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ACKNOWLEDGEMENTS I would like to thank Professor Ian Grosvenor for his guidance and support. My research also reflects the encouragement and patience provided by friends and family. Particular thanks are due to Mary, Richard, Laura, Patrick and Jenny, together with Mum and Dad.
CONTENTS LIST OF TABLES LIST OF ABBREVIATIONS INTRODUCTION 1 An Irish dimension in the English history curriculum: Why it should be explored, how it will be explored and what this will show? CHAPTER 1 10 An Irish dimension within the context of multicultural Britain, historiography and the school history curriculum: a review of the arguments and literature The Irish community in Britain: historical overview The Irish within multicultural Britain Constructing the past: historiography, Britishness and an Irish dimension An examination of changes affecting the place of an Irish dimension within the English history curriculum CHAPTER 2 41 Methodology: approaches used to examine an Irish dimension within the English history curriculum General considerations Questionnaires Case Study 1: Pilot study of 25 Secondary History Mentors Case Study 2: Birmingham Heads of History Case Study 3: Delegates at the Schools History Project Conference at Leeds in July 2004 Case Study 4: Delegates at the Primary Historical Association Conference at Duxford in May 2004 Case Study 5: Birmingham Primary History Co-ordinators Interviews Documentary evidence
Page 1 and 2: PERCEPTIONS OF AN IRISH DIMENSION A
Page 3: ABSTRACT This thesis asserts that a
Page 7 and 8: CHAPTER 7 206 Movers’ and shakers
Page 9 and 10: LIST OF ABBREVIATIONS CIDE DEC DfES
Page 11 and 12: and global history and that this in
Page 13 and 14: experiences of Huguenot refugees in
Page 15 and 16: intention for the current research
Page 17 and 18: a series of ‘fuzzy generalisation
Page 19 and 20: CHAPTER 1 AN IRISH DIMENSION WITHIN
Page 21 and 22: never again to be regarded as the p
Page 23 and 24: claimed that the experiences of the
Page 25 and 26: The report made some reference to d
Page 27 and 28: Irish dimension has featured in thi
Page 29 and 30: together. The relationship between
Page 31 and 32: Although, the third volume certainl
Page 33 and 34: esonance. Secondly, within the peri
Page 35 and 36: Before exploring links between an I
Page 37 and 38: Historical Association and former H
Page 39 and 40: narrative histories based on the ex
Page 41 and 42: This did not make explicit referenc
Page 43 and 44: ead’. Anti-racism was concerned w
Page 45 and 46: working party’s recommendations h
Page 47 and 48: and alienated by a diet of history
Page 49 and 50: history for equality and diversity
Page 51 and 52: CHAPTER 2 METHODOLOGY: APPROACHES U
Page 53 and 54: investigated Art teachers’ percep
Page 55 and 56:
… a group of children in a class
Page 57 and 58:
esearch participants must be honour
Page 59 and 60:
Case Study I: Pilot study of 25 Sec
Page 61 and 62:
276 primary schools, 197 are LEA sc
Page 63 and 64:
comparing the primary and secondary
Page 65 and 66:
Development Education or the Irelan
Page 67 and 68:
esponse. A common format for the pr
Page 69 and 70:
eferences to their life histories.
Page 71 and 72:
Research into action The issues and
Page 73 and 74:
organiser and I discussed the prosp
Page 75 and 76:
schools replied. Only 6 telephone r
Page 77 and 78:
who volunteered were interviewed. T
Page 79 and 80:
without evident inhibitions. A more
Page 81 and 82:
Ireland in Schools (a) Secondary Te
Page 83 and 84:
CHAPTER 3 THE IRISH DIMENSION WITHI
Page 85 and 86:
one said that they served the Irish
Page 87 and 88:
What does a comparison between the
Page 89 and 90:
Can perceptions of an Irish dimensi
Page 91 and 92:
Number of respondents 25 38 52 115
Page 93 and 94:
out of 38 responses and in Case Stu
Page 95 and 96:
The teaching of an Irish dimension
Page 97 and 98:
The last question provided responde
Page 99 and 100:
obtained from at least one school i
Page 101 and 102:
felt that Irish history and immigra
Page 103 and 104:
RC responses 0 17 4 1 22 LEA respon
Page 105 and 106:
Table 9: An examination of the rela
Page 107 and 108:
y some secondary respondents. A num
Page 109 and 110:
secondary schools there are respond
Page 111 and 112:
and Primary Historical Association
Page 113 and 114:
1 Some Low No - less 2 Some Low/som
Page 115 and 116:
Birmingham had an Irish community.
