Alan Mccully
Biographic Data
| ID | 3066152 |
|---|---|
| NAME | Alan Mccully |
| GIVEN NAMES | Alan |
| FAMILY NAME | Mccully |
| SIGNATURE | MCCULLY A |
| AFFILIATIONS | University of Ulster |
| ORCID | 0000-0002-4083-1824 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
Teaching Difficult Histories and Countering Avoidance
the Commission examines the broad issue of public space, shared space, the use of the arts and why symbols are important for people's cultural identity. In this section the Commission looks at the key issues of flags, bonfires, murals and memorials. Whilst there are remaining challenges in this section, the Commission hopes that the work undertaken provides positive ways forward in these areas
Learning about conflict: The Role of Community Museums in Educating on Difficult Heritage in a Divided Society
Community museums can be contested sites for learning as they often communicate clear, subjective narratives that challenge mainstream ideas of the past by introducing knowledge that they know to be uncomfortable, rather than displaying multiple perspectives on a violent past. For that reason, educators of history in a divided society may be cautious to expose their students to such information, as their school curricula aim to create both greate…
Our children can see that we aren’t the only wee school in the countryside: Can shared teachers offer solutions to the challenges facing rural primary schools in a divided society
This paper examines the experience of Shared Teachers (STs) who were employed on temporary contracts across school partnerships designed to enrich and integrate the educational experiences of children in primary schools in rural and religiously diverse areas in Northern Ireland, as part of a specific Shared Education Programme. In a society emerging from conflict, where Shared Education is advocated both to improve the quality of education and co…
But it wasn’t like that”: The impact of visits to community-based museums on young people’s understanding of the commemorated past in a divided society
This article reports on the impact visits to community-based museums in a divided society, Northern Ireland, had on young people’s historical, political, and cultural understanding of the commemorated past. It examines the responses of two student groups, one predominantly Protestant and the other Catholic, to two museums, each presenting its own community’s perspective on one contentious aspect of Derry/Londonderry’s past. Data were collected th…
The contrasting place of political history in the primary curricula of Ireland, north and south: A comparative study
Based on a qualitative study of teachers, teacher educators and educational policy makers, this paper examines how political history is framed within national history curricula at primary level and practised within classrooms in Northern Ireland (NI) and the Republic of Ireland (ROI). Within the ROI, educational policy and practice appears underpinned by belief in children’s capacities to engage with complex ideas, against a relatively benign vie…
Education for democratic citizenship in Malawian secondary schools: Balancing student voice and adult privilege
In countries that embraced democracy after the fall of communism, education became a particular focus for policy change, particularly within their citizenship programmes. Schools that had been used to inculcate obedience to and unfailing support for authoritarian regimes were now being required to adopt citizenship programmes incorporating democratic values. This paper reports a study in Malawi that explored the school as a location where democra…
Trying to “See Things Differently”: Northern Ireland Students’ Struggle to Understand Alternative Historical Perspectives
This study illustrates the processes by which 8 pairs of adolescents in Northern Ireland struggled to come to grips with tensions between school and community history. Findings are based on data collected through open-ended, semi-structured interviews with students from a variety of backgrounds. Although these students appreciated the attempt by schools to present a neutral and balanced approach to the past, many had difficulty fully engaging wit…
History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students' ideas and perspectives
This study reports results of an empirical investigation of secondary students' conceptions of history and identity in Northern Ireland. Interviews with 253 students from a variety of backgrounds indicate that they initially identify with a wide range of historical themes, but that these identifications narrow as they study the required national curriculum during the first 3 years of secondary school. Often, they draw selectively from the formal …
Reflecting on Elementary Children's Understanding of History and Social Studies: An Inquiry Project with Beginning Teachers in Northern Ireland and the United States
Beginning teachers in Northern Ireland and the United States conducted structured inquiry projects in which they investigated elementary children's understanding of history and social studies. Interviews with the teachers and analysis of their written assignments indicate that these investigations challenged their beliefs about children's prior knowledge and their own instructional techniques. Teachers initially believed that inadequate cognitive…
History Teaching and the Perpetuation of Memories: The Northern Ireland Experience
