History, identity, and the school curriculum in Northern Ireland
An empirical study of secondary students' ideas and perspectives
Bibliographic Data
| ID | 23375987 |
|---|---|
| Authors | Keith C Barton (0000-0002-6758-6806), Alan W Mccully, Alan Mccully (0000-0002-4083-1824) |
| Year | 2005 |
| Volume | 37 |
| Issue | 1 |
| Pages | 85-116 |
| Publication date | 2005-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0022-0272 • E-ISSN: 1366-5839 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0022027032000266070 |
| OpenAlex | W1997048775 |
| Language | EN |
| Citations received | 74 |
| References cited | 29 |
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 curriculum in order to support their developing identification with the history of their own political/religious communities. This process is most apparent among boys, at predominantly Protestant schools, and in schools located in areas of conflict. These findings suggest that to address history's role in ongoing community conflict, educators may need to challenge more directly the beliefs and assumptions held by students of varied backgrounds, as well as to provide a clearer alternative to the partisan histories encountered elsewhere.
Curriculum · Empirical research · Epistemology · Identification (biology) · Identity (music) · Mathematics education · National curriculum · Pedagogy · Political science · Politics · Protestantism · Social science · Sociology · Variety (cybernetics) · Educator Training and Historical Pedagogy · Gender Studies · Law · Peace and Human Rights Education · Psychology · Religious Education and Schools
Personajes históricos en la Educación Primaria
Comunalidades entre las narrativas históricas de estudiantes y textos escolares
Normalizar el conflicto y des-normalizar la violencia
To normalize conflict and denormalize violence
It's not like [I'm] Chinese and Canadian. I am in between”
Knowing History in Schools
Representaciones sociales y la construcción de discursos estereotipados en la enseñanza de la Historia. Un análisis a partir del campesinado (ss. XVI-XVIII)
The narrative framing of violence in teaching resources about the Spanish Conquest of America.
Repensando las narrativas nacionales
Introduction
History Education and Conflict Transformation
Teaching Contested Narratives
L’éducation à la citoyenneté dans des contextes de division
L’enseignement au Québec et en France des questions controversées en histoire
Cultural heritage and iconic elements for history education
What do our future teachers think about terrorism and politically motivated violence in the Basque Country
Immigrant Students and the Swedish National Test in History
Disciplinary skills are not enough
Teaching about the past in Northern Ireland
A comparative case study of student transnational identity positioning in the United States and Ireland
The teaching of Asian history as a section of the world history curriculum
Capturing the role of societal affinity in cross-border mergers with the Eurovision Song Contest
(Un)Settling the Black-White Binary
Controversial issues in history teaching
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The Media and Memories of Conflict in Northern Ireland
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Can Powerful Knowledge Save Us? Critical Reflections through the Lens of Political Education
What Kind of Burden is the Burden of History? How Young Adults in Serbia and Kosovo Use History to Understand and Experience Nationalism
To address or not to address the violent past in the classroom? That is the question in Côte d’Ivoire
Conflict, transition and education for ‘political generosity
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Whose history should be dealt with in a pluricultural context – immigrant adolescents’ approach
Four major challenges facing peace education in regions of intractable conflict
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The stories of our national past
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Education for global citizenship in a divided society? Young people's views and experiences
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Language teachers
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Korean American High School Students’ Perspectives on U.S. History
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Teaching and Learning about Controversial Issues
Best Not to Forget Them”
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Students’ prejudice as a teaching challenge
Trying to “See Things Differently”
Interpreting U.S. History
Learning About Sensitive History
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(Dis) Union at 150
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Elicitation Techniques
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Opening or closing Pandora's box? - Third-order concepts in history education for powerful knowledge
The presence of the past
“It Wasn't a Good Part of History”
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An Integrative Theory of Intergroup Conflict
The conflict in Northern Ireland
History and identity in Northern Ireland
Memories of recent ethnic conflict and their relationship to social identity
New measures of political attitudes in Northern Ireland
You'd Be Wanting to Know about the Past
Social identity and intergroup evaluative bias
Young Citizens in Changing Times
Identities in Northern Ireland
National festivals, the state and ‘protestant ascendancy’ in Ireland, 1790–1829
A Sociocultural Perspective on Children’s Understanding of Historical Change
Material Conflicts
Interpreting Northern Ireland
Social Identity in Northern Ireland
Social Identity and the Northern Ireland Conflict
Identity Preference in Northern Ireland
Group Identity and Conflicting Expectations of the Future in Northern Ireland
The Role of Memory in Ethnic Conflict
Unionist Myths 1912-1985
Negotiating Identity
| Unique citing works | 74 |
|---|---|
| Citations per year | 3,52 |
| Citation span | 2005 - 2026 (22) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 68 |