Republic of Ireland and Northern Ireland: Eroded Certainties and New Possibilities

Fionnuala Waldron, Alan McCully

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    The chapter provides a comparative critique of the current role of history teaching on the island of Ireland in the context of changing political relationships as a consequence of the Irish peace process and the rapidly expanding impact of globalisation.Initially, it examines the vacillations in the relationship between history teaching, north and south over the last 150 years. It traces this, first, through its common origins under British rule, then the abrupt divergence caused by partition and, latterly, the influence of internal and international political, economic and cultural change which has brought history education back toward a common educational purpose. The chapter then explores the potential for history teaching to contribute to transformative thinking amongst young people. It concludes that this can only occur when issues of national and global identity are directly problematized and history’s relationship with citizenship education is more effectively articulated through practice.
    LanguageEnglish
    Title of host publicationTeaching History and the Changing Nation State : Transnational and Intranational Perspectives
    EditorsRobert Guyver
    Place of PublicationLondon
    Pages52-73
    Publication statusPublished - 2016

    Fingerprint

    Ireland
    republic
    history
    Teaching
    peace process
    cultural change
    political change
    economic change
    divergence
    education
    citizenship
    globalization

    Keywords

    • History Teaching
    • National Identity
    • Globalisation
    • Critical Citizenship
    • Multiple Identities

