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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.
The expectations of the Catholic Church and the demands of the
state are a precarious balancing act that have been apparent
throughout the history of Catholic education. It is a relationship
that is under scrutiny, even in the contemporary context. Drawing
on the works and lives of key figures in the history of teacher
preparation in Catholic education internationally, this important
text illuminates the contributions they made and the challenges
they faced. In providing this rich historical synthesis, the
authors invite further reflection on the most appropriate methods
of teacher preparation for contemporary Catholic schools and on
possible contributions to wider teacher preparation from cogitating
the history of the Catholic tradition. This book addresses teacher
preparation for Catholic schools at both the 'pre-service' and
'in-service' levels by looking at the Church and its relationship
with the state. The former will allow opportunities for a deep
study of the role of 'faith' in Teacher Preparation, while the
latter focuses on how a distinctive faith-based model of education
can be in dialogue with the expectations of civil society. By using
this multi-layered framework, the book offers exciting and
innovative opportunities to inform contemporary practice from
international examples, proving an invaluable text for researchers
in the fields of comparative education, theology and the sociology
of religion.
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.
Fifty years ago, in 1967, free education was introduced in Ireland
for attendance at second-level schools and great expansion of
provision of education at both this and third-level followed.
Currently, great interest is developing in this landmark
development in Irish history, which was probably the most
significant initiative taken in regard to education in Ireland from
Independence from Britain in 1922 to the present. This book
contributes to the interest generated by this landmark anniversary
by tracing the history of teacher preparation in Ireland. It
relates to the introduction to the 'free education' education
scheme introduced in 1967, in that it provides an exposition on the
nature of teacher preparation for teaching in primary and
second-level schools both before and after the initiative was
taken. Thus, it traces the history of teacher preparation through a
number of stages; from education for nation-building in the new
post-colonial society to partaking in the recent neo-liberal agenda
sweeping through education systems throughout the world. This book
should be of interest not only to Irish educationists, historians
and policy makers, but also to their counterparts internationally,
as well as to comparative educationists. It can be seen as
providing an exposition which can be used by teacher educators in
many parts of the world which they can use to sharpen their
perceptions of their own situations through comparison and
contrast, provoke ideas for critical discussion, and stimulate them
to come to an understanding of the importance of considering
contemporary developments within their wider historical contexts.
Why is teacher education policy significant - politically,
sociologically and educationally? While the importance of practice
in teacher education has long been recognised, the significance of
policy has only been fully appreciated more recently. Teacher
education in times of change offers a critical examination of
teacher education policy in the UK and Ireland over the past three
decades, since the first intervention of government in the
curriculum. Written by a research group from five countries, it
makes international comparisons, and covers broader developments in
professional learning, to place these key issues and lessons in a
wider context.
Why is teacher education policy significant - politically,
sociologically and educationally? While the importance of practice
in teacher education has long been recognised, the significance of
policy has only been fully appreciated more recently. Teacher
education in times of change offers a critical examination of
teacher education policy in the UK and Ireland over the past three
decades, since the first intervention of government in the
curriculum. Written by a research group from five countries, it
makes international comparisons, and covers broader developments in
professional learning, to place these key issues and lessons in a
wider context.
The formation of Northern Ireland marked a sharp divergence in
policy that had developed throughout the whole of Ireland in the
preceding century. Local communal interests helped to drive and
shape a unique model of teacher preparation. Teacher Preparation in
Northern Ireland examines teacher education across the first
century of Northern Ireland's existence and contextualises this
within an account of teacher preparation in pre-partition Ireland.
This timely book also looks at the more recent history of the
region, with a focus on how infrastructural arrangements have
continued to reflect wider divisions in Northern Irish society,
whilst also considering how these divisions have been
counterbalanced by efforts to bridge the rifts through greater
cooperation around both policy and practice. By looking at
contemporary developments within the wider historical context, this
book will not only be an invaluable text for educationalists,
historians and policy makers in Northern Ireland, but also to
counterparts internationally and comparative educationalists.
This book offers the first full-length study of the education of
children living within the Gaeltacht, the Irish-speaking
communities in Ireland, from 1900 to the present day. While Irish
was once the most common language spoken in Ireland, by 1900 the
areas in which native speakers of Irish were located contracted to
such an extent that they became clearly identifiable from the
majority English-speaking parts. In the mid-1920s, the new Irish
Free State outlined the broad parameters of the boundaries of these
areas under the title of 'the Gaeltacht'. This book is concerned
with the schooling of children there. The Irish Free State, from
its establishment in 1922, eulogized the people of the Gaeltacht,
maintaining they were pious, heroic and holders of the
characteristics of an invented ancient Irish race. Simultaneously,
successive governments did very little to try to regenerate the
Gaeltacht or to ensure Gaeltacht children would enjoy equality of
education opportunity. Furthermore, children in the Gaeltacht had
to follow the same primary school curriculum as was prescribed for
the majority English speaking population. The central theme
elaborated on throughout the book is that this schooling was one of
a number of forces that served to maintain the people of the
Gaeltacht in a marginalized position in Irish society.
This book offers the first full-length study of the education of
children living within the Gaeltacht, the Irish-speaking
communities in Ireland, from 1900 to the present day. While Irish
was once the most common language spoken in Ireland, by 1900 the
areas in which native speakers of Irish were located contracted to
such an extent that they became clearly identifiable from the
majority English-speaking parts. In the mid-1920s, the new Irish
Free State outlined the broad parameters of the boundaries of these
areas under the title of 'the Gaeltacht'. This book is concerned
with the schooling of children there. The Irish Free State, from
its establishment in 1922, eulogized the people of the Gaeltacht,
maintaining they were pious, heroic and holders of the
characteristics of an invented ancient Irish race. Simultaneously,
successive governments did very little to try to regenerate the
Gaeltacht or to ensure Gaeltacht children would enjoy equality of
education opportunity. Furthermore, children in the Gaeltacht had
to follow the same primary school curriculum as was prescribed for
the majority English speaking population. The central theme
elaborated on throughout the book is that this schooling was one of
a number of forces that served to maintain the people of the
Gaeltacht in a marginalized position in Irish society.
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