View - eTheses Repository - University of Birmingham

Respondents not teaching
an Irish dimension at
AS/A2
22 30 47 99
Total respondents 25 38 52 115
The final stage of the questionnaire was intended to see if any respondents were sufficiently
interested in an Irish dimension to become involved in curriculum projects related to it. In
order to put this in perspective they were also asked if they contributed to any other projects.
Six respondents indicated that they had been involved in projects related to an Irish
dimension. In Case Study 1 two respondents indicated that they had been involved in Ireland
related projects. In Case Study 2 one teacher indicated that they had been involved in a
Teachers in Development Education Citizenship Project linking Birmingham with Derry/
Londonderry and another had attended an INSET Course related to the Ireland in Schools
Project. In the third case study three teachers said that they had some involvement with the
Ireland in Schools Project. A larger number of respondents, nine in Case Study 1, six in Case
Study 2 and seven in Case Study 3 said that they were involved in other curriculum projects,
most of which related to multicultural issues. Clearly, very few respondents had been
involved in Irish history projects. However, of more interest than the numbers involved in
projects related to Ireland is the perception of those teachers who have been involved with
them. For this reason it will be appropriate to locate teachers involved in the TIDE and Ireland
in Schools Projects and analyse their perceptions of an Irish dimension in the history
curriculum.