Teaching history in a society that has experienced violent and on-going conflict, at least partially as a consequence of contested views of national identity, presents significant challenges for educators. This is particularly true in Northern Ireland, where the continued existence of two parallel educational systems often has been implicated in the perpetuation of community divisions, and where new directions in education are regularly promoted …
Four Histories, One Nation? History teaching, nationhood and a British identity
This paper explores the relationship between history teaching and the construction of national identity. Drawing upon recent theoretical and historical work in the field, it provides a comparative analysis of important developments within the history curricula in England, Wales, Northern Ireland and Scotland, and also explains why history has become politicised in Britain over the past few decades. The paper speculates about the implications of t…
Trying to “See Things Differently”: Northern Ireland Students’ Struggle to Understand Alternative Historical Perspectives
This study illustrates the processes by which 8 pairs of adolescents in Northern Ireland struggled to come to grips with tensions between school and community history. Findings are based on data collected through open-ended, semi-structured interviews with students from a variety of backgrounds. Although these students appreciated the attempt by schools to present a neutral and balanced approach to the past, many had difficulty fully engaging wit…
Reflecting on Elementary Children's Understanding of History and Social Studies: An Inquiry Project with Beginning Teachers in Northern Ireland and the United States
Beginning teachers in Northern Ireland and the United States conducted structured inquiry projects in which they investigated elementary children's understanding of history and social studies. Interviews with the teachers and analysis of their written assignments indicate that these investigations challenged their beliefs about children's prior knowledge and their own instructional techniques. Teachers initially believed that inadequate cognitive…
Four Histories, One Nation? History teaching, nationhood and a British identity
This paper explores the relationship between history teaching and the construction of national identity. Drawing upon recent theoretical and historical work in the field, it provides a comparative analysis of important developments within the history curricula in England, Wales, Northern Ireland and Scotland, and also explains why history has become politicised in Britain over the past few decades. The paper speculates about the implications of t…
Education for democratic citizenship in Malawian secondary schools: Balancing student voice and adult privilege
In countries that embraced democracy after the fall of communism, education became a particular focus for policy change, particularly within their citizenship programmes. Schools that had been used to inculcate obedience to and unfailing support for authoritarian regimes were now being required to adopt citizenship programmes incorporating democratic values. This paper reports a study in Malawi that explored the school as a location where democra…
Learning about conflict: The Role of Community Museums in Educating on Difficult Heritage in a Divided Society
Community museums can be contested sites for learning as they often communicate clear, subjective narratives that challenge mainstream ideas of the past by introducing knowledge that they know to be uncomfortable, rather than displaying multiple perspectives on a violent past. For that reason, educators of history in a divided society may be cautious to expose their students to such information, as their school curricula aim to create both greate…
The contrasting place of political history in the primary curricula of Ireland, north and south: A comparative study
Based on a qualitative study of teachers, teacher educators and educational policy makers, this paper examines how political history is framed within national history curricula at primary level and practised within classrooms in Northern Ireland (NI) and the Republic of Ireland (ROI). Within the ROI, educational policy and practice appears underpinned by belief in children’s capacities to engage with complex ideas, against a relatively benign vie…
But it wasn’t like that”: The impact of visits to community-based museums on young people’s understanding of the commemorated past in a divided society
This article reports on the impact visits to community-based museums in a divided society, Northern Ireland, had on young people’s historical, political, and cultural understanding of the commemorated past. It examines the responses of two student groups, one predominantly Protestant and the other Catholic, to two museums, each presenting its own community’s perspective on one contentious aspect of Derry/Londonderry’s past. Data were collected th…
Four Histories, One Nation? History teaching, nationhood and a British identity
This paper explores the relationship between history teaching and the construction of national identity. Drawing upon recent theoretical and historical work in the field, it provides a comparative analysis of important developments within the history curricula in England, Wales, Northern Ireland and Scotland, and also explains why history has become politicised in Britain over the past few decades. The paper speculates about the implications of t…
History Teaching and the Perpetuation of Memories: The Northern Ireland Experience
