Is geography lost? Curriculum policy analysis: finding a place for geography within a changing primary school curriculum in the Republic of Ireland

References

• Alexander, R., ed. 2009. Children, Their World, Their Education – Final Report and Recommendations of the Cambridge Primary Review. Abingdon: Routledge.
   Google Scholar
• Alexander, R. 2016. “What is Education For? Submission to the House of Commons Education Committee Inquiry into the Quality and Purpose of Education in England.” http://cprtrust.org.uk/wp-content/uploads/2016/01/HoCPurposes-Inquiry-CPRT-logo-1.pdf.
   Google Scholar
• Anagnostopoulos, D. 2005. “Testing, Tests and Classroom Texts.” Journal of Curriculum Studies 37 (1): 35–63.
   Web of Science ®Google Scholar
• Apple, M. W. 1979. Ideology and the Curriculum. London: Routledge.
   Google Scholar
• Apple, M. W. 1986. Teachers and Texts: A Political Economy of Class and Gender Relations in Education. London: Routledge.
   Google Scholar
• Baird, J., T. Isaacs, S. Johnson, G. Stobart, G. Yu, T. Sprague, and R. Daugherty. 2011. Policy Effects of PISA. Oxford: Oxford University Centre for Educational Assessment.
   Google Scholar
• Ball, S. J. 1993. “What is Policy? Texts, Trajectories and Toolboxes.” Discourse 13 (2): 10–17.
   Google Scholar
• Ball, S. J. 1994. Educational Reform. Buckingham: Open University Press.
   Google Scholar
• Ball, S. J., M. Maguire, and A. Braun. 2012. How Schools do Policy: Policy Enactments in Secondary Schools. Oxon: Routledge.
   Google Scholar
• Banks, J. A. 2006. Race, Culture and Education. New York: Routledge.
   Google Scholar
• Barlow, C., and A. Brook. 2010. “Geography and Art: Local Area Work.” Primary Geographer 72 (1): 16–17.
   Google Scholar
• Bennett, J. 1993. “Geography Textbooks in the Republic of Ireland, 1973–1993.” Irish Journal of Education 27 (2): 25–35.
   Google Scholar
• Bennett, J. 1994. “History Textbooks in Primary Schools in the Republic of Ireland, 1971– 1993.” Oideas 42 (1): 26–38.
   Google Scholar
• Bonnett, A. 2008. What is Geography? London: Sage.
   Google Scholar
• Bowe, R., S. Ball, and A. Gold, eds. 1992. “The Policy Process and the Process of Policy.” In Reforming Education in Changing Schools: Case Studies in Policy Sociology, 24–42. London: Routledge.
   Google Scholar
• Burgess, H. 2004. “The Primary Strategy: A Chance for a ‘Whole’ Curriculum.” Education 3–13 32 (2): 10–17.
   Google Scholar
• Butler, D., M. Leahy, G. Shiel, and J. Cosgrove. 2013. Building Towards a Learning Society: A National Digital Strategy for Schools. Dublin: Educational Research Centre, SPD.
   Google Scholar
• Butt, G., S. Catling, T. Eaude, and P. Vass. 2017. “Why Focus on the Primary Humanities Now?” Education 3-13 45 (3): 295–297.
   Web of Science ®Google Scholar
• Cambridge Primary Review. 2009. Primary Review Briefings: Towards a New Primary Curriculum. Cambridge. http://www.primaryreview.org.uk/Downloads/Curriculum_report/CPRCurriculum_report_briefing.pdf.
   Google Scholar
• Carvalho, L. M. 2012. “The Fabrications and Travels of a Knowledge-Policy Instrument.” European Educational Research Journal 11 (2): 172–188.
   Google Scholar
• Catling, S. 2003. “Curriculum Contested: Primary Geography and Social Justice.” Geography 88 (3): 164–210.
   Google Scholar
• Catling, S. 2010. “Understanding and Developing Primary Geography.” In Primary Geography Handbook, edited by S. Scoffham, 74–91. Sheffield: Geographical Association.
