Gender Perspectives and Junior Cycle History

Biographical Information on the Gender History Project Research Team

Dr. Deirdre Raftery is a lecturer in the

Education Department, University College Dublin.

She is a Research Associate at Girton College,

Cambridge (2005), and at the Centre for Gender

and Women's Studies, Trinity College Dublin. Author

of a number of books and papers, Dr. Raftery is also

designing School Development Planning initiatives

for schools.

Dr. Maryann Valiulis is the Director of the Centre

for Gender and Women's Studies, Trinity College

Dublin as well as directing the Research Unit of the

Centre. Dr. Valiulis has published extensively in the

field of Irish history, including both traditional and

women's history.

Judith Harford, B.A., M.A., H.Dip.Ed., is a lecturer

in the Education Department, University College

Dublin. She is the recipient of the Dr. Mary L.

Thornton scholarship in education (2003) for

doctoral research in women’s history.

Jennifer Redmond, B.A., M.Phil., is a researcher

at the Centre for Gender and Women’s Studies, Trinity

College Dublin. She is currently undertaking doctoral

research in the area of Irish women’s emigration in the

Free State period for which she was awarded a Trinity

Studentship (2004).

Catherine Cregan, B.A., M.Phil., is a part-time

researcher at the Centre for Gender and Women’s

Studies. Her thesis research was on the moral and

political philosophy of Mary Wollstonecraft.

Courtesy of the National Library of Ireland

Gender Perspectives in the Delivery and Assessment of Junior Cycle History

SUMMARY REPORT2004

i

Dr. Maryann ValiulisJennifer RedmondCatherine Cregan

CENTRE FOR GENDER & WOMEN’S STUDIES

TRINITY COLLEGE DUBLIN

Dr. Deirdre RafteryJudith Harford

EDUCATION DEPARTMENT

UNIVERSITY COLLEGE DUBLIN

ii

1

Contents

Background to Research Project and Acknowledgements 3

Foreword 5

Chapter 1 Literature Review of Gender Perspectives in Education 7

Chapter 2Experiences and Attitudes of Pre-service History Teachers (H.Dip.Ed. Students) 13

Chapter 3Analysis of Research Data on Junior Cycle Textbooks 17

Chapter 4Analysis of Research Data on Junior Certificate Examinations 27

Chapter 5Analysis of National Questionnaire 31

Chapter 6Conclusions and Recommendations 37

2

3

Background to Research Project and Acknowledgements

The Gender Research History Project was undertaken by the Centre for Gender and Women’s

Studies, Trinity College, and the Education Department, University College, Dublin. The research

team consisted of the principal investigators, Dr. Deirdre Raftery of UCD and Dr. Maryann Valiulis

of TCD; the research coordinator, Judith Harford, UCD; and the researchers, Jennifer Redmond and

Catherine Cregan, TCD. It was funded by a two-year grant from the Gender Equality Unit of the

Department of Education and Science and commenced in December 2002. The main body of the

research was undertaken during 2003.

Expert Advisory Panel

Dr. Robert Kirkpatrick, Department of Education and Science

Ms. Anne V. O’Connor, Historian and History Teacher

Ms. Mary O Dubhain, History Teachers’ Association

Dr. Deirdre Raftery, UCD

Dr. Maryann Valiulis, TCD

Mr. Brendan Walsh, Lecturer in Education, NUI Maynooth

Honorary Advisory Board

Dr. Margaret MacCurtain

Susan M. Parkes, FTCD

The research project team would like to thank the Gender Equality Unit of the Department of

Education and Science, the Expert Advisory Panel, the Honorary Advisory Board, and all teachers of

the Junior Certificate History Cycle who graciously shared with us their insights and experiences.

Many thanks to the History Teachers’ Association of Ireland for their collaboration. The team also

acknowledges the cooperation of Donal Fitzsimons, Education Resource Centre, UCD, and TCD

Library. We are grateful to the National Library of Ireland for permission to reproduce a

photograph from their Lawrence Collection on the inside cover of this report. Our thanks to

Martina Harford of the Smurfit Group for her support. Special thanks to Rhona MacSweeney of

the Gender Equality Unit for her continued interest in this research.

4

Foreword

All civilizations look to history to provide a sense of identity, a chronicle of events, an understanding

of contemporary social structures and processes, and a documentation of cultural development. The

potential for intellectual and social formation made possible through inquiry-oriented approaches to

the study of history among school children has been a welcome development at Junior Cycle. In line

with stated Government and Department of Education and Science policy on gender equality, the

study of history at Junior Cycle should offer pupils an understanding of how women as well as men

have helped to shape the world in which they live.

The research on which this report is based is thus opportune. It provides detailed material for

reflection on the teaching and learning of history at Junior Cycle. It gives valuable insights into the

intellectual formation and gender socialisation provided by the curriculum, by the texts and by

assessment at Junior Certificate level. The research also presents the views and insights of student

teachers, and practising teachers based on a national questionnaire. The findings will be of central

interest and importance not only to teachers of history but to teachers of all subjects, teacher

educators, researchers, policy-makers, curriculum developers and book publishers.

The project is the outcome of a synergistic partnership between two universities and the Department

of Education and Science. The Gender Equality Unit at the Department of Education and Science

funded the study. The research was conducted by Dr. Deirdre Raftery and Ms. Judith Harford of the

Education Department, University College Dublin, and by Dr. Maryann Valiulis, Ms. Jennifer

Redmond and Ms. Catherine Cregan at the Centre for Gender and Women’s Studies, Trinity College

Dublin. Together they have illustrated the hidden curriculum underlying the formal curriculum and

have raised important issues for the teaching of history and for gender studies.

Professor Sheelagh Drudy

Education Department

University College Dublin.

5

6

Chapter One Literature Review of Gender Perspectives in Education

7

‘ The Report on the National EducationConvention (1994) observed that “ it is generally agreed that thepromotion of gender equality should be a fundamental aim.”’

1. Literature Review

The importance of a gender-balanced

curriculum is widely advocated.

Gender-balance in schools is understood

to be awareness of, and commitment to,

gender equality. It requires that pupils,

teachers and the wider education community

understand how gender identity is constructed

and how gender equality is best promoted.

A number of fundamental variables shape and

inform how gender equality is constructed in

schools, most significantly the curriculum,

both formal and hidden. The formal

curriculum represents the subjects deemed

appropriate to be taught in schools.

