Despite the long presence of migrant communities, Ireland was only transformed to a net-receiving immigration nation in 1996, and is currently experiencing net emigration in the wake of a sharp economic downturn. Debates about immigrant incorporation and educational responses are still at a relatively early stage. This study, which forms part of a larger project, set out to explore the role of schools and curricula in developing citizenship and the conception of Irish identity implicit therein. The article draws on citizenship curricula as well as some textbooks used in citizenship lessons. It argues that the curriculum at primary level emphasizes diversity and active citizenship in a plural society to a greater extent than the curriculum at secondary level. Moreover, there are discrepancies between the progressive rhetoric of policy documents and the content of textbooks and other curriculum material. This raises important questions of inclusivity in a still Catholic-dominated education system.

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Twenty years ago, in an interview, Keeter (1987) asked Professor Shirley Chisholm, the first African-American woman elected to the U.S. Congress and the first to campaign for the presidency, if she knew of faculty behaviors that alienate African-American students or communicate uneasiness or if faculty sometimes communicates that they have different expectations of African-American students. She responded by saying that "Blacks have become very sensitive, and rightfully so, about attitudes of over-protectiveness or someone's bending over backward to accommodate them. Whites-along with Blacks-must realize that the era of beneficent paternalism is over" (p.15). In the two decades following Chisholm's remarks, sorry to say, due to the proliferation of programs such as affirmative action, some still believe that students of color are being coddled and receiving preferential treatment, and are being admitted even though they are not qualified or prepared for the rigors of college (

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Recently, the Negro National Anthem has been the source of much controversy. For some Americans, it is a source of celebration of the rich black heritage and legacy. For others, it is a source of shame-an ugly remnant of our dark past that is no longer relevant today. The reading and singing of the Negro National Anthem has been a topic of discussion in the news, the black community, and in the legal and political professions. This article will look at the raging controversy. Specifically, this paper will look at the controversy surrounding the Negro National Anthem at the Texas Tech Law School Black Law Students Annual Banquet in 2009. It will explore the lessons the millennial black attorney could learn from this intergenerational song and the black experience.