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Author: Teresa O'Doherty Publisher: Springer Nature ISBN: 3030742822 Category : History Languages : en Pages : 307
Book Description
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.
Author: Teresa O'Doherty Publisher: Springer Nature ISBN: 3030742822 Category : History Languages : en Pages : 307
Book Description
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.
Author: Tom O’Donoghue Publisher: Cambridge Scholars Publishing ISBN: 152757511X Category : History Languages : en Pages : 240
Book Description
In this auto-ethnography, which is a contribution to a form of writing only recently adopted by historians, the author provides an exposition of how, since 1957, he has been located in education currents flowing through various exotic lands. He addresses how, in participating in that flow, he has been influenced by historical events in which he participated, along with broader societal events reaching back over 150 years. As such, this book is illuminative on education developments in education in Ireland and internationally over the last 70 years in relation to a longer time-scale. It commences with an account of the author’s early life and schooling in County Waterford, Ireland, addresses his undergraduate years in London and Limerick, and reflects on 13 years of school teaching and studying for postgraduate degrees at Trinity College Dublin and University College Dublin. An account of the author’s life and academic work in Papua New Guinea, Australia, Singapore, the Philippines, Hong Kong and Malaysia then follows.
Author: Brendan Walsh Publisher: Peter Lang ISBN: 9783039109418 Category : Education Languages : en Pages : 380
Book Description
This book provides the first complete account of Patrick Pearse's educational work at St. Enda's and St. Ita's schools (Dublin). Extensive use of first-hand accounts reveals Pearse as a humane, energetic teacher and a forward-looking and innovative educational thinker. Between 1903 and 1916 Pearse developed a new concept of schooling as an agency of radical pedagogical and social reform, later echoed by school founders such as Bertrand Russell. This placed him firmly within the tradition of radical educational thought as articulated by Paulo Freire and Henry Giroux. The book examines the tension between Pearse's work and his increasingly public profile as an advocate of physical force separatism and, by employing previously unknown accounts, questions the perception that he influenced his students to become active supporters of militant separatism. The book describes the later history of St. Enda's, revealing the ambivalence of post-independence administrations, and shows how Pearse's work, which has long been neglected by historians, has had a direct influence on a later generation of school founders up to the present.
Author: Michael Duggan Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
At the dawn of the twentieth century, the Irish national school system catered for the educational needs of almost 800,000 children in 8,500 schools. Despite its manifest numerical success and its agency in the near elimination of illiteracy, issues such as clerical management, the payment by results system, inferior school conditions, the proliferation of small schools, the restricted curriculum, the teaching of Irish and the reorganisation of the inspectorate generated a confluence of challenging circumstances for all participants. This was the scenario presented to Dr William Starkie, academic and classical scholar, who was appointed Resident Commissioner of Education in 1899. This study charts the fortunes of the national school system from 1899 to 1922, a period roughly coinciding with the tenure of Dr W.J.M. Starkie as Resident Commissioner of National Education. This commenced with an active programme of curricular and administrative reform that served to modernise primary education in Ireland, which had lagged behind systems elsewhere. Parallel with this programme of change, there were strong intimations that the British government harboured plans to reform Irish education and its administration along the de facto lines recently pursued in England. As the primary education system in Ireland had evolved into a denominational one, financed by government but clerically managed, the various Churches were in the main generally satisfied. As a result, every suggestion that schools be financed by rates and under local control was stoutly resisted. Successive chief secretaries failed to progress this policy. Furthermore, Starkie's energetic approach to administrative reform not only encountered opposition, it generated additional problems. The new system of pay, increments and promotion for teachers, introduced in tandem with the Revised Curriculum, and combined with a changed inspectoral remit proved problematic, with the result that although curricular reform was successfully introduced, progress was disrupted by financial and organisational issues. Two vice-regal inquiries, in 1913 and 1918, delved minutely into primary education provision under the National Board. These highlighted the scale of the deficiencies of the existing system and provided the impetus, had it been fully grasped, for further organisational and administrative change. The outbreak of the First World War in 1914 ensured the matter was put on the back burner for the duration, and when it was taken up again, in its immediate aftermath, it was too late. A final attempt was made in 1918 20 to address the structural deficiencies of the Irish educational system. Had this been achieved, it would have resulted in the replacement of the National Board, which was no longer fit for purpose, by a state Department of Education in the manner of that already in place in Great Britain. This was not possible in Ireland because of political and ideological developments that heralded the breakup of the Union. The rise of cultural nationalism, and with it the Gaelic League, had brought increasingly exigent calls for the introduction of a bilingual programme of education. These were addressed at first by curricular accommodation, but the 1916 Rising raised nationalist aspirations. When it came to education provision, nationalists and the Catholic Church increasingly found common cause in the late 1910s and, as a new political disposition beckoned, the alliance forged was a hallmark f or the future in which the churches and the Catholic Church in particular were permitted to retain their ascendant position in the provision of education and the state acceded to an essentially subordinate, administrative position.