Significant aspects of formal learning in

schools include teaching methodologies,

teaching and learning resources, evaluation and

assessment procedures and prescribed

textbooks. The hidden curriculum is more

subtle and refers to school ethos, social

practices and values that are fostered outside

of formal lessons. Research into the hidden

curriculum in Irish schools indicates that

schools are characterised by a ‘hidden

curriculum’, which is ‘individualistic and

competitive’ (Lynch, 1989).

The hidden curriculum can serve to undermine

attempts at gender equality in the classroom

and often works to perpetuate and reinforce

existing stereotypes. The consensualist nature

of the Irish education system has prevented

debate and research on the gendered nature

of the curriculum until relatively recently

(Lynch, 1987).

1.1 Policy Context

Over recent years, gender equality has become

a policy issue for successive Irish governments.

A number of international gender equality

agreements have been adopted, including most

significantly the Convention on the Elimination

of All Forms of Discrimination against Women

(CEDAW) adopted in 1979 by the UN General

Assembly, and the UN Beijing Platform for

Action adopted by Governments participating

in the Fourth World Conference on Women,

1995. A number of policy initiatives have also

been taken at national level including the

Equal Status Bill, 1997 and the Employment

Equality Act, 1998, both of which provide an

unequivocal commitment to, among other

issues, gender equality.

8

In the educational sphere, the importance of

promoting gender equality has also been

espoused. A number of policy documents have

over recent years given a clear commitment to

the promotion of gender equality in schools

and in the wider education community. The

Green Paper, Education for a Changing World

(1992), noted that ‘the achievements and

contribution of women to the country’s

economic, social and cultural life, past and

present, must receive much more emphasis in

all subjects’ (p. 69). It further observed that ‘all

educational institutions… will develop and

publish an active policy to promote gender

equality… A review of all teaching materials in

use in schools will be undertaken on a regular

basis and action will be taken to ensure that

unsuitable material will be withdrawn or

adapted’ (pp. 70-71).

The Report on the National Education

Convention (1994) observed that ‘it is

generally agreed that the promotion of gender

equality should be a fundamental aim.’ It also

highlighted the need ‘to examine the context of

knowledge itself in a variety of subject areas,

since this has been a major influence in the

formation of self-image and stereotypes and

may well be closely related to stereotyped

subject choices’ (p. 119). The White Paper,

Charting Our Education Future (1995) gave a

commitment that ‘specific emphasis will be

placed on combating sexual stereotyping and

ensuring that the manner in which programmes

are taught does not unwittingly reinforce

gender bias’ (p. 130). The Education Act

(1998) recommends that schools should aim to

‘promote the moral, spiritual, social and

personal development of students…promote

equality of opportunity for both male and

female students’ (p. 13).

1.2 Research on theGendered Curriculumin Ireland

Considerable research has been carried out on

the issue of gender equality in Irish schools.

Throughout the 1980s and 1990s, a number of

key reports examined gender equality in

primary schools (Kellaghan et al., 1985; Lewis

and Kellaghan, 1993). More emphasis recently

has been placed on the significance of gender

equality and a gendered curriculum in post-

primary schools. The Economic and Social

Research Institute has examined the issue of

co-education and performance in schools

(Hannan et al., 1996). This study found that

differences in performance at Junior Certificate

examination between coeducational and single-

sex schools were the result of differences in

social class background as well as the result of

differences in the levels of attainment of

different cohorts of students. The National

Council for Curriculum and Assessment

(NCCA) has also carried out significant

research in the area of gender and performance

in examinations. Their longitudinal study of

the 1994 Junior Certificate cohort’s

performance at the subsequent Leaving

Certificate examinations (1996 and 1997)

found that girls were significantly

outperforming boys. This finding was

confirmed by a subsequent Report of the

Economic and Social Research Institute

(Smyth, 1999). A further study by the NCCA

(2003) examined the 2000/2001 Junior and

Leaving Certificate examination results by

gender and achievement. In particular, this

research examined the contribution that

examination systems and assessment

techniques make to gender-related differences

in examination performance and achievement.

9

It concluded that patterns of Junior Cycle level

are significantly effected by the different levels

of entry (Foundation, Ordinary, Higher) both

available and chosen and that girls were

generally out-performing boys at Junior Cycle

level, largely because greater numbers of them

were entering for higher level papers. This in

turn impacted on their educational

opportunities at Leaving Certificate level,

where gendered patterns of entry for subjects

and levels were again discernible. This trend

was not unique to the Irish system of education

but was borne out in the experience of a

number of countries. This study also

underlined the importance of the assessment

techniques and instruments used and how these

may interact with the gender of candidates

(Elwood and Carlisle, 2003).

Looney and Morgan (2001) in an examination

of the provision at Junior Cycle level of

subjects not normally included in the state

examinations, such as Religious Education,

Physical Education and Social, Personal and

Health Education, found that the curriculum is

noticeably gendered in the Junior Cycle of

single-sex post-primary schools.

They observed that boys spent more time in

traditional subjects in the verbal and logic-

mathematical domains, while less in the inter

and intra-personal areas. The increased

amount of time spent by boys in these areas

did not necessarily translate into higher levels

of achievement (Looney and Morgan, 2001).

Such findings have resulted in a public debate,

both in the media and in educational circles,

regarding the underachievement of boys (see

Yates, 1997; Epstein et al., 1998; Griffin,

1998). The issue of male academic

underachievement is becoming an international

concern (Weiner et al., 1997). Some writers

have labelled the situation a ‘moral panic’.

However, as a number of feminist scholars

point out, this sense of panic was noticeably

absent when girls were underachieving (Epstein

et al., 1998). More recent studies have

questioned the existence of a gender gap and

have suggested the homogenisation in

performance between boys and girls (Arnot et

al., 1999).

10

References

Department of Education,

(1992) Green Paper,

Education for a Changing World.

Dublin: Stationery Office.

Department of Education,

(1995) The White Paper,

Charting Our Education Future.

Dublin: Stationery Office.

Department of Education,

(1995) Report on the

National Education Convention.

Dublin: Stationery Office.

The Education Act, (1998)

Dublin: Stationery Office.

Arnot, M., David, M. and J. Weiner, (1999)

Closing the Gender Gap: Postwar education

and social change. Cambridge: Polity Press.

Coolahan, J. (ed.) (1994) Report on

The National Education Convention.

Dublin: National Education Convention

Secretariat.

Elwood, J. and K. Carlisle,

(2003) Examining Gender.

Dublin: NCCA.

