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Nationalism, National Identity, and the Rp Omotion of the Shannon Hydroelectric Scheme Mckayla Kay Sutton Marquette University

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Nationalism, National Identity, and the Rp Omotion of the Shannon Hydroelectric Scheme Mckayla Kay Sutton Marquette University Marquette University e-Publications@Marquette Dissertations (2009 -) Dissertations, Theses, and Professional Projects Illuminating The rI ish Free State: Nationalism, National Identity, And The rP omotion Of The Shannon Hydroelectric Scheme McKayla Kay Sutton Marquette University Recommended Citation Sutton, McKayla Kay, "Illuminating The rI ish Free State: Nationalism, National Identity, And The rP omotion Of The hS annon Hydroelectric Scheme" (2014). Dissertations (2009 -). 361. https://epublications.marquette.edu/dissertations_mu/361 ILLUMINATING THE IRISH FREE STATE: NATIONALISM, NATIONAL IDENTITY, AND THE PROMOTION OF THE SHANNON HYDROELECTRIC SCHEME by McKayla K. Sutton, B.A., M.A. A Dissertation submitted to the Faculty of the Graduate School, Marquette University, in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Milwaukee, Wisconsin May 2014 ABSTRACT ILLUMINATING THE IRISH FREE STATE: NATIONALISM, NATIONAL IDENTITY, AND THE PROMOTION OF THE SHANNONG HYDROELECTRIC SCHEME McKayla K. Sutton, B.A., M.A. Marquette University, 2014 This dissertation focuses on the ways in which the Shannon Hydroelectric Scheme influenced perceptions of Irishness in the fraught context of postcolonial nation building. The Irish Free State, established by a treaty with Great Britain in 1921, faced the difficult task of maintaining order and establishing stable institutions for the new state. One of the government’s most audacious efforts to achieve these objectives was to construct the largest hydroelectric dam in the world on the River Shannon in 1925 with the help of German contractors from Siemens-Schuckert. The first half of the dissertation deals with several ideological issues brought to the fore by the Scheme. I will demonstrate how the Free State government usurped the project as a symbol of its own political success, and the ways in which the education system and the Catholic Church responded to the demands of modernity. The presence of hundreds of German engineers and their families, and the absence of any real participation by the British, provided an unparalleled opportunity for the Irish to explore concepts of “otherness” and race—hot- button issues in the interwar period. Regional tensions similarly allowed various Irish people to define themselves within the national community, as the people of Limerick distinguished their community from Dublin, Cork, and the Gaeltacht. The second half of the dissertation deals specifically with the promotional campaigns designed for tourists and women. The Shannon Scheme served as a nexus where interwar and postcolonial issues converged and provided a space for the Irish to examine intricate facets of their local and national identities. In discussions about the dam, politicians, electricians, journalists, priests, and citizens articulated theories about politics, religion, education, race, and gender. By focusing on the promotion of the Scheme, I can reconstruct the ideal image of Irishness its advocates sought to cultivate, with Irish, imperial, and international audiences in mind. I argue that Ireland’s former colonial status dictated the particular contours of identity formation, but that perceptions of nationalism, modernity, and Irishness were multifaceted and shaped as much from within national boundaries as they were by global responses to the new state demonstrating autonomy. i ACKNOWLEDGMENTS McKayla K. Sutton, B.A., M.A. ACKNOWLEDGMENTS McKayla K. Sutton, B.A., M.A. This project originated in 2008 as the result of an independent readings course at Central Washington University. Many people since then have contributed to my conceptualization of the larger work by reading drafts, commenting on presentations, or discussing ideas about how I might link hydroelectricity to broader cultural and political themes in Irish history. While at CWU, I worked with a number of professors whose suggestions and interest in what I was doing helped shape the initial direction of my research. This included Roxanne Easley, Daniel Herman, and Jason Knirck, who all read drafts of my thesis and provided thoughtful advice for continuing the project as a doctoral student. Jason demonstrated exemplary skills as a mentor and his faith in me proved invaluable. I am grateful for his wiliness to continue to engage my work, challenge me as an historian, and remind me to laugh at myself every now and then. Both Jason and his wife, Mari, have been incredibly generous with their time and their encouragement and friendship have been not only been steady, but they also have been tremendously reassuring. At Marquette University, my