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The chapters in this book offer a range of impressive new studies on the history of education in Ireland, based on detailed research and drawing on important sources. This book also serves to show the healthy state of the history of education in Ireland. In particular, the book also seeks to understand how both teachers and pupils in Ireland experienced education, and how they ‘received’ education policies and education change. The lived reality of education is woven through the chapters in this book, while the impact of policy on education practice is illuminated many times, and with great clarity. This book is a very important contribution not only to the history of education, but also more widely to social history, women’s history, church history and political history. It was originally published as a special issue of the journal History of Education.
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 the mid-1990s, Ireland was experiencing the "best of times". The Celtic Tiger seemed to instil in the national consciousness that poverty was a problem of the past. The impressive economic performance ensured that the Republic occupied one of the top positions among the world’s economic powers. During the boom, dissident voices continuously criticised what they considered to be a mirage, identifying the precariousness of its structures and foretelling its eventual crash. The 2008 recession proved them right. Throughout this time, the Irish contemporary short story expressed distrust. Enabled by its capacity to reflect change with immediacy and dexterity, the short story saw through the smokescreen created by the Celtic Tiger discourse of well-being. It reinterpreted and captured the worst and the best of the country and became a bridge connecting tradition and modernity. The major objective of this book is to analyse the interactions between fiction and reality during this period in Ireland by studying the short stories written by old and emergent voices published between the birth of the Celtic Tiger in 1995 up to its immediate aftermath in 2013.
This publication makes the case for ‘religion and education’ as a distinct, but cross-disciplinary, field of inquiry. To begin with, consideration is given to the changing dynamic between ‘religion and education’ historically, and the differing understandings of religious education within it. Next, ‘religion and education’ is examined from methodologically specific perspectives, namely the philosophical, historical, sociological and psychological. The authors outline the particular insights to be gleaned about ‘religion and education’ on the basis of their commitment to these methodological standpoints. Overall, this publication is concerned with demonstrating the scope of the field, and the importance of having a range of disciplinary, and interdisciplinary, perspectives informing it.
Ireland’s Great Famine or ‘an Gorta Mór’ (1845–51) and Ukraine’s ‘Holodomor’ (1932–33) occupy central places in the national historiographies of their respective countries. Acknowledging that questions of collective memory have become a central issue in cultural studies, this volume inquires into the role of historical experiences of hunger and deprivation within the emerging national identities and national historical narratives of Ireland and Ukraine. In the Irish case, a solid body of research has been compiled over the last 150 years, while Ukraine’s Holodomor, by contrast, was something of an open secret that historians could only seriously research after the demise of communist rule. This volume is the first attempt to draw these approaches together and to allow for a comparative study of how the historical experiences of famine were translated into narratives that supported political claims for independent national statehood in Ireland and Ukraine. Juxtaposing studies on the Irish and Ukrainian cases written by eminent historians, political scientists, and literary and film scholars, the essays in this interdisciplinary volume analyse how national historical narratives were constructed and disseminated – whether or not they changed with circumstances, or were challenged by competing visions, both academic and non-academic. In doing so, the essays discuss themes such as representation, commemoration and mediation, and the influence of these processes on the shaping of cultural memory.
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.
This book draws theoretically and methodologically from the sociology of curriculum, educational policy, and comparative education to meta-analyze the findings of nine separate studies exploring constructions of "Europe" in the secondary school curricula of Social Studies from a number of countries: Germany, Greece, France, Poland, Cyprus, Sweden, Ireland, and Northern Ireland, as well as the Autonomous Community of the Basque Country (Spain). The objectives of the book are threefold: first, to explore constructions of "Europe" and "European identity-citizenship" in these countries' curricula; second, to explore whether, and, if so, how these findings indicate a "Europeanization" of national curricula; and third, to discuss the similarities, differences, continuities, discontinuities, and tensions identified when comparing these curricula. (Series: Europa lernen. Perspektiven fur eine Didaktik europaischer Kulturstudien - Vol. 2)
Reprint of the original, first published in 1890.