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Bookseller (2003 b) The Bookseller, 18 th April. Issue No. 5073. London: Bookseller Publications. Bowcott, O. (2007) ‘Orange parades turn from confrontation to jamboree’. The Guardian, Friday July13th. Available from http://www.guardian.co.uk/Northern_Ireland/Story/o,,2125281,00html [accessed 18 th July 2007] Bracey, P. (1974) The characteristics of the Huguenots in Bristol in the late 17 th and early 18 th century. BA (Hons) dissertation, University of Leeds. Bracey, P. (1976) An Assessment of Richard Boyle as an instrument of central government down to 1633. MA dissertation, University of Birmingham. Bracey, P. (1995a) ‘Developing a multicultural perspective within Key Stage 3 National Curriculum History.’ Teaching History. Vol. 78, pp.8-10. Bracey P. (1995b) ‘Ensuring continuity and understanding through the teaching of British history.’ In Watts R. & Grosvenor I. (eds) Crossing the Key Stages of History: Effective History Teaching 5-16 and Beyond, pp.56-73. London: David Fulton. Bracey, P. (2001) ‘The implications of National Curriculum 2000 for Initial Teacher Education: A Primary Perspective.’ In Goalen, P. & O’Neill, C. (eds) Curriculum Change and History Teacher Education, pp.23-30. Lancaster: History Teacher Education Network. Bracey, P. (2003a) ‘Enjoying a good story.’ Primary History. No.34, pp.6-8. Bracey, P. (2005c) ‘The English History Curriculum through an Irish prism: Research in Progress.’ In: History Teacher Educator Network Conference, Teaching Sensitive and Controversial Issues in History, University of Nottingham: History Teacher Educator Network. Bracey, P. (2005d) ‘Teaching for diversity? An exploration of Irish History in the School History Curriculum in England since c1970.’ In: History of Education Society Conference, Education for all, 2-4 th December, 2005. School of Education, University of Birmingham: History of Education Society, unpublished conference paper. Bracey, P. (2006a) ‘An Irish Dimension in the English History Curriculum: Opportunities and Implications.’ In: Historical Association Steering Group for Teaching Emotional and Controversial History ( T.E.A.C.H) 3-19. June 24 th 2006. Hemingford Grey Conference and Training Centre: The Historical Association. Bracey, P (2006b) ‘Teaching for Diversity? Exploring an Irish Dimension in the School History Curriculum since c.1970. History of Education, Vol. 35, no 6, pp.619-635. Bracey, P. (in press) (2007) ‘Is inclusion good enough? Examination of an Irish dimension in the English History Curriculum.’ In: Anglo-Irish Symposium. Current Challenges in Researching Inclusions, 18 th June, 2007. Northampton: University of Northampton.
Bracey, P. & Gove–Humphries, A. (2002) ‘Thinking Skills through History, Literacy and Citizenship: A Case Study of 1916 - Ireland, the Western Front and Easter Rising.’ In: Midlands History Forum Conference, History is Citizenship? 12th Oct. 2002. University of Central England, Birmingham: Midland History Forum, unpublished workshop. Bracey, P. & Gove-Humphries, A. (2003b) ‘An evaluation of pupil perceptions of Ireland, Irish history and its contribution to history teaching in our multicultural society.’ The Curriculum Journal. Vol. 14, no 2, pp.201-215. Bracey P. & Gove–Humphries A. (2003c). ‘Irish Experiences in 1916: Thinking Skills, Literacy and Citizenship through History.’ In: Midlands History Forum Conference, History Project Conference, 4 th -6 th July, 2003. Trinity and All Saints College, Leeds: Schools History Project, unpublished workshop. Bracey P; Gove-Humphries, A; Jackson, D. (2005a) ‘Evacuee and refugee children: using historical fiction to enhance historical understanding (Key Stages 2-3).’ In: Midlands History Forum Conference, Learning about War, 19 th March 2005. University of Central England, Birmingham: Midlands History Forum, unpublished workshop. Bracey, P. & Gove-Humphries, A. (2005b) ‘Evacuee children: using historical fiction to enhance historical learning at KS2.’ In: Primary Historical Association Conference, 14 th May 2005. Black Country Museum: Historical Association, unpublished workshop. Bracey, P; Gove-Humphries, A; Jackson, D. (2006) ‘Refugees and evacuees: enhancing historical understanding through Irish historical fiction with Key Stage 2 and early Key Stage 3 pupils.’ Education 3-13. Vol. 34, no. 2, pp.103-112. Branchereau, J.P. (1995) ‘Children’s understanding of the Gulf War and international politics.’ In Osler, A; Rathenow, H; Starkey, H. (eds) Teaching for European Citizenship, pp.135-148. Stoke on Trent: Trentham. Brandt, G. (1986) The Realization of Anti-racist Teaching. London: Falmer. Brennan, G. (1999) ‘Spell of Magic.’ Times Educational Supplement 2 nd July, pp.8-9. Bridle, M. & McCarthy, S. (1993) Colonialism, Conflict and Change. Cross-curricular themes in the classroom. Birmingham and Dublin: Development Education Centre/Trocaire. BSA (1996) Statement of Ethical Practice. Durham: British Sociological Association. Buckland, P. (kha200@aol.com ) (31 st May, 2007) Re: Paul’s request for help with numbers. e-mail to Bracey, P (Braceypmrl@aol.com) Campaign against Racism and Fascism (2003) Burying Macpherson. Institute of Race Relations. Available from http://irr.or.uk/2000/December/ak000002.html [Accessed 10 th March 2003] Cannadine, D. (1987) ‘British History: Past, Present and Future.’ Past and Present. Vol. 116, pp.160-91.
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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
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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
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 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
Page 298 and 299: APPENDIX XI: Perceptions of histori
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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