Epstein, D., Elwood, J., Hey, V., and J. Maw,

(1998) ‘Schoolboy frictions: feminism and

“failing boys,”’ in: D. Epstein, J. Elwood,

V. Hey and J. Maw (eds.) Failing Boys?

Buckingham: Open University Press.

Griffin, C. (1998) ‘Representations of youth

and the “boys’ underachievement” debate:

just the same old stories?’ Paper presented at

‘Gendering the Millennium’ International

Conference, University of Dundee,

11-13 September.

Hannan, D., Smyth, E., McCullagh, T.

O’Leary, R. and D. McMahon, (1996)

Coeducation and Gender Equality.

Dublin: Oak Tree Press.

Kellaghan, T., Fontes, P.J., O’Toole, C.

and O. Egan, (1985) Gender Inequalities

in Primary-School Teaching.

Dublin: Educational Company.

Lewis, M. and T. Kellaghan,

(1993) Exploring the Gender Gap in Primary

Schools, Dublin: Educational Research Centre.

Looney, A. and M. Morgan, (2001)

‘“A Gendered Curriculum?” An Investigation

of Some Aspects of Curriculum Provision in

Post-Primary Schools,’ Irish Educational

Studies, Vol. 20, Spring.

Lynch, K. (1987) The Universal and Particular

Gender, Class and Reproduction in Second-

Level. Dublin: University College Dublin,

UCD Women’s Studies Forum:

Working Papers.

Lynch, K. (1989) The Hidden Curriculum:

Reproduction in Education, a Reappraisal.

London: Falmer.

11

12

Millar, D. and D. Kelly, (1999) From Junior to

Leaving Certificate: A longitudinal study of

1994 Junior Certificate Candidates who took

the Leaving Certificate Examination in 1997 –

Final Report. Dublin: NCCA.

Smyth, E. (1999) Do Schools Differ?

Academic and Personal Development among

Pupils. Dublin: Oak Tree Press.

Weiner, G., Arnot, M., and M. David, (1997)

‘“Is the future female?” Female success, male

disadvantage, and changing gender patterns in

education’, in Halsey, A.A., Brown, P., Lauder,

H. and A. Stewart-Wells, (eds.) Education,

Culture, Economy and Society.

Oxford: University Press.

Yates, L. (1997) ‘Gender equity and the boys

debate: what sort of challenge is it?’

British Journal of Sociology of Education, 18,

pp. 337-347.

Chapter Two Experiences and Attitudesof Pre-service History Teachers (H.Dip.Ed. Students)

13

2. Overview

It was decided that the experiences and

attitudes of pre-service history teachers would

be relevant to this study for a number of

reasons. First, it would be possible to examine

their reflections on being taught history, and

whether or not they believed they experienced

a gender-balanced curriculum. Second, it

would be possible to make observations on

whether or not they expected to adopt the

teaching ‘style’ which they had experienced as

pupils. Finally, it would be possible to establish

whether pre-service teachers embraced the

concept of a gender-balanced history

curriculum, or were hostile to this concept.

2.1 Sample

The research was carried out using a

convenience sample of students taking the

Higher Diploma in Education, at University

College Dublin, in the academic year 2003-

2004. The students had been educated at

schools throughout the country. Given that

they were planning to pursue careers as history

teachers, it was expected that they would be

well suited to reflecting on their own

experience of being taught history. There were

forty-six respondents: twenty were male and

twenty-six were female. They were undertaking

teaching practice in history at a range of

schools. The majority of respondents (41%)

were teaching at all-girl secondary schools,

while 35% were teaching at all-boys secondary

schools and the remaining 24% were teaching

at mixed-sex schools. Of these schools, 15%

were designated disadvantaged. The students

volunteered to participate in the study, and

completed a questionnaire that had been

piloted on the H.Dip.Ed. Class of 2002-2003.

This section of the research project was

ancillary to the main task of conducting a

national survey of practitioners, but was

nonetheless useful. It provides some insight

into the priorities of pre-service teachers, and

their ability to reflect on their learning and

their teaching.

2.2 Findings

(a) The experience of being taught Junior

Cycle history

The majority of respondents (66%) had taken

the Junior Certificate history examinations

whilst at school, and therefore had experienced

being taught the curriculum. The curriculum

had been delivered by both male and female

teachers: 43% of respondents were taught by

male history teacher only; 26% were taught by

female history teachers only; and 31% were

taught by both male and female history

teachers.

The resource in regular use in the history

classes was the textbook. The respondents had

been taught without any use of the following

resources: slides, computers, internet access,

DVDs, and CDs. It was expected that IT

related resources would not have been in

common usage in the period in which the

respondents were taking Junior Cycle history.

However, the use of resources other than the

textbook was limited. The term ‘regular’

indicated the use of the resource at least once

in every four lessons. Whilst 40% of

respondents were taught via the regular use of

the textbook in class, 23% had also watched

TV/videos, 22% had used maps/charts; 11% of

respondents had experienced the use of

photographs; 11% had worked with

14

documents; 8% had been taught with the

regular use of an overhead projector, 3% had

used facsimile materials, and 1% had

experience of using resource packs.

(b) The experience of teaching history

The research indicated the types of resources

commonly used in history classes by the

H.Dip.Ed. students. The textbook remains an

important vehicle for the delivery of the

syllabus (54%). However, other sources are

also in regular use. This suggests greater

availability of technology in schools, and a

willingness amongst H.Dip.Ed. students to

incorporate the use of equipment into their

classes. The results indicated that 77% of

respondents make use of TV/Video; 37% used

the OHP reguarly; 24% used the internet; 12%

used DVDs and 5% used CDs. The

respondents were not only making use of the

resources they had experienced as pupils, but,

overwhelmingly, greater use was being made of

these resources: 27% used maps/charts; 21%

used photographs as a teaching aid; 11% used

facsimile materials; 7% used documents and

5% used resource packs.

The ease with which respondents have adapted

to using such a variety of teaching resources

may be due to the increased availability of

resources at their schools, and to the fact that

they have access to the Education Resource

Centre (UCD) during the H.Dip.Ed. year. It is

also important to recognise that H.Dip.Ed.

Students and Newly Qualified Teachers

(NQTs) may experiment with resources in

order to establish their preferred teaching

methods. In addition, H.Dip.Ed. students may

incorporate the use of a variety of resources

into their lessons in response to the

expectations of their lecturers and supervisors.

A longitudinal study of history teachers and

their use of resources in the classroom would

provide a more complete picture of the nature

of change over time.