   Google Scholar
• Catling, S. 2013. “Optimism for a Revised Primary Geography Curriculum.” Education 3-13 41 (4): 361–367.
   Google Scholar
• Catling, S. 2014. “Giving Younger Children Voice in Primary Geography: Empowering Pedagogy – A Personal Perspective.” International Research in Geographical and Environmental Education 23 (4): 350–372.
   Google Scholar
• Catling, S. 2017b. “Not Nearly Enough Geography! University Provision for England’s Pre-Service Primary Teachers.” Journal of Geography in Higher Education 41 (3): 434–458.
   Web of Science ®Google Scholar
• Catling, S., and E. Morely. 2013. “Enquiring Into Primary Teachers’ Geographical Knowledge.” International Journal of Primary, Elementary and Early Years Education 41 (44): 425–442.
   Google Scholar
• Catling, S., and T. Willy. 2009. Achieving QTS: Teaching Primary Geography. Exeter: Learning Matters.
   Google Scholar
• Central Advisory Council for Education (England). 1967. The Plowden Report, Children and Their Primary Schools. London: HMSO.
   Google Scholar
• Coolahan, J. 2011. “The Irish Desire for Education.” In Speech Given at the Launch of the Forum on Patronage and Pluralism in the Primary Sector. Dublin: Department of Education and Skills. http://www.education.ie/home/home.jsp?maincat=&pcategory=10861&ecategory=11469&sectionage=12251&language=EN&link=link001&page=2&doc=52850.
   Google Scholar
• Cosgrove, J., T. Kellaghan, P. Forde, and M. Morgan. 2000. The 1998 National Assessment of English Reading. Dublin: Educational Research Centre.
   Google Scholar
• Cuban, L. 2004. The Blackboard and the Bottom Line. Cambridge, MA: Harvard University Press.
   Google Scholar
• Cummins, M. 2010. "Eleven Years on: A Case Study of Geography Practices and Perspectives within an Irish Primary School" Unpublished M.Ed thesis, St Patrick’s College, Dublin.
   Google Scholar
• Department of Education. 1925. Statistics Relating to National Education in Saorstát for the Year 1922–23. Dublin: The Stationery Office.
   Google Scholar
• Department of Education and Science. 1995. Charting Our Educational Future: White Paper on Education. Dublin: The Stationery Office.
   Google Scholar
• DES (Department of Education and Skills). 1971a. Primary School Curriculum: Teacher’s Handbook – Part 1. Dublin: Department of Education.
   Google Scholar
• DES (Department of Education and Skills). 2011a. Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020. Dublin: Stationary Office.
   Google Scholar
• DES (Department of Education and Skills). 2011b. Circular Letter 0056/2011. Initial Steps in the Implementation of the National Literacy and Numeracy Strategy. Dublin: Stationery Office.
   Google Scholar
• DES (Department of Education and Skills). 2015a. Digital Strategy for Schools 2015-2020. Dublin: Stationary Office.
   Google Scholar
• DES (Department of Education and Skills). 2016a. Continuing Professional Development: Sumer Courses for Teachers: Analysis and Statistics. Dublin: Stationary Office.
   Google Scholar
• DES (Department of Education and Skills). 2016b. Ireland’s National Skills Strategy 2025. Dublin: Stationary Office.
   Google Scholar
• DES (Department of Education and Skills). 2016c. Action Plan for Education 2016-2019. Dublin: Stationary Office.
   Google Scholar
• DES (Department of Education and Skills). 2017. STEM Education Policy 2017–2019. Dublin: Stationary Office.
   Google Scholar
• Dewey, J. 1915. The School and Society. Chicago: University of Chicago Press.
   Google Scholar
• Dolan, A. 2019. “Geoliteracy: An Approach to Enquiry-Based Learning for Junior Cycle Geography Students in Ireland.” Teaching Geography 44 (1): 24–27.
   Google Scholar
• Downes, P. 2003. “The New Curriculum of Social, Personal and Health Education in Irish Primary Schools.” Kwartalnik Pedagogiczny 190 (4): 93–112.
