Irish language education and the national ideal: the dynamics of nationalism inNorthernIreland

Abstract

Since the beginning of the Northern Ireland conflict in the late 1960s, Irish nationalism has been identified as a prominent force in the political culture of the state. Recent studies have suggested, however, that the ‘Nationalist’ population has become increasingly content within the new political framework created by the peace process and the aspiration for Irish unity diminished. In placing the Northern Ireland situation within the theoretical framework of nationalism, this paper will analyse how these changing priorities have been possible. Through an analysis of Irish language study in Northern Ireland's schools, the paper will examine how the political ideals espoused by the nationalist Sinn Féin Party reflected the priorities of the ‘nationalist community’. It will be contended that the relationship between the ideology and ‘the people’ is much more complex than is often allowed for and that educational inequalities are a significant contributing factor to this.

Identity and Conflict in Northern Ireland

“…Opposition to this Union grew throughout much of the nineteenth century, mainly within the Catholic population but initially with considerable backing from within the radical elements of Protestantism. The radical nationalist movements of the nineteenth century, which included such groups as the Young Irelanders, were greatly influenced by developments elsewhere in Europe, including the emergence of a cultural nationalism that served to define nationhood around the possession of a distinctive identity (McManus 2016;English 2006). McManus (2016) argues that because Ireland "was seen to possess its own distinctive cultural identity, including its own language," it provided a "greater legitimacy" to nationalist claims for nationhood and, as such, the island "was deserving of political independence" (pp.…”

“…As political activity grew in importance for republicans, so too did the significance of the Irish language, with considerable efforts made to promote the language in nationalist areas. Throughout the 1980s and 1990s, Irish-medium schools were established in greater numbers, and programs of adult education courses became a common occurrence in community halls (McManus 2016).…”

Neither/Nor: The rejection of Unionist and Nationalist identities in post-Agreement Northern Ireland

“…In the mid-nineteenth and mid-twentieth centuries, education was seen to play a crucial role in helping to construct a sense of national identity and belonging (Green, 2013;Özkirimli, 2010;Hroch, 2000;Reisner, 1922). The perceived relationship between education and nationalism/xenophobia has been altered significantly in the twenty-first century, as research has shown that, as levels of education increase, individuals are less likely to support or vote for radical right parties (Givens, 2017;Lazaridis and Campani, 2017;McManus, 2016;Hjerm, 2001). Indeed, using data from the International Social Survey Programme, Hjerm (2001: 37) found that 'levels of nationalist sentiment as well as of xenophobia decrease with increasing levels of education'a trend confirmed by Coeender and Scheepers (2003).…”

Conceptualising Islamic “Radicalisation” in Europe through “Othering”: Lessons from the Conflict in Northern Ireland

“…41 By the late 1950s, however, there were signs this situation was starting to change and that some within the Catholic population were beginning to question traditional nationalist narratives; their focus turning instead to addressing the socio-economic ills faced by large sections of the community. 42 Two key factors aided this process.…”

“…60 A primary consequence of this failing was that it ensured a generation of fighters that, initially, lacked a deep grounding in the republicanism they claimed to be fighting for. As the conflict intensified, and the IRA went on the offensive, these new recruits merely came to espouse the somewhat simplistic notion of "Brits Out" 61 and there was little consideration given to a political strategy capable of delivering their main goal of Irish unity. 62 Importantly, the key means for addressing such issues did eventually arise in the prisons.…”