2.3 Gender awareness

The respondents indicated the degree to which

their history teachers had made them aware of

the experiences and contributions of men and

women, during the delivery of the curriculum.

Female respondents were more likely to have

been made equally aware of the contributions

and experiences of women and men (43%),

whilst this was the experience of 27% of male

respondents. A total of 25% of all respondents

reported that they were rarely made aware of

the experience of women whilst they were

studying history at school.

The questionnaire then invited respondents to

give some information on their own delivery of

a gender-balanced curriculum. A total of 71%

indicated that they made their pupils equally

aware of the experiences and contributions of

both men and women. They were in agreement

that the contributions and experience of men

were given adequate attention in the textbooks

(98%). By contrast, 55% considered that the

contributions and experience of women were

given adequate attention in the textbooks.

A total of 95% indicated that the contributions

and experience of men were given adequate

attention in the Junior Certificate

examinations, while 44% considered that the

examinations gave adequate attention to the

experiences and contributions of both men

and women.

15

A total of 54% of respondents indicated that

there was a need to revise the textbooks to

include greater focus on the contributions and

experience of men, whilst 93% indicated that

there was a need to revise the textbooks to

include greater focus on the contributions and

experience of women. The respondents had

similar views concerning the need for more

resource packs, videos/DVDs, facsimile

materials and photographs.

Whilst the need was expressed with reference

to teaching about both women and men,

respondents indicated a greater need for all of

these resources to reflect the experiences and

contributions of women in the past.

The respondents indicated that they made

decisions about what to teach based on (1)

their desire to widen pupils’ knowledge of

history; (2) the level or ability of their pupils;

and (3) the probability that the topic being

taught would be included for assessment in the

Junior Certificate examination.

16

‘ A total of 71% indicated that they made theirpupils equally aware of the experiences andcontributions of both men and women. They were in agreement that the contributionsand experience of men were given adequateattention in the textbooks (98%). By contrast,55% considered that the contributions andexperience of women were given adequateattention in the textbooks.’

Chapter Three Analysis of Research Data on Junior Cycle Textbooks

17

3. Textbook Research

This chapter summarises the findings of our

analysis of textbooks used in the Junior Cycle

History curriculum. Both questions and

illustrations were examined. The aim of the

research was to produce a comprehensive

gendered analysis of all texts used in the study

of History at Junior Cycle level.

3.1 Introduction to TextualAnalysis

Textbooks are the main learning resource used

by teachers and the primary resource that all

students use.1 Thus, an important part of our

research project was the analysis of textbooks

used for the period, 1992-2002.

Fifteen texts were analysed in total, including

the most popular series of textbooks, as well as

any that would be available to be used by

teachers in the specified time period.2 The texts

were analysed in two key ways: first, in terms

of the types of questions that were asked in

each chapter or section; and second, in terms

of the illustrative material that they contain,

encompassing photographs, maps,

reproduction of propaganda and any other

visual images used in the texts.

3.2 Methodology

A research template was designed to both

represent the information and to assist the

classification of the data by the researchers

using the Excel package. This package offered

the advantages of being able to display the

data in tabular format and to calculate

statistical information that further highlights

the results of the research. Different types of

tables were used to highlight our data. In

addition, detailed files for each text were

produced, along with abbreviated tables, pie

charts and bar charts to represent the final

data. At a later stage SPSS was also used in the

construction of graphs and charts and in the

final statistical analyses of the data collected.

3.3 Textual Analysis:Questions

There are a number of possible approaches to

analysing gender perspectives prevailing in

Junior Cycle History textbooks, including

word counts of gendered language and a

gendered analysis of the topics chosen in the

books. However, we decided to analyse the

questions asked in these textbooks, which

created specific data on what the student is

being asked to learn.

Questions are extremely important in the

context of textbooks for two reasons: first,

because they highlight what is deemed to be

the most important information in the chapter;

and second, because these questions are

primarily used by teachers for homework

purposes and therefore influence the

information that the student will highlight and

retain from each chapter or section.

3.4 Methodology

In order to produce a gendered analysis of the

textbooks in relation to their questions, it was

necessary to quantify how men and women

were represented in questions and the types of

18

1 Textbooks were judged by the team to be the primary teaching and learning tool used in the Junior Cycle History course, a fact borne out by the National Questionnaire in which it was found that 97% of teachers surveyed used textbooks in their teaching.

2 All fifteen texts were later verified in the National Questionnaire as being currently used by teachers.

questions asked about them. To this end the

following categories were created under which

the questions would be designated:

‘Male’

‘Female’

‘Male and Female’

‘Other’

3.5 Definitions ofCategories

Male: This category was used to encompass

questions that either named specific male

individuals or specific male groups.

For example:

“What did Neville Chamberlain declare he had

achieved in his talks with Hitler?”

Female: This category was used to encompass

questions that either named specific female

individuals or specific female groups.

For example:

“When was Countess Markievicz born?”

Male and Female: This category was used to

encompass questions that either named specific

men and women together, or specific groups

that had male and female membership, or

asked about “people”.

For example:

“Name the rulers that sponsored the voyage of

exploration undertaken by Columbus.”

Other: This category was used to encompass

questions that did not have a gendered nature,

and were about either specific events or about

objects, inventions or buildings.

For example:

“Give two reasons why linen production

boomed after the Ulster plantation.”

Thus, for each textbook, the template shown

as Table 3.1 was used.

This system ensured efficiency and provided

accessibility. More importantly, however, it

created standard categories for each text in the

study, which ensured consistency in the

classification of all data across all texts.

3.6 Summary Findings

The total number of questions analysed in the

study was 11,019. The category breakdown

was: Male, 3,846; Female, 212;

Male and Female, 1,687; and Other, 5,274.

19

Chapter No. Male Female Male and Other Total Female

1 *** * **** 8

2 ** **** 6

3 *** * ** ***** 11

Table 3.1: Sample of research template

Fig. 3.1 on p. 21 shows the percentage

breakdown of the above data.

Taking a nuanced breakdown of this data,

if the questions are analysed in terms of gender

only, Fig. 3.2, p. 21, shows the percentage

breakdown of the questions.

Across the fifteen texts average results were

calculated for questions in each chapter or

section relating to each category. Table 3.2,

p. 21, shows the results in each question

category in terms of the lowest and highest

average percentage of questions.