Teaching history in a society that has experienced violent and on-going conflict, at least partially as a consequence of contested views of national identity, presents significant challenges for educators. This is particularly true in Northern Ireland, where the continued existence of two parallel educational systems often has been implicated in the perpetuation of community divisions, and where new directions in education are regularly promoted …
Reflecting on Elementary Children's Understanding of History and Social Studies: An Inquiry Project with Beginning Teachers in Northern Ireland and the United States
Beginning teachers in Northern Ireland and the United States conducted structured inquiry projects in which they investigated elementary children's understanding of history and social studies. Interviews with the teachers and analysis of their written assignments indicate that these investigations challenged their beliefs about children's prior knowledge and their own instructional techniques. Teachers initially believed that inadequate cognitive…
History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students' ideas and perspectives
This study reports results of an empirical investigation of secondary students' conceptions of history and identity in Northern Ireland. Interviews with 253 students from a variety of backgrounds indicate that they initially identify with a wide range of historical themes, but that these identifications narrow as they study the required national curriculum during the first 3 years of secondary school. Often, they draw selectively from the formal …
Trying to “See Things Differently”: Northern Ireland Students’ Struggle to Understand Alternative Historical Perspectives
This study illustrates the processes by which 8 pairs of adolescents in Northern Ireland struggled to come to grips with tensions between school and community history. Findings are based on data collected through open-ended, semi-structured interviews with students from a variety of backgrounds. Although these students appreciated the attempt by schools to present a neutral and balanced approach to the past, many had difficulty fully engaging wit…
Education for democratic citizenship in Malawian secondary schools: Balancing student voice and adult privilege
In countries that embraced democracy after the fall of communism, education became a particular focus for policy change, particularly within their citizenship programmes. Schools that had been used to inculcate obedience to and unfailing support for authoritarian regimes were now being required to adopt citizenship programmes incorporating democratic values. This paper reports a study in Malawi that explored the school as a location where democra…
The contrasting place of political history in the primary curricula of Ireland, north and south: A comparative study
Based on a qualitative study of teachers, teacher educators and educational policy makers, this paper examines how political history is framed within national history curricula at primary level and practised within classrooms in Northern Ireland (NI) and the Republic of Ireland (ROI). Within the ROI, educational policy and practice appears underpinned by belief in children’s capacities to engage with complex ideas, against a relatively benign vie…
Our children can see that we aren’t the only wee school in the countryside: Can shared teachers offer solutions to the challenges facing rural primary schools in a divided society
This paper examines the experience of Shared Teachers (STs) who were employed on temporary contracts across school partnerships designed to enrich and integrate the educational experiences of children in primary schools in rural and religiously diverse areas in Northern Ireland, as part of a specific Shared Education Programme. In a society emerging from conflict, where Shared Education is advocated both to improve the quality of education and co…
But it wasn’t like that”: The impact of visits to community-based museums on young people’s understanding of the commemorated past in a divided society
This article reports on the impact visits to community-based museums in a divided society, Northern Ireland, had on young people’s historical, political, and cultural understanding of the commemorated past. It examines the responses of two student groups, one predominantly Protestant and the other Catholic, to two museums, each presenting its own community’s perspective on one contentious aspect of Derry/Londonderry’s past. Data were collected th…
Teaching Difficult Histories and Countering Avoidance
the Commission examines the broad issue of public space, shared space, the use of the arts and why symbols are important for people's cultural identity. In this section the Commission looks at the key issues of flags, bonfires, murals and memorials. Whilst there are remaining challenges in this section, the Commission hopes that the work undertaken provides positive ways forward in these areas
Learning about conflict: The Role of Community Museums in Educating on Difficult Heritage in a Divided Society
Community museums can be contested sites for learning as they often communicate clear, subjective narratives that challenge mainstream ideas of the past by introducing knowledge that they know to be uncomfortable, rather than displaying multiple perspectives on a violent past. For that reason, educators of history in a divided society may be cautious to expose their students to such information, as their school curricula aim to create both greate…
Sociology (10 works) · Educator Training and Historical Pedagogy (9 works) · Law (8 works) · Pedagogy (8 works) · Political science (8 works) · Curriculum (5 works) · Law (5 works) · Politics (5 works) · Psychology (5 works) · Art (4 works)