   Google Scholar
• Eaude, T., G. Butt, S. Catling, and P. Vass. 2017. “The Future of the Humanities in Primary Schools – Reflections in Troubled Times.” Education 3 (13): 386–395.
   Google Scholar
• Eisner, E. 1992. “The Misunderstood Role of the Arts in Human Development.” Phi Delta Kappan April: 591–595.
   Google Scholar
• Eivers, E. 2010. “PISA: Issues in Implementation and Interpretation.” The Irish Journal of Education 38 (1): 94–118.
   Google Scholar
• Eivers, E., G. Shiel, and C. Cheevers. 2006. Implementing the Revised Junior Certificate Syllabus: What Teachers Said. Dublin: Department of Education and Science.
   Google Scholar
• Eivers, E., G. Shiel, and E, Pybus. 2008. A Teacher’s Guide to PISA Science. Dublin: Educational Research Centre.
   Google Scholar
• Gleeson, J. 2010. Curriculum in Context: Partnership, Power and Praxis in Ireland. Oxford: Peter Lang International Academic Publishers.
   Google Scholar
• Greenwood, R. 2013. “Subject-Based and Cross-Curricular Approaches Within the Revised Primary Curriculum in Northern Ireland: Teachers’ Concerns and Preferred Approaches.” Education 3-13 41 (4): 443–458.
   Google Scholar
• Greenwood, R., N. Richardson, and A. Gracie. 2017. “Primary Humanities – A Perspective from Northern Ireland.” Education 3 (13): 309–319.
   Google Scholar
• Grimmett, H. 2014. The Practice of Teachers Professional Development: A Cultural-Historical Approach. Rotterdam: Sense Publishers. [Online].
   Google Scholar
• Guskey, T. R. 2002. “Professional Development and Teacher Change.” Teachers and Teaching: Theory and Practice 8 (3/4): 381–391.
   Google Scholar
• Halocha, J. 2010. “A Geographical Opportunity? Taking a Fresh Look at the Primary Curriculum.” Primary Geographer 72: 5–7.
   Google Scholar
• Hargreaves, A., and M. Fullan. 2012. Professional Capital: Transforming Teaching in Every School. London: Routledge.
   Google Scholar
• Hough, H. J., D. Kerbow, A. Bryk, G. S. Pinnell, E. Rodgers, E. Dexter, C. Hung, P. L. Scharer, and I. Fountas. 2013. “Assessing Teacher Practice and Development: The Case of Comprehensive Literacy Instruction.” School Effectiveness and School Improvement: An International Journal of Research Policy and Practice 24 (4): 452–485.
   Web of Science ®Google Scholar
• Hung, J. L. 2002. “Types of and Reasons for Teacher Modification of Textbook Materials, and a Comparison Between the Prescribed and Modified Methods of Teaching Democratic Citizenship Education Based on Student Performance.” Doctoral Dissertation., University of Washington, Seattle.
   Google Scholar
• INTO (Irish National Teachers’ Organisation). 1996. Primary School Curriculum: An Evolutionary Process. Dublin: INTO.
   Google Scholar
• INTO (Irish National Teachers’ Organisation). 2004. Change in Primary Education. Dublin: INTO.
   Google Scholar
• INTO (Irish National Teachers’ Organisation). 2005. The Primary School Curriculum: INTO Survey. Dublin: INTO.
   Google Scholar
• INTO (Irish National Teachers’ Organisation). 2015. “Curriculum – A Discussion Paper.” Education Conference, Athlone.
   Google Scholar
• Jackson, P. 2006. “Thinking Geographically.” Geography 91 (3): 199–204.
   Google Scholar
• Kirwan, L. 2015. “Mathematics Curriculum in Ireland: The Influence of PISA on the Development of Project Maths.” International Electronic Journal of Elementary Education 8 (2): 317–332.
   Google Scholar
• Kohn, A. 2011. “Stem Sell: Are Math & Science Really More Important Than Other Subjects?” Huffington Post, February 16. http://www.huffingtonpost.com/alfie-kohn/the-stem-sell-are mathan_b_823589.html Huffington Post, 2011.
