Walsh Essays in the History of Irish Education

1. Auflage 2016
ISBN: 978-1-137-51482-0
Verlag: Palgrave Macmillan UK
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 404 Seiten

Reihe: Education

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. 

Brendan Walsh is a research fellow at Dublin City University, Ireland in The Centre for Evaluation, Quality and Inspection (EQI) Dublin. He is currently researching the relationship between Irish schools and the British Armed Forces in the nineteenth and early twentieth century and writing a history of secondary schooling in Ireland.

Autoren/Hrsg.

Walsh, Brendan

Inhaltsverzeichnis

1;Dedication;6
2;Acknowledgments;8
3;Contents;10
4;Notes on Contributors;12
5;List of Figures and Tables;18
6;Chapter 1: Introduction;19
7;Chapter 2: The National System of Education, 1831–2000;25
7.1;Introduction;25
7.2;The Origins of the National School System;26
7.2.1;The Stanley Letter (1831);27
7.3;Factors Impacting upon the Development of the School System;29
7.3.1;Religious;29
7.3.2;Political;31
7.3.3;Social;31
7.3.4;Economic;32
7.3.5;Cultural;33
7.3.5.1; The Establishment of the National System, 1831–1872;34
7.3.6;Teacher Education, 1831–1872;35
7.3.6.1; The Era of Payment by Results;35
7.3.7;Teacher Education, 1872–1900;36
7.3.7.1; The period of the Revised Programme of Instruction (1900) [1900–1922];37
7.3.8;Teacher Education, 1900–1922;38
7.3.8.1; The Curricula Developed Following Independence, 1922–1971;39
7.3.9;Teacher Education, 1922–1971;41
7.3.9.1; The Primary School Curriculum, 1971–1999;42
7.3.10;Teacher Education, 1971–1999;44
7.3.11;Moving Towards the Primary School Curriculum (1999);45
7.4;Conclusion: The Changing Philosophy and Ideology of the National System;45
7.5;Appendix 1: Compulsory and Optional Subjects in the Primary School Curriculum, 1872–1999139;48
7.6; Appendix 2. 12 Practical Rules for National Teachers140;52
8;Chapter 3: ‘An Essential Service’: The National Board and Teacher Education, 1831–1870;62
8.1;National Board Training Institution, 1838;65
8.2;National Board Model Schools, Merrion Street, 1832;66
8.3;Marlborough Street Training Institution and Central Model Schools, 1838–1855;70
8.4;Teaching Staff at Marlborough Street;73
8.5;Prestige of the Marlborough Street in the 1840s;76
8.6;District and Minor Model Schools, 1840–1860;78
8.7;Paid Monitors and Classification of National Teachers;81
8.8;Growing Opposition of the Catholic Church, 1850–1865;83
8.9;Report of the Powis Commission on Primary Education in Ireland, 1870;86
8.10;Conclusion;89
9;Chapter 4: Forged in the Fire of Persecution: Edmund Rice (1762–1844) and the Counter-­Reformationary Character of the Irish Christian Brothers;100
9.1;I;100
9.2;II;102
9.3;III;105
9.4;IV;107
9.5;V;108
9.6;VI;113
9.7;VII;115
10;Chapter 5: Girls at School in Nineteenth-Century Ireland;121
10.1;Schooling Poor Girls;124
10.2;Educating Middle-Class Girls;131
10.3;Conclusion;137
11;Chapter 6: ‘Injurious to the Best Interests of Education’? Teaching and Learning Under the Intermediate Education System, 1878–1922;145
11.1;Introduction;145
11.2;‘The Discouragement of Smattering’: A Very Brief History of the Intermediate System;150
11.3;‘A Happy Useful Life’: Teachers, Pupils and Schools;155
11.4;Brute Force and Buttercups: School Life;163
11.5;‘Work of the Utmost Importance under the Most Unsatisfactory Conditions’: Schools and Teachers in the Early Twentieth Century;167
11.6;Conclusion: A ‘Happy and Useful Life’?;175
12;Chapter 7: Historical Overview of Developments in Special Education in Ireland;196
12.1;Introduction;196
12.2;Isolated Interventions;197
12.3;Invisibility and State Neglect;199
12.4;State Engagement;201
12.5;Initiatives for Change;205
12.6;Campaigning for Fundamental Rights;208
12.7;Challenging an Inequitable System;209
12.8;Enabling Legislation;210
12.9;Concluding Comments;212
13;Chapter 8: Teachers’ Experience of School: First-hand Accounts, 1943–1965;217
13.1;Introduction;217
13.2;Tight Ships and High Expectations: Primary and Secondary School ;218
13.2.1;Non-Teachers Talking About Their Teachers;232
13.2.2;Reasons for Becoming Teachers;233
13.3;Conclusion;235
14;Chapter 9: Creating a Modern Educational System? International Influence, Domestic Elites and the Transformation of the Irish Educational Sector, 1950–1975;248
14.1;A Conservative Consensus;249
14.2;‘A Stagnant Pond’;250
14.3;Origins of Reform;251
14.4;‘A Revolutionary Step’;253
14.5;The Impact of Investment in Education;257
14.6;Curriculum Reform;260
14.7;Rationalisation and Resistance;262
14.8;Free Post-primary Education;263
14.9;Community Schools;266
14.10;Higher Education;267
14.11;Conclusion;272
14.12;Interviews;273
15;Chapter 10: The Transformation of Irish Education: The Ministerial Legacy, 1919–1999;280
15.1;‘Towards the Irishising of Primary Education’;280
15.1.1;‘Just Dead-End Schools for Dead-End Kids’;287
15.2;‘If a Nation Is to Depend on Agriculture, It Must Produce Mainly a Population of Farmers’;290
15.3;‘Our System of Education Approaches the Ideal’;293
15.4;‘To-day’s One Right Way Is Tomorrow’s Obsolete Policy’;296
15.5;‘That Stagnant Pond Which Is the Department of Education’;299
16;Chapter 11: The Development of Vocational and Technical Education in Ireland, 1930–2015;310
16.1;Introduction;310
16.2;Vocational Education: The Initial Years;310
16.3;The Introduction of Vocational Education;311
16.4;Continuation Education in Vocational Schools;312
16.5;Education and the Economy: New Perspectives;317
16.6;Adult Education;318
16.7;Further Education;320
16.8;Apprenticeship Education;322
16.9;The Development of Higher Technical Education;325
16.10;Conclusion;328
17;Chapter 12: Current Developments at Third-Level Institutions in the Light of the Origins of the University;333
17.1;The Origins of the University;336
17.2;The Curriculum at the University;339
17.3;The Origins and the Current University;343
17.4;The Situation in Ireland;344
17.5;Current Discussion;346
18;Chapter 13: Advanced Education for Working People: The Catholic Workers’ College, a Case Study;351
18.1;Introduction;351
18.2;Inspirations and Precursors;353
18.3;The CWC’s Founders;356
18.4;Teaching and Curriculum;359
18.5;Ethos: Mary or Joseph?;361
18.6;Analysis;363
18.7;Conclusion;364
19;Chapter 14: Teacher Accountability in Education: The Irish Experiment;371
19.1;Introduction and Background;371
19.2;School Inspection and Teacher Accountability in Pre-independence Ireland;373
19.3;School Inspection and Teacher Accountability in the Free State;379
19.4;Conclusion;387
20;INDEX;394