The National System of Education, 1831–2000

Walsh, Thomas

doi:10.1057/978-1-137-51482-0_2

Cited by 8 publications

(4 citation statements)

References 12 publications

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“…The philosophy of child-centred education in Ireland has waxed and waned across the last 100 years or so, largely in response to political, economic, and social changes and their influence on educational reform (Walsh, 2016a(Walsh, , 2016b. The Revised Programme 1900 -1922 of primary education which evolved from the report produced by the Commissioners of National Education in Ireland (1902) introduced a broader and more varied curriculum outside of academic subjects including the proposed education of young children in Kindergarten and, importantly, permitted an individualised approach to curriculum and teaching at a local level.…”

Section: Developing Policy and Practicementioning

confidence: 99%

Whose Right(s) Is It Anyway? A Review of Policy and Practice(s) in Inclusive Education in Ireland

Scanlon

Doyle²

2022

Education Policy in Ireland Since 1922

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Section: Developing Policy and Practicementioning

confidence: 99%

Whose Right(s) Is It Anyway? A Review of Policy and Practice(s) in Inclusive Education in Ireland

Scanlon

Doyle²

2022

Education Policy in Ireland Since 1922

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“…The standard scholarly explanation for the passage of the Irish National System holds that it was a method to “modernise” Ireland without directly aiding Roman Catholic Schools (Akenson, 1970). More recently, historian Tom Walsh (2016) argues that the Irish National System was designed to more firmly situate Ireland within the British Empire.…”

Section: Origin Pointsmentioning

confidence: 99%

“…Multidenominational education was a key priority for a Protestant government ruling over a Catholic majority in Ireland, but in practice an overwhelming majority of schools remained under the control of a single denomination (Lougheed, 2014). By the mid‐19th century, considerable opposition to the National System arose within Ireland (Walsh, 2016, pp. 11–12).…”

Section: Origin Pointsmentioning

confidence: 99%

Mass education and the British Empire

Jackson

2021

History Compass

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This article explores recent scholarship on the history of education in the British Empire, with a particular focus on the imperial origins of mass education. Though universal and compulsory education only became a global phenomenon after World War II, the beginnings of mass education can be found in the colonial era. The article examines the rise of a missionary and humanitarian discourse in the early 19th century that powerfully advocated for expanded educational opportunities for working-class Britons and colonized subjects alike, the rise of mass education in Britain and the settlement colonies in the late 19th century that often-excluded nonwhite subjects, and the successive policies of adapted education and schemes for educational development that arose in the interwar period. The article stresses that indigenous peoples throughout the British Empire

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“…A nation that had a separate language could be seen as a distinct nation. This was a very important sentiment for many Irish people at that time as it helped them to define themselves as different from their English colonisers (Walsh, 2016).…”

Section: Irish Language Decline and Revivalmentioning

confidence: 99%

Young immersion learners’ language use outside the classroom in a minority language context

Duibhir

Thuairisg

2019

AILA

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There has been a long history of early Irish language learning in Ireland as a result of Government policy to promote greater use of Irish. All children learn Irish in school from age 4–18 years. The majority learn Irish as a subject, typically for 30–40 minutes per day, and the levels of competence achieved are mostly disappointing. Approximately 6.7% of primary school children learn Irish in an immersion context, however, and these children achieve a high standard of communicative competence. In this paper we examine the impact of Government policy on the transfer of linguistic competence from the classroom to wider society in the context of a minority language that is becoming increasingly marginalised. We draw on data from three studies to explore the relationship between Irish-medium school attendance and the desire and opportunity to use Irish outside of school while attending school, and later as an adult. The first study also investigated students’ attitudes towards learning and using Irish. All three studies examined parents use of Irish in the home and the influence that the language spoken in their home during childhood and the language of their schooling had on their current language practices. Overall, Irish-medium schools are very successful in educating proficient speakers of Irish who have very positive attitudes towards Irish. These positive attitudes and proficiency do not necessarily transfer to use of Irish in the home. While attendance at an Irish-medium school as a child has a positive effect on later use of Irish, when former students become parents, the effect is quite small. The perennial challenge persists in transferring competence in a minority language acquired in school to the home and community.

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The National System of Education, 1831–2000

Cited by 8 publications

References 12 publications

Whose Right(s) Is It Anyway? A Review of Policy and Practice(s) in Inclusive Education in Ireland

Whose Right(s) Is It Anyway? A Review of Policy and Practice(s) in Inclusive Education in Ireland

Mass education and the British Empire

Young immersion learners’ language use outside the classroom in a minority language context

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