3.7 Conclusion

We see a consistent average of one third across

the texts of questions that relate to males,

whilst questions that relate to women are

dismally low at less than 5% of the total

questions. Even if one considers the argument

that women’s history is generally a part of

social history, which makes up only part of the

course, there is still a vast gap between the

number of questions asked about men and

those about women, which indicates a gender

imbalance in the kinds of questions being

asked in Junior Cycle History textbooks. This

gender imbalance is consistent across the time

period 1992 –2002 and across all revised

editions of the textbooks, thus demonstrating

that the curriculum commitment to gender

equality and the discoveries made in women’s

history have not been incorporated into the

production of Junior Cycle History textbooks.

There are two significant issues relating to the

issue of language in the textbooks. First, there

are certain questions about women that are

clearly biased. For example, there was a

question asking what were the faults of Marie

Antoinette, whilst no similar question is asked

about her husband. Another question on this

topic asks the student to name (a) Louis XVI’s

main palace and (b) his queen. Marie

Antoinette is thus a commodity/possession of

the king on equal terms with his palace.

Second, there is a tendency in the textbooks to

ask questions that appear to be gender neutral,

but when analysing the information a student

would use to answer the question, the highly

gendered nature of the information is

highlighted: only information on men is

provided. Related to this second issue is that of

the use of gender neutral or gender inclusive

language. The more recent textbooks use

formulations such as his/her or he/she when

asking questions at the end of chapters or

sections, but the information that is contained

in the body of the text often does not offer

equal information on male and female

experience, either separately or together. For

example: “Name a Renaissance painter and

one of his/her works”. There is only one text

out of the series of fifteen that details the lives

and works of female Renaissance painters, thus

a student cannot help but give information

only on men.3 The use of this gender inclusive

language appears empty without the adequate

information to answer the question in a gender

inclusive manner.

3.8 Textual Analysis:Illustrative Material

An important part of every textbook is the

visual content contained in each chapter or

section. It serves to highlight information, and

is often used in texts as a form of

20

3 The text that contains information on this topic ranked as the 4th most popular textbook series used in the National Questionnaire.

21

Fig. 3.1: Breakdown of all questions by category

Fig. 3.2: Nuanced breakdown of questions by gender

Table 3.2: Lowest and highest average percentage of questions by category

Question Category Lowest Average % Highest Average %of Questions of Questions

Male 23.78% 46.62%

Female 0.29% 7.16%

Male and Female 6.73% 25.48%

Other 33.44% 60.59%

35%

15%

48%

2%

35% Male

2% Female

15% Male and Female

48% Other

67%

29%

4%

67% Male

4% Female

29% Male and Female

supplementary data to the main body of the

written text. For this reason it is important to

analyse the visual content in terms of gender

and the kinds of images shown.

3.9 Key Terms

The term used to describe the visual content in

textbooks in this report is ‘Illustrative

Material’ as this encompasses all types of

visuals as well as indicating that they are used

in a complementary and supplementary way to

the main text. Examples of illustrative material

used in the texts were: photographs,

advertisements, political cartoons/propaganda,

artists’ impressions, art (paintings, sculptures),

and maps.

In order to produce a gendered analysis of the

illustrative material in the textbooks, it was

necessary to define how men and women were

represented in the illustrations. For this

purpose categories of analysis were used to

describe the content of the Illustrative

Material. These are called Representation

Codes and in total there were 24 different

codes. The categories were determined in

reference to the illustrations in the texts to be

analysed. The following is a comprehensive list

of all codes used:

22

Table 3.3: List of representation codes

Representation Codes Definition

1 Within a domestic setting 2 As political leaders 3 As religious/spiritual leaders, or In religious setting or context 4 As women’s rights activists/leaders 5 As educational leaders 6 As sporting figures 7 As popular culture figures or in such a setting 8 As legal figures 9 As economic/business figures 10 Artists 11 Within propaganda 12 Social/political activists 13 As politicians 14 As monarchy or nobility 15 Within a science/medicine/ technology context 16 As geographical explorers 17 As subjects of art 18 Within a generalised public setting 19 In industry 20 In agriculture 21 As immigrants/emigrants/migrants 22 In a military or war context 23 As wife or partner of a famous manOther Any non-gendered illustrative material

3.10 Methodology

The illustrations were analysed in three

categories:

1. In relation to the size of the illustration,

determined as being small, medium

and large.

Small illustrations were defined as those that

measured ≤ 2.5 inches x 2.5 –3 inches.

Medium illustrations were defined as those

that measured ≤3.5 x 3.5.

Large illustrations were defined as those that

measured anything in excess of the above

measurements.

2. In relation to the gender represented in the

illustration, i.e., ‘Male’ or ‘Female’ or a

combination of ‘Male and Female’.

The categorisation ‘Other’ was used

to describe any illustration that could

not be defined as gendered.

The categorisation of the illustrative

material followed the same rationale and

application as that used in the

categorisation of the questions in

the textbooks.

3. Using Representation Codes to define the

context of the illustrations. These

Representation Codes were applied in the

same way throughout the fifteen texts.

3.11 Summary Findings

(a) Total Breakdowns of Data

A total of 5,878 illustrations were examined.

Fig. 3.3 represents a breakdown of the

Illustrative Material according to gendered

category.

Similar to the analysis of the questions in

the texts, average results were calculated for

Illustrative Material in each chapter or section

relating to each category by gender.

23

Fig. 3.3: Breakdown of total illustrative material by gender

Male 2,482

Female 356

Male and Female 791

Other 2,249

71%

20%

9%71% Male

9% Female

20% Male and Female

The average number of illustrations relating to

each gender category were: Male, 43.42%;

Female, 6.40%; Male and Female, 13.66%;

and Other, 36.53%.

Table 3.4 shows the results in each category

in terms of the lowest and highest average

percentage of illustrations.

(b) Breakdown by Size of Data

As a total of all the textbooks examined,

70% of all Illustrative Material was of the

small size, 24% were medium size, and 6%

were large size.

Fig. 3.4 (below), 3.5 & 3.6 (p. 25) respectively

show the breakdown of Illustrative Material by

size category.

1. Small Size Illustrative Material

2. Medium Size Illustrative Material

3. Large Size Illustrative Material

24

Table 3.4: Lowest and highest average percentage of illustrative material by category

Illustrative Material Lowest Average % Highest Average % Gender Category of Illustrations of Illustrations

Male 22.70% 56.35%

Female 2.49% 17.30%

Male and Female 4.86% 17.96%

Other 19.34% 65.75%

Fig. 3.4: Breakdown of small size illustrations by gender

64%

29%

7%

64% Male

7% Female

29% Male and Female

25

Fig. 3.5 Breakdown of medium size illustrations by gender

Fig. 3.6: Breakdown of large size illustrations by gender

52%45%

3%

52% Male

3% Female

45% Male and Female

3.12 Conclusion

Given the fact that small size is predominant,

it is noteworthy that men are seven times more

represented than women in this category.