Page 117 and 118:
concentrate on … literacy and num
Page 119 and 120:
more traditional topics which could
Page 121 and 122:
The fifth interviewee had been Head
Page 123 and 124:
The impression given was that at bo
Page 125 and 126:
which they constructed the past. Fo
Page 127 and 128:
Birmingham, and the remaining three
Page 129 and 130:
The interviewee said that at a rece
Page 131 and 132:
decision to focus on teaching Irish
Page 133 and 134:
The interviewee taught Ireland as t
Page 135 and 136:
Examples of topics where an Irish d
Page 137 and 138:
emphasised pragmatic motives for de
Page 139 and 140:
Two interviewees indicated that the
Page 141 and 142:
It is possible that the interviewee
Page 143 and 144:
commented, ‘We obviously do Engli
Page 145 and 146:
What did this interviewee have to s
Page 147 and 148:
When asked about other aspects of t
Page 149 and 150:
dimension and multicultural and ant
Page 151 and 152:
the other case studies did not repl
Page 153 and 154:
The Project Facilitator was intervi
Page 155 and 156:
The Director worked closely with co
Page 157 and 158:
In practical terms 80:20 is about w
Page 159 and 160:
at what was happening in Belfast an
Page 161 and 162:
of pictures related to current deve
Page 163 and 164:
elated to an Irish dimension, the P
Page 165 and 166:
We didn’t feel that they needed t
Page 167 and 168:
The fact that the interviewee did n
Page 169 and 170:
We can draw out influences of the w
Page 171 and 172:
esponsibility for the history curri
Page 173 and 174:
curriculum. The analysis of the thr
Page 175 and 176:
• Contributes towards the teachin
Page 177 and 178:
studying Ireland is a chore, but th
Page 179 and 180:
article concluded by noting that hi
Page 181 and 182:
elated to a multicultural or anti-r
Page 183 and 184:
The interviewee also felt that thei
Page 185 and 186:
Beyond individual schools they felt
Page 187 and 188:
Clearly, the co-ordinator’s inter
Page 189 and 190:
Stage 4. They also considered that
Page 191 and 192:
For example they had already used m
Page 193 and 194:
The interviewee developed materials
Page 195 and 196:
community because they feared that
Page 197 and 198:
will be considered before consideri
Page 199 and 200:
een delayed by personal or school d
Page 201 and 202:
The interviewee indicated more abou
Page 203 and 204:
Work related to Black History at Ke
Page 205 and 206:
growing up in an ever smaller world
Page 207 and 208:
within British history. It is inter
Page 209 and 210:
through a workshop. They provided t
Page 211 and 212:
The second teacher was interviewed
Page 213 and 214:
interviewee had undertaken fund rai
Page 215 and 216:
interpret the story. Clearly, the s
Page 217 and 218:
History Project GCSE courses or as
Page 219 and 220:
The intention is to explore the spe
Page 221 and 222:
Romans, Tudors, World War 2 in a va
Page 223 and 224:
interviewee noted that a significan
Page 225 and 226:
egin to do that. That’s the key,
Page 227 and 228:
interviewee had also contributed to
Page 229 and 230:
argue with that really because ther
Page 231 and 232:
People have come and gone through E
Page 233 and 234:
leader for the GCSE History pilot.
Page 235 and 236:
Towards the end of the interview th
Page 237 and 238:
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 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 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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