This book examines the role of history teaching in Irish secondary schools in the period 1922-72. It assesses what objectives were the most important in history teaching and what interests school history was designed to serve. The emphasis is on the political, cultural, social and economic factors that determined the content of the history curriculum and its development. The primary focus is on the politics and policy of history teaching, including the respective contributions of church and state to the formulation of the history programmes. It is argued that a particular view of Ireland’s past as a Gaelic, Catholic-nationalist one informed the ideas of policy makers and thus provided the basis of state education policy, and history teaching specifically. The conclusion drawn is that history teaching was used by elite interest groups, namely the state and the church, in the service of their own interests. It was used to justify the state’s existence and employed as an instrument of religious education. History was exploited in the pursuit of the objectives of the cultural revival movement, being used to legitimise the restoration of Irish as a spoken language.

This book examines the role of history teaching in Irish secondary schools in the period 1922-72. It assesses what objectives were the most important in history teaching and what interests school history was designed to serve. The emphasis is on the political, cultural, social and economic factors that determined the content of the history curriculum and its development. The primary focus is on the politics and policy of history teaching, including the respective contributions of church and state to the formulation of the history programmes. It is argued that a particular view of Irelandâ (TM)s past as a Gaelic, Catholic-nationalist one informed the ideas of policy makers and thus provided the basis of state education policy, and history teaching specifically. The conclusion drawn is that history teaching was used by elite interest groups, namely the state and the church, in the service of their own interests. It was used to justify the stateâ (TM)s existence and employed as an instrument of religious education. History was exploited in the pursuit of the objectives of the cultural revival movement, being used to legitimise the restoration of Irish as a spoken language.

This book examines the radical reform that occurred during the final two decades of British rule in Ireland when William Starkie (1860–1920) presided as Resident Commissioner for the Board. Following the lead of industrialized nations, Irish members of parliament sought to encourage the establishment of a state-funded school system during the early nineteenth century. The year 1831 saw the creation of the Irish National School System. Central to its workings was the National Board of Education which had the responsibility for distributing government funds to aid in the building of schools, the payment of inspectors and teachers, the publication of textbooks, and the cost of teacher training. In the midst of radical political and cultural change within Ireland, visionaries and leaders like Starkie filled an indispensable role in Irish education. They oversaw the introduction of a radical child-centered primary school curriculum, often referred to as the ‘new education’. Filling a gap in Irish history, this book provides a much needed overview of the changes that occurred in primary education during the 22 years leading up to Ireland’s independence.

The Atlas of the Irish Revolution is a definitive resource that brings to life this pivotal moment in Irish history and nation-building. Published to coincide with the centenary of the Easter Rising, this comprehensive and visually compelling volume brings together all of the current research on the revolutionary period, with contributions from leading scholars from around the world and from many disciplines. A chronological and thematically organized treatment of the period serves as the core of the Atlas, enhanced by over 400 color illustrations, maps and photographs. This academic tour de force illuminates the effects of the Revolution on Irish culture and politics, both past and present, and animates the period for anyone with a connection to or interest in Irish history.

This volume explores how Irish children were ‘constructed’ by various actors including the state, youth organisations, authors and publishers in the period before and after Ireland gained independence in 1922. It examines the broad variety of ways in which the Irish child was constructed through social and cultural activities like education, sport, youth organizations, and cultural production such as literature, toys, and clothes, covering themes ranging from gender, religion and social class, to the broader politics of identity, citizenship, and nation-building. A variety of ideals and ideologies, some of them conflicting, competed to inform how children were constructed by the adults who looked on them as embodying the future of the nation. Contributors ask fundamental questions about how children were constructed as part of the idealisation of the state before its formation, and the consolidation of the state after its foundation.

Children of the Rising is the first ever account of the young lives violently lost during the week of the 1916 Rising: long-forgotten and never commemorated, until now. Boys, girls, rich, poor, Catholic, Protestant - no child was guaranteed immunity from the bullet and bomb that week, in a place where teeming tenement life existed side by side with immense wealth. Drawing on extensive original research, along with interviews with relatives, Joe Duffy creates a compelling picture of these forty lives, along with one of the cut and thrust of city life between the two canals a century ago. This gripping story of Dublin and its people in 1916 will add immeasurably to our understanding of the Easter Rising. Above all, it honours the forgotten lives, largely buried in unmarked graves, of those young people who once called Dublin their home.

In this important new work, the author analyses the contributions that our Ministers for Education made to the Irish education system between the years 1919 and 1999.Covering the social, economic and political realities of the time, and taking in the involvement of the OECD , what emerges is a picture of how Irish education was shaped and moulded over the course of the twentieth century.