Men are also over seven times more

represented than women in the medium size

illustrations, and over 17 times more

represented than women in the large size

illustrations.

When analysing the Illustrative Material it also

became apparent that the type of language that

is used to describe women is not adequate in

crediting them with their full achievements.

For example, in one text there appears a

photograph of Maud Gonne, with the caption

stating that she was the mother of Sean

McBride, which is a historical fact, but

nevertheless not a description of her only

role or significance in Irish history. Rather it

emphasises the stereotyped role of an Irish

mother instead of her important role as an

activist, a revolutionary and a prominent

public figure.

This stereotypical representation was also

found in textbooks in the artist’s impressions

of a particular era. For example, in one text

there is an artist’s depiction of a Celtic family

showing a scene where the mother is putting

on make-up at a primitive dressing table.

26

Chapter Four Analysis of Research Data on JuniorCertificate Examinations

27

4. Introduction

This chapter provides an analysis of the

examination papers for Junior Cycle History at

both Ordinary and Higher Level in the period

1992-2002. Following the methods and

information presentation used in the previous

chapter, this chapter details the methodology

and the overall results of the analysis.

4.1 Methodology

Because the Junior Certificate Examination for

History has two levels, Ordinary and Higher,

both levels were analysed by the researchers

for the period 1992 –2002. The most

significant difference in the Ordinary and

Higher Level Examination Papers is that the

Higher Level contains two extra sections

requiring more in-depth answers from the

student. Thus it is not only a longer

examination, but also one that requires greater

knowledge on certain areas of the course.

The questions and the illustrative material were

analysed fully at both levels and the same

categories were used as for the textbooks, i.e.,

‘Male’, ‘Female’, ‘Male and Female’ and

28

Table 4.1: Definitions of key terms

Term Definition

Closed Question A question that is framed in such a way that it is exclusive to either one gender or another

Open Question A question that is framed in such a way that it is open to both males and females, either using the terms “male and female” or “people”.

N.G. Non-Gendered – these questions are defined as “Other” or are not specifically about the people in the illustrations.

Fig. 4.1: Breakdown of Ordinary Level examination questions by gender 1992-2002

4%

46%

30% 30% Male

4% Female

20% Male and Female

46% Other20%

‘Other’. Also, the same Representation Codes

were used to classify the visual images that

appear in the examination in the “Sources”

supplement. Continuing the methods used in

the textual analysis ensured a consistent and

systematic approach by linking the analyses of

the textbooks and examination papers under

the same methodology and criteria. Combined

with this gendered analysis of the questions

and illustrative material in the examination

papers the researchers added another criteria to

highlight more specific information about the

questions that are asked at examination level.

The terms ‘Open’ and ‘Closed’ were applied to

questions, as well as the term ‘Non Gendered’.

Table 4.1 (p. 28) is a list of the definitions of

terms that appear on the tables for each year.

4.2 Summary Findings

Ordinary Level

The total number of questions analysed on the

Ordinary Level Examination Papers was 536

and Fig. 4.1, p. 28 shows the total percentage

breakdown by gendered categories of the

questions asked on the Ordinary Level

Examination.

Table 4.2 shows the numerical breakdown of

these questions into gendered categories.

At this level, the total number of closed

29

Table 4.2: Total breakdown of Ordinary Level examination questions by category

Examination Questions Gender Category Total Number of Questions

Male 161

Female 21

Male and Female 107

Other 247

Fig. 4.2: Breakdown of Higher Level examination questions by gender 1992-2002

1%58%

27% 27% Male

1% Female

14% Male and Female

58% Other14%

questions for the period 1992-2002 was 182,

with 87.60% of those relating to males only,

and 12.40% of them relating to females only.

Higher Level

The total number of questions analysed on the

Higher Level examination papers was 858.

Fig. 4.2, p. 29 shows the total percentage

breakdown by gendered categories of the

questions asked on the Higher Level

Examination. Table 4.3 shows the numerical

breakdown of these questions into gendered

categories.

On this level examination paper, the total

amount of closed questions for the period

1992-2002 was 239, with 95.56%, of those

relating to males only, and 4.44% of them

relating to females only.

On the Ordinary Level examination there is a

3% cumulative increase in questions solely

about women. This is in proportion to the

fewer sections on the papers. There were also

6% more questions about men and women

together on the Ordinary Level examinations,

which suggests that it is a more gender-

balanced paper. Questions solely about men

constituted 30% and 27% of the questions on

the Ordinary and Higher Level papers

respectively, which shows a stable average of a

third of the total questions. This figure

correlates exactly with the findings about

male questions in the textbooks.

4.3 Conclusion

In comparing the Ordinary and Higher Level

examinations, it is important to note the

differences between the two examinations and

thus the differences in the questions asked and

the depth of the answers required. At present,

the extra sections of the Higher Level

examination contain longer questions on social

change, which often require information on

the changes in the status of women in society

in their answer. This means that a Higher

Level student may potentially know more

about the status of women than an Ordinary

Level student.

On both levels of papers the use of gender

neutral or gender inclusive language was again a

significant issue. Recent examination papers use

this type of language, which allows students to

answer on a male or female figure in many

different contexts and in many sections of the

examinations. However, this does not

correspond to the information currently

available to students in their textbooks.

30

Table 4.3: Total breakdown of Higher Level examination questions by category

Examination Questions Gender Category Total Number of Questions

Male 229

Female 10

Male and Female 117

Other 502

Chapter Five Analysis of National Questionnaire

31

5. Distribution ofQuestionnaire

In order to ascertain the views of teachers who

taught Junior Cycle History, we distributed a

questionnaire to all post-primary schools in the

country, 751 schools. This questionnaire was

piloted at the History Teachers’ Association of

Ireland annual conference in September 2003

with a sample of history teachers. The main

research was carried out in the autumn of 2003.

We received a good response with 249

questionnaires returned, approximately one-

third. Of the schools returning the

questionnaire there were: 147 Secondary

Schools, 29 fee paying and 118 non fee paying;

64 Vocational Schools; 21 Community Schools;

6 Comprehensive School and 11 did not

indicate the type of school.

