Paul Bracey

Boys’ Underachievement: issues, challenges and possible ways forward

Abstract This article considers the issue of boys’ perceived lack of achievement at 16 and the context within which this issue has developed. In addition to conducting a review of relevant literature concerned with boys’ achievement, case study research was carried out in three comprehensive schools in the Midlands, taking the form of interviews with one senior member of staff from each school with a specific responsibility for boys’ achievement. The purpose of the interviews was to consider how different schools perceived the issue of boys’ underachievement and to examine the strategies employed by each to combat it. The discussion of the research indicates some significant factors affecting the ways in which boys identify themselves as being ‘male’ and which may influence their behaviour and attitudes towards school and towards their peers. The authors attempt to place the issue of boys’ underachievement into a wider social context and consider other factors which may have a bearing on the issue. The authors then attempt to relate the experiences of these three schools, and their other research, to the national picture and suggest ways in which teachers nationally may take steps to address the issue of boys’ underachievement within their own schools.

Teaching for Diversity? Exploring an Irish Dimension in the School History Curriculum since c.1970

This paper asserts that an Irish dimension within the English History curriculum since c.1970 reflects approaches towards diversity. An Irish dimension is explored within the context of Multicultural Britain, debates over ways in which the past has been constructed and changes in the history curriculum. It is argued that that there is a relationship between these three elements, to some extent, in principle but that there remains a need to determine how far this has been the case in practice.

‘Shaping the Future’, Black History and diversity: teacher perceptions and implications for curriculum development

ABSTRACT This study provides an evaluation of history subject leaders perceptions of a project called ‘Shaping the Future’, together with their attitudes towards Black History and diversity. It found that primary subject leaders were less likely to attach importance to these dimensions than their counterparts in secondary schools, whilst only a small minority of subject leaders made use of the project. Nevertheless, the findings provided insights into how some subject leaders used them as threads or within topics in their curriculum. The study argues that this provides a model for developing Black History as a means of understanding the past which is applicable to meeting the needs of all children.

Perceptions of the Contribution of an Irish Dimension in the English History Curriculum.

This paper asserts that an Irish dimension should be taught within the context of diversity within the English history curriculum. The study explores perceptions of a wide range of respondents through the use of questionnaires and interviews undertaken during the period 2002–2007. Research findings suggest that perceptions of the place of Ireland in the history curriculum in UK schools are influenced by attitudes ranging from pragmatism to values associated with identity and diversity. The period from 2007 has also seen a plethora of reports related to diversity which have included specific references to an Irish dimension. There appeared to be a strong case for developing planning principles to underpin the place of an Irish dimension in the curriculum. Consequently, the final stage of the paper provides a curriculum model which relates an Irish dimension to the development of diversity and an inclusive map of the past.

An evaluation of pupil perceptions of Ireland, Irish history and its contribution to history teaching in our multicultural society

This article uses case-study research to explore pupil perceptions of Ireland and its impact on learning an aspect of Irish history. The topic is linked to multicultural perspectives within both history and citizenship. Survey data is used to provide an insight into pupil knowledge and perceptions of Ireland by comparing it with their perceptions of England, Scotland and Wales. This is related to diary and focus study responses given by the children when studying a unit of work. The research suggests that the historical knowledge of the pupils registered poorly against other forms of knowledge, and is often related to recent events reported in the media; also, that family influences are as important as school. This does not appear to have adversely affected the childrens response to studying about Irelands past with respect to this particular study, although it is possible that family links could have some impact on pupil discourses. The overall conclusion is that the study of Irelands past has the potential to enhance the quality of history and citizenship education in the context of our multicultural society.