This book is an introductory guide for students and researchers in the history of Irish education from 1780 -1922. The nineteenth century saw the foundation of the national school system of primary education, the setting up of the Intermediate Board examination system for secondary schools and the foundation of the Queen's Colleges to provide university education. The guide outlines the key issues of education policy and evaluates the wealth of official reports available to the historian of Irish education, both in the British Parliamentary Papers and in archival repositories, such as the National Archives of Ireland and the National Library of Ireland. It offers guidance on the use of these sources, particularly for local education studies.

This book provides a complete overview of the development of education in Ireland including the complex issue of how religion can coexist with education and how a national identity can be aided through Irish language teaching. It also offers a comprehensive exploration of the development, issues, challenges and future of education in Ireland within the context of historical studies.

All places undergo change, but in few has this change been quite as sweeping as Ireland – both the independent Republic of Ireland and dependent Northern Ireland – so it is good to see where it is heading at present. Obviously, that has to be judged on the background of where it is coming from, not only over the past decade or so but over centuries and, indeed, millennia. This new edition of Historical Dictionary of Ireland is an excellent resource for discovering the history of Ireland. This is done through a chronology, an introductory essay, and an extensive bibliography. The cross-referenced dictionary section has over 600 entries on significant persons, places and events, political parties and institutions (including the Catholic church) with period forays into literature, music and the arts. This book is an excellent resource for students, researchers, and anyone wanting to know more about Ireland.

A unique book providing a critical overview of the foundation disciplines of education. This book presents a comprehensive introduction to the five key disciplines that form the foundation of the study of education: Philosophy of Education, History of Education, Sociology of Education, Curriculum Studies, Psychology of Education.

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.

This book examines the place of imperialism in the cultural, political and economic life of late nineteenth-century Irish society.It highlights the tensions which arose because Ireland was at the same time both a colonial subject of Britain, yet also shared aspects of the imperial culture which was being formed during this period. It considers how Empire seeped into everyday Irish life, explores how Irishmen and Irish women were intimately bound up with British expansionism, with imperial achievements and setbacks enthusiastically covered in many national and local newspapers, and discusses how Irish politicians and students vehemently debated imperial matters in public. It addresses key question including What were the similarities and differences with Britain's imperial experience? Was there a general awareness and understanding of the implications of British overseas expansionism? How was Ireland's ambiguous role in Britain's imperial enterprise perceived: did the Irish perceive themselves as empire-makers, opponents of British national chauvinism, or occupying a more neutral role? Overall, the book provides a nuanced analysis of the impact of the British Empire in Ireland, demonstrating how the Empire was central to Ireland's late nineteenth-century historical experience - for nationalists and unionists alike., opponents of British national chauvinism, or occupying a more neutral role? Overall, the book provides a nuanced analysis of the impact of the British Empire in Ireland, demonstrating how the Empire was central to Ireland's late nineteenth-century historical experience - for nationalists and unionists alike., opponents of British national chauvinism, or occupying a more neutral role? Overall, the book provides a nuanced analysis of the impact of the British Empire in Ireland, demonstrating how the Empire was central to Ireland's late nineteenth-century historical experience - for nationalists and unionists alike., opponents of British national chauvinism, or occupying a more neutral role? Overall, the book provides a nuanced analysis of the impact of the British Empire in Ireland, demonstrating how the Empire was central to Ireland's late nineteenth-century historical experience - for nationalists and unionists alike.

Why do we send children to school? Who should take responsibility for children's health and education? Should girls and boys be educated separately or together? These questions provoke much contemporary debate, but also have a longer, often-overlooked history. Mary Hatfield explores these questions and more in this comprehensive cultural history of childhood in nineteenth-century Ireland. Many modern ideas about Irish childhood have their roots in the first three-quarters of the nineteenth century, when an emerging middle-class took a disproportionate role in shaping the definition of a 'good' childhood. This study deconstructs several key changes in medical care, educational provision, and ideals of parental care. It takes an innovative holistic approach to the middle-class child's social world, by synthesising a broad base of documentary, visual, and material sources, including clothes, books, medical treatises, religious tracts, photographs, illustrations, and autobiographies. It offers invaluable new insights into Irish boarding schools, the material culture of childhood, and the experience of boys and girls in education.