5.1 Profile of ThoseReturning theQuestionnaire

In terms of a gender breakdown of those who

returned the questionnaire, there were 57%

(143) females, 40% (99) males, and 3% (7)

did not respond to this question. Among those

who returned the survey, the highest number

are currently teaching in secondary female non-

fee paying schools (22%), in an urban

environment (51%), and not designated as

disadvantaged (75%).

5.2 Resources

On the issue of resources, the questionnaire

was designed to find out what resources were

used when our respondents were training to be

teachers and what resources they themselves

currently use. This is obviously an indicator of

the degree of change that our respondents

made in the delivery of the Junior Cycle

History curriculum.

Of all the resources that were used in the

training of our respondents, the most

important was textbooks (92%). This was

followed by maps and charts (27%),

photographs (12%), television and documents

(8% each), slides and videos (7% each),

facsimile material (6%), overhead projector

and resource packs (3% each). What is equally

significant is what was not used. There

were no DVDs, Computers, CD Roms or

Internet access.4

This contrasts with the resources our

respondents currently use in their own

classrooms. Although textbooks are again the

highest at 97%, the rank order of resources

used in the delivery of the Junior Cycle History

curriculum does change. Videos and television

increase from 8% and 7% respectively to 89%

for both. Maps and charts move from 27% to

66 % while the use of overhead projectors

(59%), resource packs (50%), documents,

(49%), facsimile material (42%) and slides

(23%) also demonstrate a significant increase.

However, internet access and computers

increased remarkably, moving from 0% to

62% and 61% respectively while similarly CD

Roms, and DVDs also demonstrated a

significant increase in moving from 0% to

29% and 22% respectively.

There are several conclusions that can be

drawn from these changes. First, there is the

continuing importance of textbooks which,

32

4 This corresponds to the results of the survey of H.Dip.Ed. students. See Chapter 2.

as Chapter 3 indicates, does not include

significant material on women’s history.

Second, there is a definite growth overall in the

use of different types of resources. Third, while

the use of television, maps and charts continue

to be important, computers, use of the internet,

CD Roms and DVDs has also risen

dramatically. The need for information on

women’s history in some type of electronic

format, therefore, is indicated.

5.3 Gender BalancedDimension of theCurriculum

When our respondents were asked whether

they either always or sometimes make pupils

equally aware of the contributions and

experiences of men and women, 92% replied

they had. This is certainly a positive indication

for a gender balanced Junior Cycle History

curriculum. However, there is a discrepancy in

this reply. Our data on examinations reflect a

very heavy emphasis on male contributions and

experiences and a quarter of our respondents

thought it important to teach subject areas

likely to occur on the examinations. This

would seem to contradict the respondents’ own

wish to deliver a gender-balanced curriculum.

Moreover, our data on textbooks and their

lack of information on women’s history

indicates the need to supplement textbooks

with other resources in order to deliver a

gender-balanced curriculum. What seems to be

the case is that, despite these difficulties, the

intention of our respondents is to deliver a

gender-balanced curriculum.

5.4 Textbooks andExaminations

Overwhelmingly (95%) our respondents

believed that the experiences of men were

given adequate attention in textbooks. Again,

this is born out by the study we did on

textbooks and their lack of material on women

(See Chapter 3). It also emphasizes the pivotal

role of supplemental information in the desire

to deliver a balanced curriculum. In the

assessment of examinations, the same pattern

of response was evident. While 96% of our

respondents believed that men’s contributions

and experiences were given adequate attention,

66% of our respondents did not believe that

women’s experiences and contributions were

adequately covered in the examinations.

5.5 Resources

Our data clearly indicates that more resources

are needed to insure that the contributions and

experiences of women are adequately covered.

While certainly our respondents did believe

that supplementary material was necessary for

the adequate delivery of men’s history, what

was obvious was that there was a pressing

need for more resources about women. Videos

and resource packs ranked a joint first (69%)

for including more information about women.

Revising textbooks ranked second (66%) as

being critical to a more gender-balanced

approach to the delivery of a gender-balanced

curriculum.

33

5.6 Changes in the Deliveryof the Junior CycleHistory Curriculum

Our questionnaire explored the changes that

our respondents had made in the delivery of

the Junior Cycle History curriculum and those

areas they thought were most in need of

revision. It was an important section of the

questionnaire because it demonstrated a

willingness to revise courses in the light of

new knowledge. In terms of the historical areas

that our respondents had revised, social history

(75%) and gender history (42%) were the

highest. This corresponds to the areas that our

respondents believed were most in need of

revision with gender history being first with

39% and social history second with 29%.

From these questions it seems that our

respondents have made changes in the content

of their social history curriculum but believe

that more needs to be done. Equally important,

our data indicates that fewer changes have been

made in gender history but a great deal more

needs to be done. This is a recognition of the

need for a more gender-balanced curriculum.

5.7 Teaching the JuniorCycle HistoryCurriculum

This question focused on the determinants of

how teachers decided which topics to cover in

the delivery of the Junior Cycle History

curriculum. The top four motivators were:

1) the desire to widen pupils’ knowledge of

history (26%); 2) the likelihood of the topic

occurring on the examination paper (25%); 3)

the level of ability of pupils (21%); and the

teachers’ own familiarity with topics (13%).

These are not unexpected responses. However,

they do highlight the importance of women’s

history appearing on the examination papers as

well as the need for teachers to be familiar

with resources in women’s history in order to

teach it effectively.

5.8 Textbooks

Our questionnaire sought to explore the

relationship between the popularity of

textbooks and the information it contains on

women. Our data indicates that, in terms of

the questions in the textbooks on women’s

contributions and achievements, the most

popular textbook (60%) with four books in

the series ranked 2nd, 5th, 7th and 11th with an

average of 2.44% of questions relating to

women. The fourth most popular textbook – a

two volume series – which is used by 19% of

all teachers who answered this survey ranked

first and eleventh in terms of questions with an

average of 4.35% - still rather low yet better

than 2.44%. This information is particularly

important because the cost of textbooks makes

changing them a step not undertaken easily or

often, especially among less affluent schools.

In terms of illustrations, there is a somewhat

different result. A text in the most popular

series came first in an analysis of illustrative

material with 17.30% relating to women.

The other three texts in the series ranked 5th,

6th and 10th.

5.9 Narrative Comments

Out of the 249 questionnaires returned,

88 (35.34%) teachers wrote narrative

comments.

34

Of these, 64% were female and 35% were

male and 1% did not indicate a gender

response.