    Cite this

    Waldron, F., & McCully, A. (2016). Republic of Ireland and Northern Ireland: Eroded Certainties and New Possibilities. In R. Guyver (Ed.), Teaching History and the Changing Nation State : Transnational and Intranational Perspectives (pp. 52-73). London.
    Waldron, Fionnuala ; McCully, Alan. / Republic of Ireland and Northern Ireland: Eroded Certainties and New Possibilities. Teaching History and the Changing Nation State : Transnational and Intranational Perspectives. editor / Robert Guyver. London, 2016. pp. 52-73
    @inbook{e933456a192842c3b815d24e08569f2e,
    title = "Republic of Ireland and Northern Ireland: Eroded Certainties and New Possibilities",
    abstract = "The chapter provides a comparative critique of the current role of history teaching on the island of Ireland in the context of changing political relationships as a consequence of the Irish peace process and the rapidly expanding impact of globalisation.Initially, it examines the vacillations in the relationship between history teaching, north and south over the last 150 years. It traces this, first, through its common origins under British rule, then the abrupt divergence caused by partition and, latterly, the influence of internal and international political, economic and cultural change which has brought history education back toward a common educational purpose. The chapter then explores the potential for history teaching to contribute to transformative thinking amongst young people. It concludes that this can only occur when issues of national and global identity are directly problematized and history’s relationship with citizenship education is more effectively articulated through practice.",
    keywords = "History Teaching, National Identity, Globalisation, Critical Citizenship, Multiple Identities",
    author = "Fionnuala Waldron and Alan McCully",
    note = "Reference text: Anderson, B., Imagined Communities: Reflections on the Origins and Spread of Nationalism, London: Verso, 1991. Arlow M., ‘Citizenship Education in a divided Society: the case of Northern Ireland’ in S. Towel and A. Harley (eds), Education, Conflict and Social Cohesion, Geneva: International Bureau of Education, UNESCO, 2004, pp. 255-314. Arthur J., Davies, A., Wrenn A., Haydn T. and Kerr D., Citizenship through Secondary History, London: Routledge-Falmer, 2001. Barton K.C. (2001a), ‘“You’d be Wanting to Know about the Past”: Social Contexts of Children’s Historical Understanding in Northern Ireland and the United States’, Comparative Education 37 (2001a), pp.89-106. Barton K.C. (2001b), ‘A sociological perspective on Children’s understanding of historical change: Comparative findings from Northern Ireland and the United States’, American Educational Research Journal 38 (2001b), pp. 881-913. Barton K.C. and Levstik L.S., Teaching History for the Common Good, London: Lawrence Erlbaum Associates, 2004. Barton, K. C. and McCully, A. W., ‘History, Identity and the School History Curriculum in Northern Ireland: An Empirical Study of Secondary Students’ Ideas and Perspectives’, Journal of Curriculum Studies 37 (1) (2005), pp. 85-116. Barton K. and McCully A., ‘Teaching controversial issues where controversial issues really matter’, Teaching History 127 (2007), pp. 13-19. Barton K.C. and McCully A.W., ‘Trying to “see things differently”: Northern Ireland students’ struggle to understand alternative historical perspectives’, Theory & Research in Social Education 40 (4) (2012), pp. 371-471. Bryan, A. and Bracken, M., Learning to read the world?: Teaching and Learning about global citizenship and international development in post-primary schools. Dublin: Irish Aid/Identikit, 2011. Byram, M., Nichols, A. and Stevens, D., ‘Introduction’, in M. Byram, A. Nichols, and D. Stevens (eds), Developing Intercultural Competence in Practice, Clevedon: Multilingual Matters, 2001, pp. 1-8. Christian D., ‘The case for “Big History”’, Journal of World History 2 (2) (2001), pp. 223-238. Connolly P., Early Years Anti-sectarian Television, Belfast: Community Relations Council, 1998. Coolahan, J., Irish Education: Its History and Structure, Dublin: Institute of Public Administration, 1981. Crone R. and Malone J., Continuities in Education: the Northern Ireland Schools’ Curriculum Project, Windsor, NFER, 1979. Council for Curriculum, Education and Assessment, Northern Ireland Curriculum: History Guidance, Belfast: CCEA, 1996. Council for Curriculum, Education and Assessment, Environment and Society: History, CCEA, 2007. <http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ Accessed 6/11/12> [accessed 11 February 2015]. Crowley, N., ‘The history syllabus’, in T. Crooks (ed.) The Changing Curriculum: Perspectives on the Junior Certificate. Dublin: O’Brien Educational, 