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Gain, C.and George, R. (1999) Gender,‘Race’ and Class in Schooling. Abington: Routledge and Falmer. Garlake, T. & Welshman, R. (1997) Making Peace: teaching about conflict and reconciliation at Key Stages 3 and 4. Oxford: Oxfam. Gay, L. (1992) Educational Research, 4 th edn. New York: Merrill. Gillborn, D. (1995) Racism and Anti-racism in Schools. Buckingham: Oxford University Press. GLC (1984) Policy Report on the Irish Community. London: Greater London Council. Goodson, I. (2003) Professional Knowledge, Professional Lives. Studies in Education and Change. Maidenhead: Open University Press. Gorsemoor Primary School (2007) ‘Ireland in Schools.’ Gorsemoor Primary School. Available from http://www.gorsemoor.staffs.sch.uk/ireland. htm [accessed 22 nd January 2007] Greenslade, L. (1992) ‘An Tonn Ghael Historical Reflections on Irish Migration in Britain in the 1980s.’ In Buckland, P. & Belcham, J. (eds.) The Irish in British Labour. History Conference Proceedings in Irish History. Liverpool: Institute of Irish Studies, University of Liverpool. Goalen, P. (1988) ‘Multiculturalism and the Lower School History Syllabus: towards a practical approach.’ Teaching History. No.53, pp.8-16. Goalen, P. (1997) ‘Cross current: history and national identity in the classroom.’ History Today. Vol. 47, no, 6, pp.6-8. Grosvenor, I. (1997) Assimilating Identities: Racism and Educational Policy in Post 1945 Britain. London: Lawrence & Wishart. Grosvenor, I. (2000) ‘History for the Nation: multiculturalism and the teaching of history.’ In Arthur, J. & Phillips, R. (eds.) Issues in History Teaching pp.148-58. London: Routledge. Grosvenor, I. & Myers, K. (2001) ‘Engaging with history after Macpherson.’ The Curriculum Journal. Vol. 12, no.3, pp.275-289. Haigh, C. (2000) ‘The third way to error and confusion.’ The Times Higher Education Supplement. 8 th December, p.27. Hardy, J. & Vieler-Porter, C. (1992) ‘Race Schooling and the Education Act’. In Gill, Mayor & Blair (eds.) Racism and Education: Structures and Strategies, pp.101-141. London: Sage. Harris, S. (2004) ‘Move over Florence: Schools are told to ditch ‘jaded’ heroine Nightingale and give history lessons about a female Irish pirate.’ Daily Mail 28 th December, p.25. Haydn, T. (1992) ‘History for ordinary children.’ Teaching History. No 67, pp.8-11.
Haydn, T. (1996) ‘Nationalism begins at home: the influence of National Curriculum History on perceptions of national identity in Britain, 1987-1995.’ History of Education Society Bulletin, pp.51-61. Haydn, T. (2000) ‘Teaching the Holocaust through History’. In: Davies, I. (ed) Teaching the Holocaust; educational dimensions, principles and practice. London: Continuum, pp.135-49. Haydn, T; Arthur, J; Hunt, M. (2003) Learning to Teach History in the Secondary School: A Companion to School Experience. 2 nd Ed. London: Routledge Palmer. Hickman, M. & Walter, B. (1997) Discrimination and the Irish Community in Britain. London: Commission for Racial Equality. Hickman, M. & Walter, B. (1995) ‘Deconstructing Whiteness: Irish Women in Britain.’ Feminist Review. Vol. 50, pp.5-19. Hitchcock, G. & Hughes, D. (1995) Research and the Teacher, 2 nd Ed. London: Routledge. Hobsbawm, E. (1968) Industry and Empire. London: Weidenfield & Nicholson. Holmes, C. (1988) John Bull’s Island. Immigration and British Society 1871-1971. Basingstoke: Macmillan. Holmes, C. (1991) A Tolerant Country? Immigrants, Refugees and Minorities in Britain. London & Boston: Faber & Faber. Home Office (2001) Race Relations (Amendment) Act 2000. New Laws for a Successful Multi-racial Britain. London: Home Office. Howe, S. (2000) Ireland and Empire: Colonial Legacies in Irish History and Culture. Oxford: Oxford University Press. Husbands, C.(1996) What is History Teaching: Language, Ideas and Meaning in Learning about the Past. Buckingham: Open University Press. Ireland in Schools (2007) ‘About Us.’ Ireland in Schools: Making learning fun and challenging. Liverpool: Ireland in Schools. Available from http://www.iisresource.org. htm [accessed 22 nd January 2007] Issitt J. (2004) ‘Reflections on Textbooks.’ History of Education. Vol. 33, No 6, pp.683-696. Jackson, J.A. (1963) Irish in Britain. London: Routledge & Kegan Paul. Jackson, D; Gove-Humphries, A; Bracey, P. (2005) ‘From the frying pan into the fire? Escaping the London Blitz. Exploring the use of historical fiction to support historical learning.’ Primary History. No. 41, pp.24-28. James, E. ( 2001) Britain in the First Millennium. London: Arnold.
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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
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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 302 and 303: Charlesworth, S. (2000) A Phenomeno
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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