development as a student of history was directed by Timothy G. McMahon, whose patience, careful editing, and suggestions for new avenues of research made this work come together. His focus and persistence kept me on track and I am thankful for the many hours he put in as my advisor reading drafts and commenting on chapters. Alan Ball’s comments on the broader themes addressed in this work were insightful and helped me expand the scope of its postcolonial focus. Michael Cronin from Boston College, who graciously agreed to participate as an outside member of my committee, provided important suggestions for presenting the Shannon Scheme in the larger context of what the Free State government hoped to achieve during this period. To these three—my dissertation committee—I am incredibly appreciative. In addition to these scholars, I would like to thank Lezlie Knox, Irene Guenther, Michael Wert, Daniel Meissner, Julius Ruff, and James Marten for modeling what it means to be a professional historian. During my time at Marquette, a number of graduate students made the entire process both intellectually stimulating and socially more enjoyable. Charissa Keup, Karalee Surface, Bethany Harding, and Jeff Ramsey made up a strong cohort that I was honored to be a part of in the department. In addition, Matt Costello and Alyssa Klubeck were particularly encouraging of my work and their friendship will be one of the greatest things I take away from graduate school. Ken Shonk and Mandy Townsley have discussed this project at length with me and their perspectives were fresh and interesting. ii As an historian, I relied on many archivists, whose knowledge of their collections and patience with my requests were priceless to me. I am grateful to the library staff at Central Washington University and Marquette University whose professionalism and dedication to making sure that received important books and journal articles made research at home go smoothly. In Ireland, I was blessed to work with the archivists and librarians at the University College, Dublin, National Archives, National Library, Clare County Library, Limerick City Museum, Diocesan Archives of Killaloe, and Electricity Supply Board Archives. Brendan Delany and his staff at the ESB Archives worked tirelessly to make sure that I had access to all of their important documents and generously gave me copies of films, news programs, and pamphlets. Staff members at the National Archives also deserve special recognition for fetching so many materials from an unprocessed collection on the Shannon Scheme, which proved essential to this study. Funding from the Smith Family Fellowship through Marquette University made research abroad possible. The results of this endeavor make up the core of what is presented here. I am immensely grateful to my family and friends for the support I have received throughout my educational journey and for being incredibly understanding of the unusual pressure this put on my time. My parents, Randy and Lori, set high expectations for me and taught me the value of receiving an education. Breeana, Mark, Brandon, and Kindra have been wonderful outlets to express my triumphs and tribulations associated with the process and their constant support meant more than they will ever know. Diana Ferguson, Wanda Dupre, Ruth Dozier, and Colin Ramsey’s interest in my progress and career has been comforting and a wonderful source of motivation. Angie Salter and Kate Brown have tolerated so much and let me talk more history than they probably wanted to hear. Taking breaks from the dissertation to grab a cuppa or catch a hockey game with Bairbre Chiardha kept me sane and reminded me to enjoy the small things in life. Ryan, who has only known me as a dissertator, took everything in stride and was a constant source of happiness and support as I edited drafts. The greatest lesson I learned while working on this project came from a most unlikely source. When I went to Ireland to do dissertation research, I expected to immerse myself in primary documents on hydroelectric development and return with a plethora of new information to plug into the following chapters. However, the most valuable thing that I took away from this journey had nothing to do with electricity, Ireland, or history in general. Claire Carey provided a cozy home for this graduate student, who was far from the comforts of living in Milwaukee, for several months. It was her compassion, hospitality, and generosity that left the most profound mark on me. After a long day in the archives, coming home to a warm fire and being asked whether it had been “a wine or tea kind of day,” reminded me that projects like this benefit from the often unrecognized humanity of others. I would like to take a moment to rectify that here. Claire modeled what it means to be a good and decent person, and for the rest of my life, I will strive to emulate her fine example. For
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