1990. Decade of Centenaries, ‘Homepage’, 2014. < http://www.decadeofcentenaries.com/ >. [accessed 11 February 2015]. Department of Education, Curaclam na Bunscoile: Primary School Curriculum , 1, Dublin: The Stationery Office, 1971. Department of Education Northern Ireland (DENI), Northern Ireland Curriculum Programme of Study: History, Bangor: DENI, 1991. Department of Education and Skills, Education Statistics Database, 2014. <http://www.education.ie/en/Publications/Statistics/Education-Statistics-Database/ > [accessed 11 February 2015]. Department of Education and Skills, The Junior Certificate Civic, Social and Political Education Syllabus, Dublin: The Stationery Office, 2015a. Department of Education and Skills, The Junior Certificate History Syllabus, Dublin: The Stationery Office, 2015b. Department of Education and Skills /National Council for Curriculum and Assessment, Leaving Certificate History Syllabus, Dublin: The Stationery Office, 2003. Department of Education and Skills /National Council for Curriculum and Assessment, Civic, Social and Political Education: Guidelines for Teachers, Dublin: The Stationery Office, 2005. Department of Education and Skills /National Council for Curriculum and Assessment, History: Leaving Certificate Guidelines for Teachers, Dublin: The Stationery Office, 2004. Doherty, G., ‘National identity and the study of Irish history’, The English Historical Review 111 (441) (1996), pp. 324-349. Facing our History Shaping the Future (FHSTF), The Approach, 2015. < http://www.fohstf.co.uk/#/the-approach/4550813929> [accessed 11 February 2015]. Finlay, G, ‘Popular development, moral justification and development education’, Policy & Practice: A Development Education Review 3 (2006), pp. 5-13. Gallagher A., Education in Divided Societies, Basingstoke: Palgrave Macmillan, 2004. Gleeson J., ‘The influence of school and policy contexts on the implementation of CSPE’, in G. Jeffers and U. O’Connor (eds), Education for Citizenship and Diversity in Irish Contexts, Dublin: Institute of Public Administration, 2008, pp. 74-95. Hammarberg, Thomas, ‘Report by the Commissioner, Mr Thomas Hammarberg, on his visit to Ireland’, Strasbourg: Council of Europe, 2008. Harris R., ‘Citizenship and history: Uncomfortable bedfellows’, in I. Davies (ed.), Debates in History Teaching, London: Routledge, 2011, pp. 186-196. Hawkey, K., ‘A new look at big history’, Journal of Curriculum Studies 46 (2) (2014), pp. 163-179. Heater D., What is citizenship?, Cambridge, Polity Press, 1999. Irish National Teachers Organisation (1996), Primary School Curriculum: An Evolutionary Process, Dublin: INTO. Jeffers G., ‘Some challenges for citizenship in the Republic of Ireland’, in G. Jeffers and U. O’Connor (eds), Education for Citizenship and Diversity in Irish Contexts, Dublin: Institute of Public Administration, 2008, pp. 11-23. Jones, V., ‘The attitudes of the Church of Ireland Board of Education to textbooks in national schools, 1922-1967’, Irish Educational Studies 11 (1992), pp. 72-98. Keating, A., ‘Nationalizing the post-national: reframing European citizenship for the civics curriculum in Ireland’, Journal of Curriculum Studies 41 (2) (2009), pp. 159-178. Kitson, A., ‘History education and reconciliation in Northern Ireland’, in E. A. Cole (ed.), Teaching the Violent Past: History Education and Reconciliation, Lanham, MD: Rowman & Littlefield, 2007. Kitson A. & McCully A., ‘“You hear about it for real in school”. Avoiding, containing and risk-taking in the history classroom’, Teaching History 120 (2005), pp.32-37. Lee P. & Shemilt D. (2007), ‘New Alchemy or Fatal Attraction?: History and Citizenship’, Teaching History 129, pp. 14-19. Magee J., ‘The teaching of Irish history in Irish schools’, The Northern Teacher 10 (1) (1970), pp. 15-21. McCully A. ‘Northern Ireland: Taking history education forward in a divided society’, in History Education under Fire, Georg Eckert Institute for International Textbook Research, Braunschweig, Germany, (In press). McCully A. & Emerson L. ‘Teaching controversial issues in Northern Ireland’, in T. Misco and J. de Groof (eds), Cross-cultural Case-studies in Controversial Issues: Pathways and Challenges in Democratic Citizenship Education, Tilberg, Legal Wolf Publishers, (2014). McCully A. and Waldron F., ‘A Question of Identity: Purpose, policy and practice in the Teaching of History in Northern Ireland and the Republic of Ireland’, International Journal of Historical Learning, Teaching and Research 11 (2) (2013), pp.138-151. Mejias, S. and Starkey, H., ‘Critical citizens or neo‐liberal consumers? Utopian visions and pragmatic uses of human rights education in a secondary school in England’, in R. Mitchell and S. Moore (eds), Politics, Participation & Power Relations, Rotterdam: Springer, 2012, pp. 119‐136. Motherway, A., ‘The textbook curriculum: the status and role of the textbook in the teaching of history and English at senior primary level’, Irish Educational Studies, 6 (1) (1986), pp. 193-203. National Council for Curriculum and Assessment, Primary School Curriculum: History, Dublin: The Stationery Office, 1999a. National Council for Curriculum and Assessment, Primary School Curriculum: Introduction, Dublin: The Stationery Office, 1999b. National Council for Curriculum and Assessment, Primary School Curriculum: Social, Personal and Health Education, Dublin: The Stationery Office, 1999c. National Council for Curriculum and Assessment, Primary School Curriculum: Social, Personal and Health Education: Teacher Guidelines, Dublin: The Stationery Office, 1999d. National Council for Curriculum and Assessment (1999e), Primary School Curriculum: History: Teacher Guidelines, Dublin: The Stationery Office, 1999e. National Council for Curriculum and Assessment, Junior Certificate History: Draft Syllabus for Consultation, 2008. <http://www.ncca.ie/uploadedfiles/Junior{\%}20Cycle{\%}20Review/History_syll(2).pdf> [accessed 11 February 2015]. Nerve Centre, Teaching Divided Histories, 2015. <http://www.fohstf.co.uk/#/the-approach/> [accessed 11 February 2015]. Nordgren, K. and Johansson, M., ‘Intercultural historical learning: a conceptual framework’, Journal of Curriculum Studies 47 (1) (2015), pp. 1-25. O’Callaghan, J., Teaching Irish Independence: History in Irish Schools, 1922-72, Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2009. O’Callaghan, J., ‘Politics, policy and history: History teaching in Irish secondary schools 1922-1970’, {\'E}tudes Irlandaises 36 (1) (2011), pp. 2-13. O’Connor, L. and Faas, D., ‘The impact of migration on national identity in a globalized world: A comparison of civic education curricula in England, France and Ireland’, Irish Educational Studies 31 (1) (2012), pp. 51-66. O’Connor, U. and Niens, U., Evaluation of the Pilot introduction of Education for Local and Global Citizenship into the revised Northern Ireland Curriculum: Final Summary Report, Coleraine, University of Ulster, 2009. Qualifications and Curriculum Authority, Education for Citizenship and the Teaching of Democracy in Schools: Final Report of the Advisory group on Citizenship, London: QCA, 1998. Robinson A., The Schools’ Cultural Studies Project: a contribution to peace in Northern Ireland, Coleraine: New University of Ulster, 1983. Richardson N. and Gallagher T. (eds), Education for Diversity and Mutual Understanding : Oxford: Peter Lang, 2011. Ross, W. and Faas, D., ‘Identity, diversity and citizenship: A critical analysis of textbooks and curricula in Irish schools’ International Sociology 27 (5) (2012), pp. 574-591. Ruane, B., Horgan, K. and Cremin, P., The World in the Classroom, Limerick: Mary Immaculate College, 1999. R{\"u}sen, J., History: Narration, Interpretation, Orientation, New York: Berghahn Books, 2005. Skilbeck M., ‘The school and cultural development’, The Northern Teacher 11 (1) (1973), pp. 13-18, reprinted in M. Golby, Greenwald, J. and West, R. (eds), Curriculum Design, London: Croom Helm/Open University Press, 1975, pp. 27-35. Smith A. (2003), ‘Citizenship Education in Northern Ireland: beyond national identity?’, Cambridge Journal of Education 33 (1) (2003), pp. 15-31. Smith A. and Robinson A., Education for Mutual Understanding: the Initial Statutory years, Coleraine: Centre for the Study of Conflict, University of Ulster, 1996. Tormey, R., ‘The construction of national identity through primary school history: the Irish case’, British Journal of Sociology of Education 27 (3) (2006), pp. 311-324. Waldron, F., ‘Making the Irish: Identity and citizenship in the primary curriculum’, in C. Sugrue (ed.), Curriculum and Ideology: Irish Experiences International Perspectives (209-238), Dublin: Liffey Press, 2004, pp. 209-238. Waldron, F. and Pike, S., ‘What does it mean to be Irish? Children’s construction of national identity’, Irish Educational Studies 25 (2) (2006), pp. 231-251. Waldron, F., Ruane, B. and Oberman, R., ‘Practice as Prize: Citizenship education in two primary classrooms in Ireland’, Journal of Social Science Education13 (1) (2014), pp. 34-45. Walker B., Dancing to History’s Tune: History, Myth and Politics in Ireland, Belfast: Institute of Irish Studies, Queen’s University Belfast, 1996. Wrenn A., ‘Build it in, don’t bolt it on: History’s opportunity to support critical citizenship’, Teaching history 96 (1999), pp.6-12.",
    year = "2016",
    language = "English",
    isbn = "978-1-4742-2587-8",
    pages = "52--73",
    editor = "Robert Guyver",
    booktitle = "Teaching History and the Changing Nation State : Transnational and Intranational Perspectives",