In analysing the narrative comments,

there was a consensus among male and

female respondents about general teaching

issues and pressures. Both wrote of the amount

of material that had to be covered and the time

constraints in covering the curriculum and the

lack of resources that were available to teach a

gender-balanced curriculum. The issues of time

and space were particularly relevant for the

male respondents. Both men and women wrote

of the need to revise the Junior Cycle History

syllabus in order to redress the gender

imbalance. However, there was a noticeable

difference in attitude toward including

women’s contributions and experiences in the

delivery and assessment of the Junior Cycle

History syllabus.

This gender difference is evident in the type of

comments that were made about the inclusion

of women in history. A few of the male

teachers responded positively to the necessity

of including women in the historical narrative,

acknowledging that women were ‘air-brushed

out of most topics covered in the Junior

Certificate programme.’ However, this response

was not typical. Most were adverse to

including more information about women.

A sample of the comments of male teachers

included the following: ‘I dislike this narrow

gender focus… I do not feel that I am overtly

sexist but I dislike the idea of trying to pretend

somebody is important in the interests of

gender balance.’ Another wrote: ‘Gender issues

should be dealt with in social history, but

please don’t try and integrate them into every

aspect of the course.’ A third said: ‘Gender

perspectives must not become an issue just for

the sake of it.’

This contrasts with many of the comments

from female teachers who wrote of ‘writing

women out of history,’ of the ‘gender

imbalance,’ of women being a ‘marginalized

voice in the Junior Certificate cycle,’ and

mentioned the fact that the ‘male perspective

dominated.’ Others felt that there was ‘very

little focus on the role of women’ or that

‘women have been effectively sidelined in

history.’ Another wrote: ‘Generally women in

history are dealt with in the context of famous

men and rarely in their own right….’

5.10 Narrative Commentson Textbooks

The question of whether textbooks were

providing inadequate information about women

is highly significant because, according to our

respondents’ views, textbooks remain the

primary teaching tool for history teachers. For

our female respondents this was an often

mentioned problem. Typically, the view was

expressed that ‘…female perspectives are all but

ignored in most textbooks,’ or ‘the gender

imbalance of our textbooks could use some

attention.’ The point was made that given the

tremendous pressure teachers are under to cover

the course for the examination, it is unlikely

that such information on women’s history will

be included ‘unless the material is readily

available in text-books.’ One female respondent

drew attention to the fact that the ‘textbooks

show[ed] inadequate photographs of women

like Countess Markievicz and Maude Gonne.’

Some respondents called for revision of the

textbooks while others expressed the hope that

‘book publishers’ can be persuaded to ‘present

35

women in their proper historical context, and

not just the so called “important” women but

women in their everyday lives and experiences

in all eras.’

5.11 Narrative Commentson Resource Material

Among both our male and female respondents,

the need for supplementary resources on

women’s history was acknowledged.5 In their

comments, they believed that they themselves

had not the background or available

information to include women’s roles and

contributions. One male respondent wrote:

‘I would love to introduce the role of females in

history but information would need to be more

readily available.’ Another stated that ‘there are

few accessible resources available to explore

gender issues, e.g., wall charts, short profiles,

posters, all of which are student-friendly.’

The female respondents were more numerous

and somewhat stronger in their comments on

this issue. They indicated a willingness to

include women but felt hampered by the lack

of resource materials. One respondent wrote:

‘I would be very willing to cover more topics

relating to the part played by women in History

– if such resources were available.’ They wanted

primary source material and more videos, CDs,

DVDs, film footage and resource packs. They

also believed it was necessary to make available

websites highlighting women in the past.

5.12 Narrative Commentson Junior CertificateHistory Examinations

There was a strong belief among our female

respondents in particular that the Junior

Certificate History examinations had to be

revised to include questions on women’s

experiences and contributions. The view was

expressed that if questions on women’s history

were not asked on the examinations, then

women’s history is seen as ‘irrelevant.’

Furthermore, the lack of attention paid to

women’s history on the examinations make it

difficult for teachers to include women’s

experiences and contributions because ‘the sad

fact is most teachers will concentrate on what

they think will come up in an examination…’

5.13 Narrative Commentson Why HistoryMatters

For some of our female respondents, the issue of

the importance of including women was seen to

have direct consequences for their students.

As one teacher suggested: ‘Women have been

effectively sidelined in History. The cast of male

characters in history lessons suggest women’s

roles were as victims or mere handmaidens to

the starring males. This is hardly likely to attract

girls to the study of history.’

36

5 This questionnaire was completed before the Gender Equality Unit of the Department of Eduction and Science issued its supplementarymaterial on women’s history in the spring of 2004.

‘ Women have been effectively sidelined in History. The cast of male characters in history lessons suggestwomen’s roles were as victims or mere handmaidens tothe starring males. This is hardly likely to attract girls to the study of history.’

Chapter Six Conclusions and Recommendations

37

Recommendations

Based on the data gathered from our research

project, we make the following

recommendations in the pursuit of a gender-

balanced Junior Cycle History:

1. That, in the long term, the Junior

Certificate History examination at both

Higher and Ordinary level, include

specific questions on women’s history;

2. That, in the short term, the Junior

Certificate History examinations at

both Higher and Ordinary level ask

open ended questions which can apply

to either men or women;

3. That the Junior Certificate History

examination include documents and

illustrative material from women’s

history;

4. That the Junior Cycle History syllabus

integrate more sections and material on

women’s history;

5. That the textbooks used in the Junior

Certificate History Cycle be revised to

include more information on women so

that students have an equal opportunity

to answer questions on either men

or women;

6. That more resource material on

women’s history be made available, in

both traditional and electronic format,

for both teachers and students;

7. That teachers of the Junior Certificate

History Cycle be offered workshops on

women’s history and the teaching of a

gender-balanced curriculum;

8. That H.Dip.Ed. students be made aware

in their training of the need for

a gender balanced curriculum and be

given opportunities for training in

this area;

9. That professional development training

is immediately made available for

Newly Qualified Teachers (NQTs),

as this would be a target group to bring

about a transformation in the delivery

and assessment of a gender-balanced

curriculum;

10. That there is a commitment to

enforcing the decisions and

recommendations made at policy level

in the Department of Education and

Science in the Junior Cycle History

syllabus to reflect their long-standing

commitment to gender equality

in education.

38

Both the Centre for Gender and Women’s Studies, Trinity College, and the Education Department, University College Dublin, are committed to continuedcollaboration and cooperation with the educationpartners to achieve these aims.