Curriculum and Context
In this way, he locates curricular developments within the climate of thought from which these policies emerged. The philosophy and ideology underpinning successive curricula are examined, along with the successes and shortcomings of curriculum implementation in each period. This historical analysis of the evolution of the primary curriculum in Ireland has much to offer researchers and policymakers in the contemporary context, amid ongoing curriculum development.
Foreword by John Coolahan xix
Foreword This book is the first comprehensive historical analysis of curriculum policy, development and implementation in Irish primary schools, over the cen- tury from the 1890s to the 1990s. Up to recent decades, primary schooling was the only exposure to formal education for the great majority of the people. This adds a particular significance to the study. The curriculum and its implementation form the core features of pupils’ schooling experi- ence. This detailed study of what was taught, why it was taught, and how it was taught provides a very informative insight into the nature of the pri- mary education experience of many generations. However, because of the approach taken by the author, as well as being a history of the curriculum, it is also a very informative history of Irish primary education shaped by the political, religious, social and economic changes in Irish society over this eventful century. The book is very well structured. The body of the text comprises three main sections, each with three chapters. In each section the author researches and analyses key epochs of curricular change: – 1897 to 1922; 1922 to 1971; 1971 to 1990. During the first period, Ireland was still under British rule. The turn of the twentieth century was a most lively time in European educational thinking and this had a major impact on the reform ef fort. It was also an exciting period in the Irish cultural revival movement. The author captures all the currents of thought and aspirations very well....
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