    }

    Waldron, F & McCully, A 2016, Republic of Ireland and Northern Ireland: Eroded Certainties and New Possibilities. in R Guyver (ed.), Teaching History and the Changing Nation State : Transnational and Intranational Perspectives. London, pp. 52-73.

    Republic of Ireland and Northern Ireland: Eroded Certainties and New Possibilities. / Waldron, Fionnuala; McCully, Alan.

    Teaching History and the Changing Nation State : Transnational and Intranational Perspectives. ed. / Robert Guyver. London, 2016. p. 52-73.

    Research output: Chapter in Book/Report/Conference proceedingChapter

    TY - CHAP

    T1 - Republic of Ireland and Northern Ireland: Eroded Certainties and New Possibilities

    AU - Waldron, Fionnuala

    AU - McCully, Alan

    N1 - Reference text: Anderson, B., Imagined Communities: Reflections on the Origins and Spread of Nationalism, London: Verso, 1991. Arlow M., ‘Citizenship Education in a divided Society: the case of Northern Ireland’ in S. Towel and A. Harley (eds), Education, Conflict and Social Cohesion, Geneva: International Bureau of Education, UNESCO, 2004, pp. 255-314. Arthur J., Davies, A., Wrenn A., Haydn T. and Kerr D., Citizenship through Secondary History, London: Routledge-Falmer, 2001. Barton K.C. (2001a), ‘“You’d be Wanting to Know about the Past”: Social Contexts of Children’s Historical Understanding in Northern Ireland and the United States’, Comparative Education 37 (2001a), pp.89-106. Barton K.C. (2001b), ‘A sociological perspective on Children’s understanding of historical change: Comparative findings from Northern Ireland and the United States’, American Educational Research Journal 38 (2001b), pp. 881-913. Barton K.C. and Levstik L.S., Teaching History for the Common Good, London: Lawrence Erlbaum Associates, 2004. Barton, K. C. and McCully, A. W., ‘History, Identity and the School History Curriculum in Northern Ireland: An Empirical Study of Secondary Students’ Ideas and Perspectives’, Journal of Curriculum Studies 37 (1) (2005), pp. 85-116. Barton K. and McCully A., ‘Teaching controversial issues where controversial issues really matter’, Teaching History 127 (2007), pp. 13-19. Barton K.C. and McCully A.W., ‘Trying to “see things differently”: Northern Ireland students’ struggle to understand alternative historical perspectives’, Theory & Research in Social Education 40 (4) (2012), pp. 371-471. Bryan, A. and Bracken, M., Learning to read the world?: Teaching and Learning about global citizenship and international development in post-primary schools. Dublin: Irish Aid/Identikit, 2011. Byram, M., Nichols, A. and Stevens, D., ‘Introduction’, in M. Byram, A. Nichols, and D. Stevens (eds), Developing Intercultural Competence in Practice, Clevedon: Multilingual Matters, 2001, pp. 1-8. Christian D., ‘The case for “Big History”’, Journal of World History 2 (2) (2001), pp. 223-238. Connolly P., Early Years Anti-sectarian Television, Belfast: Community Relations Council, 1998. Coolahan, J., Irish Education: Its History and Structure, Dublin: Institute of Public Administration, 1981. Crone R. and Malone J., Continuities in Education: the Northern Ireland Schools’ Curriculum Project, Windsor, NFER, 1979. Council for Curriculum, Education and Assessment, Northern Ireland Curriculum: History Guidance, Belfast: CCEA, 1996. Council for Curriculum, Education and Assessment, Environment and Society: History, CCEA, 2007. <http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ Accessed 6/11/12> [accessed 11 February 2015]. Crowley, N., ‘The history syllabus’, in T. Crooks (ed.) The Changing Curriculum: Perspectives on the Junior Certificate. Dublin: O’Brien Educational, 1990. Decade of Centenaries, ‘Homepage’, 2014. < http://www.decadeofcentenaries.com/ >. [accessed 11 February 2015]. Department of Education, Curaclam na Bunscoile: Primary School Curriculum , 1, Dublin: The Stationery Office, 1971. Department of Education Northern Ireland (DENI), Northern Ireland Curriculum Programme of Study: History, Bangor: DENI, 1991. Department of Education and Skills, Education Statistics Database, 2014. <http://www.education.ie/en/Publications/Statistics/Education-Statistics-Database/ > [accessed 11 February 2015]. Department of Education and Skills, The Junior Certificate Civic, Social and Political Education Syllabus, Dublin: The Stationery Office, 2015a. Department of Education and Skills, The Junior Certificate History Syllabus, Dublin: The Stationery Office, 2015b. Department of Education and Skills /National Council for Curriculum and Assessment, Leaving Certificate History Syllabus, Dublin: The Stationery Office, 2003. Department of Education and Skills /National Council for Curriculum and Assessment, Civic, Social and Political Education: Guidelines for Teachers, Dublin: The Stationery Office, 2005. Department of Education and Skills /National Council for Curriculum and Assessment, History: Leaving Certificate Guidelines for Teachers, Dublin: The Stationery Office, 2004. Doherty, G., ‘National identity and the study of Irish history’, The English Historical Review 111 (441) (1996), pp. 324-349. Facing our History Shaping the Future (FHSTF), The Approach, 2015. < http://www.fohstf.co.uk/#/the-approach/4550813929> [accessed 11 February 2015]. Finlay, G, ‘Popular development, moral justification and development education’, Policy & Practice: A Development Education Review 3 (2006), pp. 5-13. Gallagher A., Education in Divided Societies, Basingstoke: Palgrave Macmillan, 2004. Gleeson J., ‘The influence of school and policy contexts on the implementation of CSPE’, in G. Jeffers and U. O’Connor (eds), Education for Citizenship and Diversity in Irish Contexts, Dublin: Institute of Public Administration, 2008, pp. 74-95. Hammarberg, Thomas, ‘Report by the Commissioner, Mr Thomas Hammarberg, on his visit to Ireland’, Strasbourg: Council of Europe, 2008. Harris R., ‘Citizenship and history: Uncomfortable bedfellows’, in I. Davies (ed.), Debates in History Teaching, London: Routledge, 2011, pp. 186-196. Hawkey, K., ‘A new look at big history’, Journal of Curriculum Studies 46 (2) (2014), pp. 163-179. Heater D., What is citizenship?, Cambridge, Polity Press, 1999. Irish National Teachers Organisation (1996), Primary School Curriculum: An Evolutionary Process, Dublin: INTO. Jeffers G., ‘Some challenges for citizenship in the Republic of Ireland’, in G. Jeffers and U. O’Connor (eds), Education for Citizenship and Diversity in Irish Contexts, Dublin: Institute of Public Administration, 2008, pp. 11-23. Jones, V., ‘The attitudes of the Church of Ireland Board of Education to textbooks in national schools, 1922-1967’, Irish Educational Studies 11 (1992), pp. 72-98. Keating, A., ‘Nationalizing the post-national: reframing European citizenship for the civics curriculum in Ireland’, Journal of Curriculum Studies 41 (2) (2009), pp. 159-178. Kitson, A., ‘History education and reconciliation in Northern Ireland’, in E. A. Cole (ed.), Teaching the Violent Past: History Education and Reconciliation, Lanham, MD: Rowman & Littlefield, 2007. Kitson A. & McCully A., ‘“You hear about it for real in school”. Avoiding, containing and risk-taking in the history classroom’, Teaching History 120 (2005), pp.32-37. Lee P. & Shemilt D. (2007), ‘New Alchemy or Fatal Attraction?: History and Citizenship’, Teaching History 129, pp. 14-19. Magee J., ‘The teaching of Irish history in Irish schools’, The Northern Teacher 10 (1) (1970), pp. 15-21. McCully A. ‘Northern Ireland: Taking history education forward in a divided society’, in History Education under Fire, Georg Eckert Institute for International Textbook Research, Braunschweig, Germany, (In press). McCully A. & Emerson L. ‘Teaching controversial issues in Northern Ireland’, in T. Misco and J. de Groof (eds), Cross-cultural Case-studies in Controversial Issues: Pathways and Challenges in Democratic Citizenship Education, Tilberg, Legal Wolf Publishers, (2014). McCully A. and Waldron F., ‘A Question of Identity: Purpose, policy and practice in the Teaching of History in Northern Ireland and the Republic of Ireland’, International Journal of Historical Learning, Teaching and Research 11 (2) (2013), pp.138-151. Mejias, S. and Starkey, H., ‘Critical citizens or neo‐liberal consumers? Utopian visions and pragmatic uses of human rights education in a secondary school in England’, in R. Mitchell and S. Moore (eds), Politics, Participation & Power Relations, Rotterdam: Springer, 2012, pp. 119‐136. Motherway, A., ‘The textbook curriculum: the status and role of the textbook in the teaching of history and English at senior primary level’, Irish Educational Studies, 6 (1) (1986), pp. 193-203. National Council for Curriculum and Assessment, Primary School Curriculum: History, Dublin: The Stationery Office, 1999a. National Council for Curriculum and Assessment, Primary School Curriculum: Introduction, Dublin: The Stationery Office, 1999b. National Council for Curriculum and Assessment, Primary School Curriculum: Social, Personal and Health Education, Dublin: The Stationery Office, 1999c. National Council for Curriculum and Assessment, Primary School Curriculum: Social, Personal and Health Education: Teacher Guidelines, Dublin: The Stationery Office, 1999d. National Council for Curriculum and Assessment (1999e), Primary School Curriculum: History: Teacher Guidelines, Dublin: The Stationery Office, 1999e. National Council for Curriculum and Assessment, Junior Certificate History: Draft Syllabus for Consultation, 2008. <http://www.ncca.ie/uploadedfiles/Junior%20Cycle%20Review/History_syll(2).pdf> [accessed 11 February 2015]. Nerve Centre, Teaching Divided Histories, 2015. <http://www.fohstf.co.uk/#/the-approach/> [accessed 11 February 2015]. Nordgren, K. and Johansson, M., ‘Intercultural historical learning: a conceptual framework’, Journal of Curriculum Studies 47 (1) (2015), pp. 1-25. O’Callaghan, J., Teaching Irish Independence: History in Irish Schools, 1922-72, Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2009. O’Callaghan, J., ‘Politics, policy and history: History teaching in Irish secondary schools 1922-1970’, Études Irlandaises 36 (1) (2011), pp. 2-13. O’Connor, L. and Faas, D., ‘The impact of migration on national identity in a globalized world: A comparison of civic education curricula in England, France and Ireland’, Irish Educational Studies 31 (1) (2012), pp. 51-66. O’Connor, U. and Niens, U., Evaluation of the Pilot introduction of Education for Local and Global Citizenship into the revised Northern Ireland Curriculum: Final Summary Report, Coleraine, University of Ulster, 2009. Qualifications and Curriculum Authority, Education for Citizenship and the Teaching of Democracy in Schools: Final Report of the Advisory group on Citizenship, London: QCA, 1998. Robinson A., The Schools’ Cultural Studies Project: a contribution to peace in Northern Ireland, Coleraine: New University of Ulster, 1983. Richardson N. and Gallagher T. (eds), Education for Diversity and Mutual Understanding : Oxford: Peter Lang, 2011. Ross, W. and Faas, D., ‘Identity, diversity and citizenship: A critical analysis of textbooks and curricula in Irish schools’ International Sociology 27 (5) (2012), pp. 574-591. Ruane, B., Horgan, K. and Cremin, P., The World in the Classroom, Limerick: Mary Immaculate College, 1999. Rüsen, J., History: Narration, Interpretation, Orientation, New York: Berghahn Books, 2005. Skilbeck M., ‘The school and cultural development’, The Northern Teacher 11 (1) (1973), pp. 13-18, reprinted in M. Golby, Greenwald, J. and West, R. (eds), Curriculum Design, London: Croom Helm/Open University Press, 1975, pp. 27-35. Smith A. (2003), ‘Citizenship Education in Northern Ireland: beyond national identity?’, Cambridge Journal of Education 33 (1) (2003), pp. 15-31. Smith A. and Robinson A., Education for Mutual Understanding: the Initial Statutory years, Coleraine: Centre for the Study of Conflict, University of Ulster, 1996. Tormey, R., ‘The construction of national identity through primary school history: the Irish case’, British Journal of Sociology of Education 27 (3) (2006), pp. 311-324. Waldron, F., ‘Making the Irish: Identity and citizenship in the primary curriculum’, in C. Sugrue (ed.), Curriculum and Ideology: Irish Experiences International Perspectives (209-238), Dublin: Liffey Press, 2004, pp. 209-238. Waldron, F. and Pike, S., ‘What does it mean to be Irish? Children’s construction of national identity’, Irish Educational Studies 25 (2) (2006), pp. 231-251. Waldron, F., Ruane, B. and Oberman, R., ‘Practice as Prize: Citizenship education in two primary classrooms in Ireland’, Journal of Social Science Education13 (1) (2014), pp. 34-45. Walker B., Dancing to History’s Tune: History, Myth and Politics in Ireland, Belfast: Institute of Irish Studies, Queen’s University Belfast, 1996. Wrenn A., ‘Build it in, don’t bolt it on: History’s opportunity to support critical citizenship’, Teaching history 96 (1999), pp.6-12.

