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Morrison, V. (1989) ‘Coney Island’. In Avalon Sunset. [Music CD] [s.l]: Mercury. Morrison, V. & Maloney, P. (1988) ‘I’ll tell Me Ma.’ In Morrison V and the Chieftains Irish Heart Beat. [Music CD] [s.l]: Mercury. Moser, C. & Kalton, G. (1983) Survey Methods in Social Investigation. London: Heinemann. Mullard, C. (1981) ‘Multiracial Education in Britain: From Assimilation to Cultural Pluralism.’ In: Tierney, J.(ed.) Race Migration and Schooling, pp120-133. London: Holt, Rinehart & Winston. Myers, K. (2006) ‘Historical Practice in the Age of Pluralism: Educating and Celebrating identities.’ In Panayi, P. & Burrell, K. (eds.) Histories and Memories: Immigrants and their History in Britain since 1800, pp.35-53. London and New York: Tauris. OCR (2001) Examiner Report 1605/03 Coursework. Cambridge: Oxford, Cambridge & Royal Society of Arts Examinations. OCR (2006) ‘GCSE History (Pilot)’ Oxford Cambridge and RSA Examinations. Available from http://www.org.uk/qualifications/GCSEHistoryPilot.html [accessed 6 th March 2007] O’Connor, K. (1972) The Irish in Britain. Dublin & London: Gill & MacMillan. O’Sullivan, J. (2003) ‘Gaelforce: Ireland’s fascinating history offers ways of approaching the issue of cultural diversity. Respect. Teaching about cultural diversity. Common ground. How schools bring people together.’ Times Educational Supplement. 4 th July, pp.8-9. Ofsted (2002) History in Primary Schools: Ofsted Reports Series 2001/2. London:.Office for Standards in Education. Ofsted (2007) ‘History in the Balance. History in English Schools 2003-7.’ Office for Standards in Education. 20 th July 2007. Available from http://www.ofsted.gov.uk/assets/Internet_Content/Shared_Content/Files/2007/july/hstryintheb lnc.doc [accessed 26 th July 2007] Osborn, M; McNess, E; Broadfoot, P; Pollard, A; Triggs, P. (2000) What Teachers Do: Changing Policy and Practice in Primary Education. London: Continuum. Osler, A. (2000) ‘The Crick Report: difference, equality and racial justice.’ The Curriculum Journal. Vol. 11, no.1, pp.25-38. Parekh, B. (2000) The Future of Multi-ethnic Britain: The Parekh Report. London: Profile. Phillips, R. (1998) History Teaching, Nationhood and the State: A Study in Educational Politics. London: Cassell. Phillips, R. (2002) Reflective Teaching of History 11-18. London: Continuum.
Price, M. ‘History in danger.’ History. Vol. 53, pp.342-347. QCA (1998) ‘Why do we remember Florence Nightingale?’ Qualifications and Curriculum Authority. Available from http://www.standards.dfes.gov.uk/schemes2/history.htm [accessed 26 th January 2007] QCA (2000) ‘History at Key Stage 3. Unit 17: Divided Ireland - Why has it been so hard to achieve peace in Ireland?’ Qualifications and Curriculum Authority. Available from http://standards.dfes.gov.uk/schemes2/secondary_history/his17/?view=get [accessed 27 th November 2006] QCA (2004) History 2003/4 annual report on curriculum and assessment. London: Qualifications and Curriculum Authority. QCA (2004) ‘Who needs Florence Nightingale? It worked for me: Key Stage 1 cameos.’ Innovating with history. London: QCA. Available from http://www.qca.org.uk/history/innovating/history_matters/worked_for_me/ks1/cameo- 1/index.htm [accessed 15 th November 2004] QCA (2007) The Secondary Curriculum Review. Programme of Study: History Key Stage 3. London: Qualifications and Curriculum Authority. Available from http://www.qca.org.uk/secondarycurriculumreview/subject/ks3/history/index.htm [Accessed 28 th July 2007] QCA (2007) The Secondary Curriculum Review. Programme of Study: History Key Stage 3. London: Qualifications and Curriculum Authority. Available from http://www.qca.org.uk/secondarycurriculumreview/subject/ks3/history/index.htm [Accessed 10 th June 2007] Raleigh, Y. (1994) Recording Oral History: A Practical Guide for Social Scientists. London: Sage. Ramdin, R. (1999) Reimaging Britain: 500 Years of Black and Asian History. London: Pluto. Rayment, T. (2000) ‘Art Teachers’ Views of National Curriculum Art: a repertory grid analysis.’ Education Studies. Vol. 26, No 2, pp.165-76. Regan, C. & Sinclaire, S. (1986) Half the Lies are true…Ireland Britain; a microcosm of international misunderstanding? Dublin & Birmingham: Trocaire & Development Education Centre. Regan, C. & Sinclaire, S. (1999) Essential Learning for Everyone: Raising the debate about civil society, world citizenship and the role of education. The Development Education Commission. Birmingham & Ireland: Development Education Centre & 80:20 Educating for a Better World Richardson, R. (2000) ‘Lies and Truths about the Future of Britain.’ Multicultural Teaching. Vol.19, no1, pp.8-13.
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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
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priorities. For some interviewees i
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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 304 and 305: Gain, C.and George, R. (1999) Gende
Page 306 and 307: Jenkins, K. (1991) Re-thinking the
Page 310 and 311: Riverdance - A Journey (1996) Produ
Page 312: Weight R. (2002) Patriots: National
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