Perceptions of the contribution of an Irish dimension in the English history curriculum

Research output: Contribution to JournalArticle

Abstract

This paper asserts that an Irish dimension should be taught within the context of diversity within the English history curriculum. The study explores perceptions of a wide range of respondents through the use of questionnaires and interviews undertaken during the period 2002–2007. Research findings suggest that perceptions of the place of Ireland in the history curriculum in UK schools are
influenced by attitudes ranging from pragmatism to values associated with identity and diversity. The period from 2007 has also seen a plethora of reports related to diversity which have included specific references to an Irish dimension. There appeared to be a strong case for developing planning principles to underpin the place of an Irish dimension in the curriculum. Consequently, the final stage of
the paper provides a curriculum model which relates an Irish dimension to the development of diversity and an inclusive map of the past.
Original languageEnglish
Pages (from-to)203–213
Number of pages11
JournalEducational Review
Volume62
Issue number2
DOIs
Publication statusPublished - 1 May 2010

Fingerprint

curriculum
history
pragmatism
Ireland
planning
questionnaire
interview
school
Values

Keywords

  • multicultural
  • anti-racism
  • Irish
  • diversity
  • hinterlands

Cite this

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Perceptions of the contribution of an Irish dimension in the English history curriculum. / Bracey, Paul.

In: Educational Review, Vol. 62, No. 2, 01.05.2010, p. 203–213.

Research output: Contribution to JournalArticle

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