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Charlesworth, S. (2000) A Phenomenology of Working Class Experience. Cambridge: Cambridge University Press. Chinn, C. (2003) Birmingham Irish: Making our mark. Birmingham: Birmingham City Council. Claire, H. (1996) Reclaiming our Pasts: Equality and Diversity in the Primary School. Stoke Trentham. Colley, L. (1992) Britons Forging the Nation 1707-1837. London: Vintage. Conlon-McKenna, M. (1990) Under the Hawthorn Tree. Dublin: O’Brien. Conlon-McKenna, M. (1995) Safe Harbour. Dublin: O’Brien. Coogan, T.P. (2000) Wherever Green is Worn: The story of the Irish Diaspora. London: Hutchinson. Counsell, C. (2000) ‘Historical knowledge and historical skills: a distracting dichotomy’. In Arthur J.& Phillips R. (eds.) Issues in History Teaching, pp.54-71. London: Routledge. Culpin, C. & Turner, C. (1987) Making Modern Britain. London: Collins. Curtis, L. (1984) Nothing but the same old story. The Roots of anti-Irish Racism. London: Russell. Davies, I. (2000) ‘Citizenship and History’. In Arthur, J. & Phillips, R. Issues in History Teaching. London: Routledge. Davies, N. (1999) The Isles: A History. London: MacMillan. DEC/Trocaire (1986) Half the lies are true…Ireland and Britain: a microcosm of international misunderstanding? Birmingham and Dublin: Development Education Centre/Trocaire. DEC (1999) Water for a City - an issue for debate in Victorian Birmingham: A case in local history. Birmingham: Development Education Centre. DES (1990) National Curriculum History Working Group: Final Report. London: Her Majesty’s Stationery Office. DES (1991) History in the National Curriculum (England). London: Her Majesty’s Stationery Office. DfEE (1997) Excellence in Schools. London: Department for Education and Employment. DfE/QCA (1995) The History Order. London: Department for Education/Qualifications and Curriculum Authority.
DfEE/QCA(1999) History: The National Curriculum for England Key Stages 1-3. London: Department For Education /Qualifications and Curriculum Authority. DfES (2002) The Secondary National Strategy for School Improvement, formerly known as the Key Stage 3 National Strategy The Standards Site. London: Department for Education and Skills. Available from http://www.standards.dfes.gov.uk/secondary/ [accessed 19 th June 2007] DfES (2003) Excellence and Enjoyment. A strategy for primary schools. Nottingham: Department for Education and Skills. DfES (2004) Every Child Matters: Change for Children in Schools. Nottingham: Department for Education and Skills. DfES (2006) Achievement and Attainment Table. Ofsted. Available from http://live.ofsted.gov.uk/reports/index [accessed 1 st June 2007] Dodd, P. (1986) ‘Englishness and the National Culture’. In Colls, R. & Dodd, P. (eds.) Englishness: Politics and Culture 1880-1920. Beckenham: Croon Helm. Dyer, A.M. (1982) History in a Multicultural Society. Teaching of History Discussion Paper 2. London: The Historical Association. Edgington, D. (1982) ‘The role of History in Multicultural Education’. Teaching History. No. 32, pp.3-5. Evans, N. (1988) ‘Debate: British History, Past, Present and Future.’ Past and Present. 119, pp.194-203. Evans, R.J (1997) In Defence of History. London: Granta Books. Feketi, L. (2001) ‘The Terrorism Act 2000: an interview with Gareth Pierce.’ Race and Class. Vol. 43, no. 2, pp.95-103. File, N. & Power, C. (1981) Black Settlers in Britain 1555-1958. Oxford: Heinemann. File, N. (1983) Assessment in a multicultural society: History at 16+. York: Longman. Foster, R. (2001) The Irish Story: Telling tales and making it up in Ireland. London: Penguin. Fraser, A. (1997) The Lives of the Kings and Queens of England. London: Weidenfeld & Nicholson. Ferguson, N. (2003) Empire: How Britain made the Modern World. London: Penguin. Field, K; Holden, P; Lawlor, H (2000) Effective Subject Leadership. London: Routledge.
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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
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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 300 and 301: Bookseller (2003 b) The Bookseller,
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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