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APPENDIX IV: Perceptions of historical dimensions by secondary history respondents in Case Study I (pilot study with History Mentors at Birmingham University) with raw data ratings 1-5 (0 indicates no response) CHART A Teacher perceptions of the importance of historical dimensions at Key Stage 3 No rating 1 2 3 4 5 TOTAL British mult hist 0 0 4 2 13 6 25 English history 0 0 1 1 4 19 25 Irish history 0 2 5 12 6 0 25 Scottish history 0 1 10 11 3 0 25 Welsh history 0 5 5 12 2 1 25 European history 0 1 1 1 14 8 25 World history 0 2 2 2 13 6 25 CHART B Teacher perceptions of a multicultural dimension in Key Stage 3 Areas of Study No rating 1 2 3 4 5 TOTAL 1066-1500 0 1 9 4 8 3 25 1500-1750 0 2 9 7 5 2 25 1750-1900 1 2 6 3 12 1 25 Europe 1 2 5 5 11 1 25 Pre 1900W 0 2 3 8 10 2 25 Post 1900W 0 1 2 7 8 7 25 CHART C Teacher perceptions of the importance of Irish history in Key Stage 3 Areas of Study No rating 1 2 3 4 5 TOTAL 1066-1500 0 14 9 2 0 0 25 1500-1750 0 3 7 10 5 0 25 1750-1900 0 2 12 9 2 0 25 Europe 2 10 13 0 0 0 25 Pre1900W 0 11 10 2 2 0 25 Post 1900W 0 8 10 3 4 0 25 CHART D Teacher perceptions of the importance of immigration from Ireland in Key Stage 3 Areas of Study No rating 1 2 3 4 5 TOTAL 1066-1500 0 23 2 0 0 0 25 1500-1750 0 15 8 2 0 0 25 1750-1900 0 6 9 8 2 0 25 Europe 0 15 6 3 1 0 25 Pre 1900W 0 16 7 2 0 0 25 Post 1900W 0 14 8 1 2 0 25 Key for chart A 1 Never mentioned 2 Mentioned orally in some lessons 3 Sometimes mentioned in plans/schemes 4 Important in some plans/ schemes 5 Important strand throughout KS3 Key for charts B, C and D 1 Never mentioned 2 Sometimes mentioned verbally in lessons 3 Part of some topics in plan/scheme 4 Important in some topics in plan/scheme 5 Important throughout this area of study
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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
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will be considered before consideri
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een delayed by personal or school d
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The interviewee indicated more abou
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Work related to Black History at Ke
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growing up in an ever smaller world
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within British history. It is inter
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through a workshop. They provided t
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The second teacher was interviewed
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interviewee had undertaken fund rai
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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
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 and 248: ‘schools quite often find that th
Page 249 and 250: examination results and league tabl
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 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
Page 298 and 299: APPENDIX XI: Perceptions of histori
Page 300 and 301: Bookseller (2003 b) The Bookseller,
Page 302 and 303: Charlesworth, S. (2000) A Phenomeno
Page 304 and 305: Gain, C.and George, R. (1999) Gende
Page 306 and 307: Jenkins, K. (1991) Re-thinking the
Page 308 and 309: Morrison, V. (1989) ‘Coney Island
Page 310 and 311: Riverdance - A Journey (1996) Produ
Page 312: Weight R. (2002) Patriots: National
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