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Case Study: the Coleraine University Controversy Developing the Ability to Think Critically by Exploring Causation with Students Spring 2021

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Case Study: the Coleraine University Controversy Developing the Ability to Think Critically by Exploring Causation with Students Spring 2021 Leaving Certificate Subject Support Case study: The Coleraine University controversy Developing the ability to think critically by exploring causation with students Spring 2021 Efforts have been made to trace and acknowledge copyright holders. In cases where a copyright has been inadvertently overlooked, the copyright holders are requested to contact [email protected] Note: Every effort has been made to ensure the accuracy of the historical data contained herein. Any inadvertent errors are regretted. Please cite as: PDST, History Case Study: The Coleraine University controversy, Dublin, 2021 History Case Study: The Coleraine University controversy © PDST, 2021 Contents Page Case Study: The Coleraine University controversy Developing the ability to think critically 4 The enquiry-focused approach 4 Linking your work on the case study to the National Literacy and Numeracy Strategy 5 An overview of the case study 6 Glossary of important terms: develop your historical literacy skills 7 Biographical notes 10 Timeline of important developments 16 Bibliography 18 Useful websites 19 The Coleraine University controversy: a possible line of enquiry 20 A possible hook (a film clip) 20 Film clip transcript 21 Questions and points for discussion on the film clip 23 Enquiry, Stage 1: Why was the decision taken in 1965 to locate the new university in Coleraine? 24 Enquiry, Stage 2: Why did the decision cause controversy? 31 Audio-visual source (with transcript and questions) 39 Enquiry, Stage 3: What is the historical significance of this controversy? 47 A critical skills exercise 54 Historians’ views on the Coleraine University controversy 58 Interrogating the historians 60 Your conclusions on the enquiry 61 3 History Case Study: The Coleraine University controversy © PDST, 2021 The Coleraine University Controversy: Developing the ability to think critically by exploring historical causation and significance with students In exploring the case study, The Coleraine University controversy, students are following a narrative of events. They are not concerned, however, merely with what happened but also with why it happened and what its historical significance is. In exploring issues of causation and significance with students, we have a great opportunity to develop their ability to think critically, which is one of the stated objectives of the syllabus and an increasingly cherished aim of senior cycle education. At previous history in-service sessions, it has been argued that some of the best ways in which students’ critical thinking can be generated include: • the use of the enquiry-focused approach • the use of ‘critical skills’ exercises that involve group discussion and judgement-forming Both approaches are drawn on in the following exploration of the case study. The enquiry-focused approach The enquiry-focused approach involves organising a set of lessons around an enquiry question on which the teaching and learning activities are focused. It aims to give a clear focus to a series of lessons, to clarify for all concerned what the learning purposes are and to ensure that the sequence of lessons is leading to improved understanding on the part of the students. In her book, The Twentieth Century World (The Historical Association, 1997), Christine Counsell outlines the rationale behind the approach. The following is an edited extract: Choosing a sequence of interesting historical enquiries gives a clear focus to any scheme of work. This approach has a number of advantages: (i) It prevents a superficial run through the content and leads pupils into deeper levels of historical understanding. (ii) It allows students to engage in real historical debate. Historians usually begin with a question. (iii) It motivates students by giving a clear focus to their work. Identifying key questions is a powerful way of ‘sharing clarity with learners’. Teachers are thus reinforcing that the whole point of a sequence of lessons or activities is to build towards some attempt at answering the question. Some teachers who use this approach will refer to such a question in every single lesson. Pupils are constantly reminded of what they are trying to do and why. (iv) Key questions can shape and limit an otherwise sprawling content. (v) It encourages pupils to produce more substantial and significant outcomes at the end of a section of work. (pp.30-31) 4 History Case Study: The Coleraine University controversy © PDST, 2021 Linking your work on the case study to the National Literacy and Numeracy Strategy The following quote comes from Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People (Department of Education and Skills, 2011, p.8) Traditionally we have thought about literacy as the skills of reading and writing; but today our understanding of literacy encompasses much more than that. Literacy includes the capacity to read, understand and critically appreciate various forms of