History Education and National Identity in Northern Ireland.

TY - JOUR

T1 - History Education and National Identity in Northern Ireland.

AU - McCully, Alan

AU - Barton, K.C.

AU - Conway, Margaret

N1 - Reference text: Buckley, A. D. & Kenney, M. C. (1995) Negotiating Identity: Rhetoric, Metaphor, and Social Drama in Northern Ireland Washington, DC, Smithsonian Institution Press. Byrne, S. (1997) Growing Up in a Divided Society: The Influence of Conflict on Belfast Schoolchildren Madison, NJ, Fairleigh Dickinson University Press. Cairns, E. & Darby, J. (1998) ‘The Conflict in Northern Ireland: Causes, Consequences, and Controls’ American Psychologist, 53 (7), pp 754-760. Devine-Wright, P. (2001) ‘History and Identity in Northern Ireland: An Exploratory Investigation of the Role of Historical Commemorations in Contexts of Intergroup Conflict’ Peace and Conflict, 7 (4), pp 297-315. Gallagher, A. M. (1989) Social Identity and the Northern Ireland Conflict. Human Relations, 42 (10), pp 917-935. Jarman, N. (1998) Material Conflicts: Parades and Visual Displays in Northern Ireland New York, Berg. Kelly, G. A. (1955) The Psychology of Personal Constructs, vol 1: A Theory of Personality New York, Norton. Levstik, L. S. & Barton, K. C. (2001) ‘Committing Acts of History: Mediated Action, Humanistic Education, and Participatory Democracy’, in Stanley, W. (ed.) Critical Issues in Social Studies Research for the 21st Century, pp 119-147 Greenwich, CT, Information Age Publishing. McBride, I. (1997) The Siege of Derry in Ulster Protestant Mythology Dublin, Four Courts Press. Stewart, A. T. Q. (1977) The Narrow Ground: Aspects of Ulster, 1909–1969 Belfast, Northern Ireland, Blackstaff Press. Walker, B. M. (1996) Dancing to History’s Tune: History, Myth, and Politics in Ireland Belfast, Northern Ireland, Institute of Irish Studies, Queen’s University of Belfast.

PY - 2003/10/1

Y1 - 2003/10/1

N2 - This article reports findings from two studies of students’ perceptions of identity and national history in Northern Ireland. These findings indicate that students identify with a wide range of historical topics and that they consider school the most important influence on their understanding of national history. Findings further indicate, however, that students’ historical identifications narrow during Key Stage 3 and become increasingly focused on Protestant/Unionist or Catholic/Nationalist heritage. The article considers the implications of these findings for history education in the region.

AB - This article reports findings from two studies of students’ perceptions of identity and national history in Northern Ireland. These findings indicate that students identify with a wide range of historical topics and that they consider school the most important influence on their understanding of national history. Findings further indicate, however, that students’ historical identifications narrow during Key Stage 3 and become increasingly focused on Protestant/Unionist or Catholic/Nationalist heritage. The article considers the implications of these findings for history education in the region.

KW - Northern Ireland

KW - Key Stage 3

KW - National identity

KW - Student perspectives

M3 - Article

VL - 3

SP - 31

EP - 43

JO - International Journal of Historical Learning, Teaching and Research

T2 - International Journal of Historical Learning, Teaching and Research

JF - International Journal of Historical Learning, Teaching and Research

SN - 1472-9466

IS - 1

ER -