interviewee stressed the way that current whole school initiatives such as creativity were bypassing history and opportunities, which it provided for developing them. In addition, issues such as perceptions of popular topics for options, pressures on
examination results and league tables were credited with encouraging a conservative approach towards the curriculum. Nevertheless, several of the interviewees provided evidence of recent developments which could enhance the teaching of an Irish dimension in the future. The first interviewee’s emphasis on the Every Child Matters (2003) agenda required a more broadly based approach to the past, which should include an Irish dimension within the context of Britain’s past. The second interviewee drew particular attention to reviews of the Key Stage 3, GCSE and AS/A2 curriculum. The second, third and fourth interviewees provided insights into the way in which the pilot GCSE provided opportunities to develop both diversity and an Irish dimension. Although there was some difference in their perception about the extent to which this influenced the core medieval unit in the course, it is possible that this reflected the fact that they were focusing their attention on the local and international units, which were to be developed before the core unit. These observations raise a number of questions which need to be clarified and addressed in the concluding chapter. Firstly, how far are the ‘mover and shaker’ perceptions of an Irish dimension comparable with the teachers in the earlier case studies? Secondly, what general issues and opportunities emerge from making a comparison between them? An attempt will be made to address these questions in the concluding chapter.
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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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Birmingham had an Irish community.
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concentrate on … literacy and num
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more traditional topics which could
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The fifth interviewee had been Head
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The impression given was that at bo
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which they constructed the past. Fo
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Birmingham, and the remaining three
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The interviewee said that at a rece
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decision to focus on teaching Irish
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The interviewee taught Ireland as t
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Examples of topics where an Irish d
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emphasised pragmatic motives for de
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Two interviewees indicated that the
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It is possible that the interviewee
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commented, ‘We obviously do Engli
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What did this interviewee have to s
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When asked about other aspects of t
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dimension and multicultural and ant
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the other case studies did not repl
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The Project Facilitator was intervi
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The Director worked closely with co
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In practical terms 80:20 is about w
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at what was happening in Belfast an
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of pictures related to current deve
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elated to an Irish dimension, the P
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We didn’t feel that they needed t
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The fact that the interviewee did n
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We can draw out influences of the w
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esponsibility for the history curri
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curriculum. The analysis of the thr
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• Contributes towards the teachin
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studying Ireland is a chore, but th
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article concluded by noting that hi
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elated to a multicultural or anti-r
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The interviewee also felt that thei
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Beyond individual schools they felt
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Clearly, the co-ordinator’s inter
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Stage 4. They also considered that
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For example they had already used m
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The interviewee developed materials
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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
Page 205 and 206: growing up in an ever smaller world
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
Page 217 and 218: History Project GCSE courses or as
Page 219 and 220: The intention is to explore the spe
Page 221 and 222: Romans, Tudors, World War 2 in a va
Page 223 and 224: interviewee noted that a significan
Page 225 and 226: egin to do that. That’s the key,
Page 227 and 228: interviewee had also contributed to
Page 229 and 230: argue with that really because ther
Page 231 and 232: People have come and gone through E
Page 233 and 234: leader for the GCSE History pilot.
Page 235 and 236: Towards the end of the interview th
Page 237 and 238: in their cluster group still had di
Page 239 and 240: months before the time of the inter
Page 241 and 242: the interests of particular mentors
Page 243 and 244: … the further that you get from t
Page 245 and 246: Clearly, the issues of the relation
Page 247: ‘schools quite often find that th
Page 251 and 252: in Britain’s multicultural societ
Page 253 and 254: priorities. For some interviewees i
Page 255 and 256: Curriculum 2000 and primary intervi
Page 257 and 258: implications for both pupils’ und
Page 259 and 260: focus for looking at events such as
Page 261 and 262: Different interpretations and versi
Page 263 and 264: … if comparing the IRA to al-Qaid
Page 265 and 266: teach about Ireland at Key Stage 3
Page 267 and 268: current study. An exploration of th
Page 269 and 270: APPENDICES Appendix I: Appendix II:
Page 271 and 272: . Why do you teach it? Rate each of
Page 273 and 274: APPENDIX II: Secondary Head of Hist
Page 275 and 276: Question 2. How important is multic
Page 277: Question 4. How important is immigr
Page 280 and 281: 8. DO YOU TEACH IRISH HISTORY/OR IR
Page 282 and 283: 12. History textbooks at KS4 Please
Page 284 and 285: APPENDIX III: Primary History Co-or
Page 286 and 287: 5. Tick the comment which shows the
Page 288 and 289: 7. HISTORY TEXTBOOKS AT KS2 Please
Page 290 and 291: I really appreciate you help in com
Page 292 and 293: APPENDIX V: Perceptions of historic
Page 294 and 295: APPENDIX VII: Perceptions of histor
Page 296 and 297: 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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