This volume focuses on the creation, structure and evolution of the Irish national system of education. It illustrates how the system was shaped by the religious, social and political realities of nineteenth century Ireland and discusses the effects that the system had upon the Irish nation: namely that it was the chief means by which the country was transformed from one in which illiteracy predominated to one in which most people, even the poorest, could read and write.
This book provides a complete overview of the development of education in Ireland including the complex issue of how religion can coexist with education and how a national identity can be aided through Irish language teaching. It also offers a comprehensive exploration of the development, issues, challenges and future of education in Ireland within the context of historical studies.
Provides the reader with an impressive selection of articles on the history of education from a broad base, including a new introduction from the editor.
A Choice Outstanding Academic Title, 2017 At the end of the nineteenth century, Indigenous boarding schools were touted as the means for solving the "Indian problem" in both the United States and Canada. With the goal of permanently transforming Indigenous young people into Europeanized colonial subjects, the schools were ultimately a means for eliminating Indigenous communities as obstacles to land acquisition, resource extraction, and nation-building. Andrew Woolford analyzes the formulation of the "Indian problem" as a policy concern in the United States and Canada and examines how the "solution" of Indigenous boarding schools was implemented in Manitoba and New Mexico through complex chains that included multiple government offices with a variety of staffs, Indigenous peoples, and even nonhuman actors such as poverty, disease, and space. The genocidal project inherent in these boarding schools, however, did not unfold in either nation without diversion, resistance, and unintended consequences. Inspired by the signing of the 2007 Indian Residential School Settlement Agreement in Canada, which provided a truth and reconciliation commission and compensation for survivors of residential schools, This Benevolent Experiment offers a multilayered, comparative analysis of Indigenous boarding schools in the United States and Canada. Because of differing historical, political, and structural influences, the two countries have arrived at two very different responses to the harm caused by assimilative education.
This volume focuses on the creation, structure and evolution of the Irish national system of education. It illustrates how the system was shaped by the religious, social and political realities of nineteenth century Ireland and discusses the effects that the system had upon the Irish nation: namely that it was the chief means by which the country was transformed from one in which illiteracy predominated to one in which most people, even the poorest, could read and write.
A New York Times Book Review Notable Book of the Year It was the year after Chappaquiddick, and all spring Carmel McBain had watery dreams about the disaster. Now she, Karina, and Julianne were escaping the dreary English countryside for a London University hall of residence. Interspersing accounts of her current position as a university student with recollections of her childhood and an ever difficult relationship with her longtime schoolmate Karina, Carmel reflects on a generation of girls desiring the power of men, but fearful of abandoning what is expected and proper. When these bright but confused young women land in late 1960s London, they are confronted with a slew of new preoccupations--sex, politics, food, and fertility--and a pointless grotesque tragedy of their own. Hilary Mantel's magnificent novel examines the pressures on women during the early days of contemporary feminism to excel--but not be too successful--in England's complex hierarchy of class and status.
