Skip to main content
Article thumbnail
Location of Repository

Perceptions of an Irish dimension and its significance for the English history curriculum

By Paul Edward Bracey

Abstract

This thesis asserts that an Irish dimension reflects approaches towards diversity within the English History Curriculum. An Irish dimension is explored within the context of Multicultural Britain, debates over ways in which the past has been constructed and changes in the history curriculum. A series of ‘fuzzy generalisations’ of an Irish dimension in the curriculum emerge from questionnaire and interview case studies. This approach is based on Bassey’s (2001) premise that case studies can lead to tentative generalisations, which are subject to being challenged by findings drawn from different contexts. This study explores the perceptions of primary and secondary teachers, together with participants in Irish related projects and key ‘movers and shakers’ working outside the classroom. The research findings suggest that a respondent’s perceptions of the importance of an Irish dimension in the curriculum reflect a range of influences including values, pragmatism, subject knowledge and expertise. The researcher accepts that the extent to which an Irish dimension contributes to the history curriculum will vary between different school contexts. However, the thesis argues that the way in which an Irish dimension is developed and how it relates to the teaching of diversity within the history curriculum is of more importance than the amount that is taught

Topics: LB Theory and practice of education, D History (General)
Year: 2008
OAI identifier: oai:etheses.bham.ac.uk:159

Suggested articles

Citations

  1. (1999). Case Study Research in Educational Settings.
  2. (1987). Children's evaluation on neutral and sensitive topics.’ Teaching History.
  3. (2007). Curriculum Review. Diversity and Citizenship. Nottingham: Department for Education and Skills.
  4. (2002). Identity and the history curriculum in Northern Ireland; An Empirical Study of Students’ Ideas and Beliefs.’ doi
  5. (2002). Reputations. Source: Cromwell and Drogheda. Ireland in Schools. Available from http://www.iisresource.org.htm [accessed 5th
  6. (2004). Revised Ethical Guidelines for Educational Research.
  7. (2007). Teaching controversial issues…where controversial issues really matter.’ Teaching History.
  8. (2006). The Changing Face of School History. How schools could respond. An HMI View.’ Keynote presentation. In:
  9. (1991). The Historical Dimension.
  10. (2000). The Irish Diaspora. doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.