communication including spoken language, printed text, broadcast media, and digital media. Throughout this document, when we refer to “literacy” we mean this broader understanding of the skill, including speaking and listening, as well as communication using not only traditional writing and print but also digital media. The student activities set down in this resource are designed to improve students’ “capacity to read, understand and critically appreciate various forms of communication including spoken language, printed text, broadcast media, and digital media.” As the literacy strategy makes clear, a key element in developing literacy is promoting students’ listening, talking, reading and writing skills, as well as their ability to critically assess visual images and other broadcast material. Some of the ways in which material from this booklet can be used to achieve these objectives are as follows: • The worksheet on the film clip (p.24) encourages students to watch and listen carefully, and it includes questions designed to develop their ability to think critically. • The questions/points for discussion that follow the sources are intended to form the basis for purposeful discussion among students and educative interaction between teacher and students. As well as promoting literacy, the teaching and learning conversation which this type of interaction underlies is a key component of all strategies for promoting assessment for learning in the classroom. • The enquiry approach exemplified in this resource is designed to keep the learning outcomes constantly in the forefront of students’ minds. This is important in all strategies to improve literacy and is a key component of strategies for assessment for learning. • The critical skills exercise is a type of card sorting exercise which helps to develop students listening skills and oral skills, as well as their ability to think critically. • The importance of consolidating learning through carefully-designed written tasks is fundamental to student learning. The enquiry approach exemplified here concludes with an activity for students: “Your conclusions on the enquiry”. Also, some of the “Questions and points for discussion” set down for each step of the enquiry can be used as the basis for written tasks as deemed appropriate by the teacher. The elements of Literacy and Numeracy for Learning and Life relating to numeracy identify the need to enable young people “to think and communicate quantitatively, to make sense of data, to have a spatial awareness, to understand patterns and sequences, and to recognise situations where mathematical reasoning can be applied to solve problems.” Teachers may wish to look out for opportunities to develop these abilities in students (e.g. questions that help develop the ability to think quantitatively such as Source 5, Question 3). 5 History Case Study: The Coleraine University controversy © PDST, 2021 The Coleraine University controversy: a contextual overview In February 1965, the report of the Lockwood Committee on higher education in Northern Ireland was published, recommending that a second university for the North be built in Coleraine. There was an immediate outcry in the city of Derry, where there was a widespread expectation across the community that the new university would be located there. The decision caused outrage more widely as Catholics across the North saw the decision as discriminatory and as part of a pattern of neglect of the western regions where Catholics predominated. The controversy was fuelled by accusations that certain ‘faceless men’ from the city of Derry had persuaded the government in Belfast not to locate the university in Derry lest Catholics in the city become overly-confident and assertive on issues such as voting rights. Despite strenuous denials from the government of Captain Terence O’Neill, the controversy rumbled on and undermined confidence among Catholics in O’Neill’s promises of reform. Even before the publication of the Lockwood Committee’s report, concern about the committee’s intentions had prompted people in Derry to establish a University for Derry committee, in January 1965. Chaired by John Hume, the committee’s membership came from both the city’s Protestant and Catholic communities. On 8 February, the committee organised a major public meeting at Derry’s Guildhall, where speakers included Albert Anderson, Mayor of Derry and a member of the Ulster Unionist Party, and Eddie McAteer, leader of the Nationalist Party, both of whom acknowledged that the issue of a university in the city had brought the two communities in the city together in agreement. Following the publication of the Lockwood Report on 10 February, the University for Derry committee organised a day of protest on 18 February. Mayor Anderson declared a public holiday in the city, and he and McAteer led a convoy of 2,000 vehicles to government buildings at Stormont. Back in Derry, pubs were closed for the day and a two-minute silence in support of the protest was observed. Despite the protests, the report of the Lockwood Committee was adopted by the Stormont parliament on 5 March and the new university campus opened at Coleraine in 1968 and was known as the New University of Ulster.
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