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Perceptions of an Irish Dimension

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Perceptions of an Irish Dimension PERCEPTIONS OF AN IRISH DIMENSION AND ITS SIGNIFICANCE FOR THE ENGLISH HISTORY CURRICULUM by PAUL EDWARD BRACEY A thesis submitted to The University of Birmingham For the degree of DOCTOR OF PHILOSOPHY School of Education The University of Birmingham December 2007 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. 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. ACKNOWLEDGEMENTS I would like to thank Professor Ian Grosvenor for his guidance and support. My research also reflects the encouragement and patience provided by friends and family. Particular thanks are due to Mary, Richard, Laura, Patrick and Jenny, together with Mum and Dad. CONTENTS LIST OF TABLES LIST OF ABBREVIATIONS INTRODUCTION 1 An Irish dimension in the English history curriculum: Why it should be explored, how it will be explored and what this will show? CHAPTER 1 10 An Irish dimension within the context of multicultural Britain, historiography and the school history curriculum: a review of the arguments and literature The Irish community in Britain: historical overview The Irish within multicultural Britain Constructing the past: historiography, Britishness and an Irish dimension An examination of changes affecting the place of an Irish dimension within the English history curriculum CHAPTER 2 41 Methodology: approaches used to examine an Irish dimension within the English history curriculum General considerations Questionnaires Case Study 1: Pilot study of 25 Secondary History Mentors Case Study 2: Birmingham Heads of History Case Study 3: Delegates at the Schools History Project Conference at Leeds in July 2004 Case Study 4: Delegates at the Primary Historical Association Conference at Duxford in May 2004 Case Study 5: Birmingham Primary History Co-ordinators Interviews Documentary evidence Research into action Questionnaires Case Study 1: Pilot study of Secondary History Mentors Case Study 2: Birmingham Heads of History Case Study 3: Delegates at the Schools History Project Conference at Leeds in July 2004. Case Study 4: Delegates at the Primary Historical Association Conference at Duxford in May 2004 Case Study 5: Birmingham Primary History Co-ordinators Interviews Documentary evidence CHAPTER 3 73 An Irish dimension within the English history curriculum: teacher perceptions through questionnaires Stage 1: Secondary school history teacher responses Stage 2: Primary school responses CHAPTER 4 99 Three mini-case studies using interviews to explore teacher perceptions of an Irish dimension in the history curriculum Case Study 1: Responses from seven Birmingham University Mentors Case Study 2: Secondary School Heads of History Case Study 3: Primary School History Co-ordinators CHAPTER 5 140 Project case study I: Perceptions of educators involved with Teachers in Development Education (TIDE) CHAPTER 6 162 Project case study II: Perceptions of educators involved with the Ireland in Schools project Case Study 1: The Nottinghamshire Co-ordinator and three Heads of History Case Study 2: The Blackpool Secondary Foundation Subjects Consultant and three Heads of History Case Study 3: Three Primary Teachers CHAPTER 7 206 Movers’ and shakers’ perceptions of an Irish dimension in the history curriculum CONCLUSION 238 An Irish dimension in the English history curriculum: findings and implications APPENDICES 257 BIBLIOGRAPHY 286 LIST OF TABLES Table 1: Summary Chart of the Case Study Questionnaires 48 Table 2: Summary of Interview Case Studies 69 Table 3: An examination of the relationship between teacher perceptions of 80 Irish and multicultural dimensions at Key Stage 3 Table 4: Reasons for developing an Irish history dimension at Key Stage 3 81 Table 5: Respondents’ reasons for developing a multicultural history dimension 83 at Key Stage 3 Table 6: Perceptions of the importance of an Irish history dimension at 84 Key Stage 3 by respondents teaching an Irish dimension within the Schools History Project Table 7: Perceptions of the importance of an Irish dimension at Key Stage 3 85 and Key Stage 4 by respondents teaching an Irish dimension at AS/A2 Table 8: A comparison between the perceptions of an Irish dimension in 92 Roman Catholic and Local Education Authority school respondents in Case Study 5 Table 9: An examination of the relationship between primary teacher respondents’ 94 perceptions of an Irish dimension and a multicultural dimension Table 10: A comparison of teacher ratings of an Irish dimension in the questionnaires 101 and interviews in Chapters 3 and 4 Table 11: An Irish dimension in the English History Curriculum: a model for 248 Key Stages 1-3 LIST OF ABBREVIATIONS CIDE Committee for the Irish Dimension in Education DEC Development Education Centre This Birmingham based development education organisation has been renamed TIDE - Teachers in Development Education DfES Department for Education and Skills The government department in charge of education has undergone repeated name changes – this abbreviation relates to the most recent reference used in this thesis. MEG Midlands Examination Group OCR Oxford, Cambridge and the Royal Society of Arts Examinations QCA Qualifications and Curriculum Authority SCHP School Council History Project The examination based on its work since 1988 has been called SHP, which is an abbreviation for School History Project TTA Teacher Training Agency (renamed TDA –Teacher Development Agency in 199Os) Trocaire The Catholic Agency for World Development based in the Republic of Ireland WMEB West Midlands Examination Board 80 : 20 The full title is 80:20 Educating and Acting for a Better World It is an independent charity set up by the former director of Trocaire, which is based in the Republic of Ireland. INTRODUCTION AN IRISH DIMENSION IN THE ENGLISH HISTORY CURRICULUM: WHY IT SHOULD BE EXPLORED, HOW IT WILL BE EXPLORED AND WHAT THIS WILL SHOW. On Friday 13th 2007 The Guardian provided the following report on Protestant celebrations in Northern Ireland which had taken place on the previous day: Orangefest, as the Orange Order’s July 12 parades are now being promoted, was launched with a huge fireworks display in east Belfast. What was missing was equally significant: there were no traditional displays by loyalist paramilitaries… Few republicans gathered in the drizzle to protest as the first parades set off yesterday morning. Instead, Sinn Fein’s complaint this year has been about pollution caused by the burning of thousands of tyres in communal bonfires. (Bowcott, 2007, p.7) This commemoration of the 1690 victory of William of Orange over the deposed King James II has been a flash point for sectarian violence, demonstrating where interpretations of the past have collided with more recent animosities affecting Protestant and Catholic communities. This does not mean that differences between Protestants and Catholics have been fully resolved – disputes remain over the Drumcree March in Portadown, for example. However, the current situation would have been unthinkable at the turn of the 21st century let alone at the height of the ‘Troubles’. A simple comparison between the ‘Troubles’ in Northern Ireland and the current conflict between the ‘West’ and ‘Islam’ would suggest that they reflect what happens when antipathy degenerates into crisis. An assessment of the extent to which each of these conflicts can be compared and contrasted is relevant in the context of our multicultural society and interdependent world. The Irish community in Britain also represents the largest ethnic minority and as such has a major role in appreciating diversity. Consequently, the following research is based on the premise that an Irish dimension should form part of British and global history and that
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