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studies can be used to provide tentative generalisations, which can of course be questioned
and challenged in other contexts. Case studies based on questionnaires and interviews are
intended to provide insights into how a range of educational providers, especially teachers,
perceives Ireland within the English History Curriculum. It is appreciated that teacher
perceptions or comments may not match what they do in practice. However, this research is
particularly interested in ascertaining what they believe and why they believe it. At the same
time, where possible, the intention will be to triangulate teacher perceptions with other forms
of evidence such as planning documentation.
The use of questionnaires and interviews needs to be underpinned by considering a number of
ethical issues. Issues associated with questionnaires will be dealt with first. There is a
potential conflict between transparency and maximising responses to the questionnaires. A
questionnaire related to an Irish dimension in the history curriculum could be ignored by
anyone who does not consider it relevant. At the same time it would be unethical not to
mention the purpose of the research. BERA (2004, p.6) guidelines state, ‘Researchers must …
avoid deception or subterfuge unless their research design specifically requires it to ensure
that the appropriate data is collected ….’ Arguably, the research in question does not require
these extreme measures. The problem of ensuring maximum responses while remaining clear
about the focus of the project will be resolved by indicating the interests of the research while
stressing that people’s responses to the history curriculum as a whole are relevant to the
project.
The second issue relates to confidentiality of respondents. The British Sociological
Association code of ethics states: ‘Guarantees of confidentiality and anonymity given to