    PY - 2016

    Y1 - 2016

    N2 - The chapter provides a comparative critique of the current role of history teaching on the island of Ireland in the context of changing political relationships as a consequence of the Irish peace process and the rapidly expanding impact of globalisation.Initially, it examines the vacillations in the relationship between history teaching, north and south over the last 150 years. It traces this, first, through its common origins under British rule, then the abrupt divergence caused by partition and, latterly, the influence of internal and international political, economic and cultural change which has brought history education back toward a common educational purpose. The chapter then explores the potential for history teaching to contribute to transformative thinking amongst young people. It concludes that this can only occur when issues of national and global identity are directly problematized and history’s relationship with citizenship education is more effectively articulated through practice.

    AB - The chapter provides a comparative critique of the current role of history teaching on the island of Ireland in the context of changing political relationships as a consequence of the Irish peace process and the rapidly expanding impact of globalisation.Initially, it examines the vacillations in the relationship between history teaching, north and south over the last 150 years. It traces this, first, through its common origins under British rule, then the abrupt divergence caused by partition and, latterly, the influence of internal and international political, economic and cultural change which has brought history education back toward a common educational purpose. The chapter then explores the potential for history teaching to contribute to transformative thinking amongst young people. It concludes that this can only occur when issues of national and global identity are directly problematized and history’s relationship with citizenship education is more effectively articulated through practice.

    KW - History Teaching

    KW - National Identity

    KW - Globalisation

    KW - Critical Citizenship

    KW - Multiple Identities

    M3 - Chapter

    SN - 978-1-4742-2587-8

    SP - 52

    EP - 73

    BT - Teaching History and the Changing Nation State : Transnational and Intranational Perspectives

    A2 - Guyver, Robert

    CY - London

    ER -

    Waldron F, McCully A. Republic of Ireland and Northern Ireland: Eroded Certainties and New Possibilities. In Guyver R, editor, Teaching History and the Changing Nation State : Transnational and Intranational Perspectives. London. 2016. p. 52-73