Divergent Pathways in North-South Education Policy Development in Ireland in the 1920s: Exploring the Influence of the First Ministers for Education on Both Sides of the Border

Autor/inn/en	Thomas Walsh; Noel Purdy
Titel	Divergent Pathways in North-South Education Policy Development in Ireland in the 1920s: Exploring the Influence of the First Ministers for Education on Both Sides of the Border
Quelle	In: History of Education, 54 (2025) 1, S. 56-75Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas Walsh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2024.2405083
Schlagwörter	Forschungsbericht; Educational Policy; Educational History; Public Officials; Religious Factors; Political Attitudes; Self Concept; Elementary Education; Ideology; Foreign Countries; Educational Change; Curriculum Development; Biographies; Protestants; Catholics; War; Government Role; State Church Separation; Irish; Language Role; Language Attitudes; Church Role; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Political attitude; Politische Einstellung; Selbstkonzept; Elementarunterricht; Ideologie; Ausland; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Biography; Biografie; Biographie; Protestantism; Protestantismus; Katholik; Krieg; Kirche-Staat-Beziehung; Irisch; Sprachverhalten; Kirchenbild
Abstract	A long tradition of both State and religious interest and support characterised provision for education on the island of Ireland from the 1700s. Following the partition of Ireland in the 1920s, the newly created political entities of the Irish Free State and Northern Ireland forged separate and distinct education policy trajectories that largely reinforced and propagated the dominant identity in each jurisdiction. This article explores and assesses the contributions of the first Ministers for Education in the Irish Free State and in Northern Ireland in the 1920s, Eoin MacNeill and Lord Londonderry, respectively. A particular emphasis is placed on their influence, impact and legacy on primary education policy development and enactment. Ultimately it could be argued that both Ministers can be characterised to a certain extent as political failures in terms of introducing and embedding education policy that aligned with their personal or political ambition and ideology. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06