Author: B. Titley Publisher: McGill-Queen's Press - MQUP ISBN: 0773585036 Category : Education Languages : en Pages : 225
Book Description
In the final two decades of British rule in Ireland the Roman Catholic Church saw its pre-eminent role in the control of schooling threatened by the secularist and democratic reforms of the imperial administration. Consequently, the Catholic bishops increasingly viewed the success of the nationalist movement as the best guarantee of the continuation of the educational status quo. The nationalist alliance proved a key element in obstructing proposed reforms in the pre-independence period - a period characterized by church-state hostility. In this volume Dr Titley examines the institutional continuity of the Irish school system, focusing on the role of the church as educational power broker. He shows how, in the congenial atmosphere of the new Irish state, the secular and ecclesiastical authorities shared the same educational philosophy and view of the role of religion in the schools. He argues that the church jealously guarded its educational hegemony because of the important role played by the schools in producing candidates for the religious life and an unquestioning middle class. Dr Titley also suggests that the failure of the secularist ideology to make headway in education proves that the Irish revolution was, in reality, a conservative reaction which insulated the country from modernizing influences. This volume is an important contribution to educational theory and to the cultural history of modern Ireland.
Author: Jane McDermid Publisher: Routledge ISBN: 1134675186 Category : Education Languages : en Pages : 228
Book Description
This book compares the formal education of the majority of girls in Britain and Ireland in the nineteenth century. Previous books about ‘Britain’ invariably focus on England, and such ‘British’ studies tend not to include Ireland despite its incorporation into the Union in 1801. The Schooling of Girls in Britain and Ireland, 1800-1900 presents a comparative synthesis of the schooling of working and middle-class girls in the Victorian period, with the emphasis on the interaction of gender, social class, religion and nationality across the UK. It reveals similarities as well as differences between both the social classes and the constituent parts of the Union, including strikingly similar concerns about whether working-class girls could fulfill their domestic responsibilities. What they had in common with middle-class girls was that they were to be educated for the good of others. This study shows how middle-class women used educational reform to carve a public role for themselves on the basis of a domesticated life for their lower class ‘sisters’, confirming that Victorian feminism was both empowering and constraining by reinforcing conventional gender stereotypes.
Author: Ian Miller Publisher: Manchester University Press ISBN: 1526102633 Category : Medical Languages : en Pages : 355
Book Description
Reforming food in post-famine Ireland: Medicine, science and improvement, 1845–1922 is the first dedicated study of how and why Irish eating habits dramatically transformed between the famine and independence. It also investigates the simultaneous reshaping of Irish food production after the famine. Adopting an interdisciplinary approach, the book draws from the diverse methodological disciplines of medical history, history of science, cultural studies, Irish studies, gender studies and food studies. Making use of an impressive range of sources, it maps the pivotal role of food in the shaping of Irish society onto a political and social backdrop of famine, Land Wars, political turbulence, the First World War and the struggle for independence. It will be of interest to historians of medicine and science as well as historians of modern Irish social, economic, political and cultural history.
Author: Brendan O'Leary Publisher: Oxford University Press ISBN: 0192558161 Category : Political Science Languages : en Pages : 528
Book Description
This brilliantly innovative synthesis of narrative and analysis illuminates how British colonialism shaped the formation and political cultures of what became Northern Ireland and the Irish Free State. A Treatise on Northern Ireland, Volume I provides a somber and compelling comparative audit of the scale of recent conflict in Northern Ireland and explains its historical origins. Contrasting colonial and sectarianized accounts of modern Irish history, Brendan O'Leary shows that a judicious meld of these perspectives provides a properly political account of direct and indirect rule, and of administrative and settler colonialism. The British state incorporated Ulster and Ireland into a deeply unequal Union after four re-conquests over two centuries had successively defeated the Ulster Gaels, the Catholic Confederates, the Jacobites, and the United Irishmen—and their respective European allies. Founded as a union of Protestants in Great Britain and Ireland, rather than of the British and the Irish nations, the colonial and sectarian Union was infamously punctured in the catastrophe of the Great Famine. The subsequent mobilization of Irish nationalists and Ulster unionists, and two republican insurrections amid the cataclysm and aftermath of World War I, brought the now partly democratized Union to an unexpected end, aside from a shrunken rump of British authority, baptized as Northern Ireland. Home rule would be granted to those who had claimed not to want it, after having been refused to those who had ardently sought it. The failure of possible federal reconstructions of the Union and the fateful partition of the island are explained, and systematically compared with other British colonial partitions. Northern Ireland was invented, in accordance with British interests, to resolve the 'hereditary animosities' between the descendants of Irish natives and British settlers in Ireland. In the long run, the invention proved unfit for purpose. Indispensable for explaining contemporary institutions and mentalities, this volume clears the path for the intelligent reader determined to understand contemporary Northern Ireland.
Author: Teresa O'Doherty
Author: Teresa O'Doherty
Author: Tom O’Donoghue
Author: Brendan Walsh
Author: Frederick Wilse Bateson
Author: Michael Duggan
Author: B. Titley
Author: Jane McDermid
Author: Ian Miller
Author: Séamas Ó Buachalla
Author: Brendan O'Leary