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outside the classroom. The approach used provides ‘fuzzy generalisations’ rather than statistically significant conclusions. Certainly the size of the questionnaire case studies would make it unwise to make statistical generalisations from them. Essentially, they provided a crude means of identifying patterns, raising issues and identifying potential interviewees. An examination of mini-case studies of groups of educators both within and outside the classroom will be the focus of the following chapters.
CHAPTER 3 THE IRISH DIMENSION WITHIN THE HISTORY CURRICULUM: TEACHER PERCEPTIONS THROUGH QUESTIONNAIRES Exploring an Irish dimension in the curriculum raises a number of research questions that can be explored through using questionnaires. For example, what are teachers’ perceptions of the importance of an Irish dimension within the history curriculum? How does this compare with other dimensions? Is there any correlation between an Irish dimension and a multicultural dimension? Is an Irish dimension more significant in Roman Catholic schools where there may be direct links with the Irish community? Is there evidence of particular involvement in Irish history related projects? This chapter will explore these questions through five questionnaire case studies. The context of each case study will be considered before examining the findings. This will indicate the professional role of the teachers who completed the questionnaire. Thereafter they will be referred to as ‘respondents’ to provide greater clarity in the subsequent analysis. The first part of the chapter will compare responses from three secondary school case studies. The findings from the secondary case studies will then be compared with case studies of teachers working in primary schools. Towards the end of the chapter a series of tentative ‘fuzzy generalisations’ will be made on the basis of the findings. Finally, data from the questionnaires will be used to establish criteria for selecting interviewees for the next stage of the research.
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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
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: Ireland in Schools (a) Secondary Te
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
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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
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implications for both pupils’ und
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focus for looking at events such as
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Different interpretations and versi
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… if comparing the IRA to al-Qaid
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teach about Ireland at Key Stage 3
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current study. An exploration of th
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APPENDICES Appendix I: Appendix II:
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. Why do you teach it? Rate each of
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APPENDIX II: Secondary Head of Hist
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Question 2. How important is multic
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Question 4. How important is immigr
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8. DO YOU TEACH IRISH HISTORY/OR IR
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12. History textbooks at KS4 Please
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APPENDIX III: Primary History Co-or
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5. Tick the comment which shows the
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7. HISTORY TEXTBOOKS AT KS2 Please
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I really appreciate you help in com
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APPENDIX V: Perceptions of historic
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APPENDIX VII: Perceptions of histor
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APPENDIX IX: Perceptions of histori
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APPENDIX XI: Perceptions of histori
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Bookseller (2003 b) The Bookseller,
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Charlesworth, S. (2000) A Phenomeno
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Gain, C.and George, R. (1999) Gende
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Jenkins, K. (1991) Re-thinking the
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Morrison, V. (1989) ‘Coney Island
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Riverdance - A Journey (1996) Produ
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Weight R. (2002) Patriots: National
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