   Google Scholar
• Koretz, D. 2008. Measuring Up: What Educational Testing Really Tells Us. Cambridge: Harvard University Press.
   Google Scholar
• Lall, M. 2012. Policy Discourse and Rhetoric: How New Labour Challenged Social Justice and Democracy. Rotterdam: Sense.
   Google Scholar
• Lambert, D. 2015. Teachers as Leaders: Who are the Children We Teach and what shall We Teach Them? Astana: Keynote address at NIS Conference.
   Google Scholar
• Laurie, J. 2011. “Curriculum Planning and Preparation for Cross-Curricular Teaching.” In Cross-Curricular Teaching in the Primary School: Planning and Teaching Imaginative Lessons, edited by T. Kerry, 125–141. London: Routledge.
   Google Scholar
• Lee, G. 2019. “No Plans’ to Review Removal of Geography as Core Junior Cert Subject.” RTE: 7 March 2019. Accessed 09/07/2019. https://www.rte.ie/news/education/2019/0307/1034916-geography-junior-certificate/.
   Google Scholar
• Lewis, L. 2010. “Geography and Language Development.” In Teaching Geography Creatively, edited by S. Scoffham, 149–163. Abingdon: Routledge.
   Google Scholar
• Looney, A. 2016. “Unpublished Presentation at The Ark and Children’s Right Alliance, Seen and Heard: 21 Years for Children.” 21st Anniversary Conference, Dublin, November 17.
   Google Scholar
• Looney, A., and V. Klenowski. 2008. “Curriculum and Assessment for the Knowledge Society: Interrogating Experiences in the Republic of Ireland and Queensland, Australia.” Curriculum Journal 19 (3): 177–192.
   Google Scholar
• Lortie, D. 1975. Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.
   Google Scholar
• Lynch, K., B. Grummell, and D. Devine. 2012. New Managerialism in Education: Commercialization, Carelessness and Gender. Hampshire: Palgrave Macmillan.
   Google Scholar
• Machon, P. 1998. “Citizenship and Geography Education.” Teaching Geography 23 (3): 115–117.
   Google Scholar
• Machon, P., and H. Walkington. 2000. “Citizenship: The Role of Geography?” In Reflective Practice in Geography Teaching, edited by A. Kent, 179–191. London: SAGE.
   Google Scholar
• MacRuairc, G. 2009. “‘Dip, Dip, Sky Blue, Who’s It? NOT YOU’: Children’s Experiences of Standardised Testing: A Socio-Cultural Analysis.” Irish Educational Studies 28 (1): 47–66.
   Web of Science ®Google Scholar
• Martin, F. 2005. “North-South Linking as a Controversial Issue.” Prosepero 14 (4): 47–54.
   Google Scholar
• Martin, F. 2006. “Everyday Geography.” Primary Geographer 61 (1): 4–7.
   Google Scholar
• Martin, F. 2008. “Ethnogeography: Towards Liberatory Geography Education.” Children's Geographies 6 (4): 437–450.
   Web of Science ®Google Scholar
• Mashburn, A. J., J. T. Downer, B. K. Hamre, L. M. Justice, and R. C. Pianta. 2010. “Consultation for Teachers and Children’s Language and Literacy Development During Pre-Kindergarten.” Applied Developmental Science 14 (4): 179–196.
   PubMed Web of Science ®Google Scholar
• Matthews, J., and D. Herbert. 2008. Geography: A Very Short Introduction. Oxford: Oxford University Press.
   Google Scholar
• McNeil, L. 2000. Contradictions of Reform. New York: Routledge.
   Google Scholar
• Miller, S., and A. Stewart. 2013. “Literacy Learning Through Team Coaching.” The Reading Teacher 67 (4): 290–298.
   Web of Science ®Google Scholar
• Moran, J. 2008. Queuing for Beginners: The Story of Daily Life, from Breakfast to Bedtime. London: Profile Books.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 1999a. Primary School Curriculum: Introduction. Dublin: Stationary Office.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 1999b. Primary School Curriculum: Geography. Dublin: Stationary Office.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 1999c. Primary School Curriculum: Geography –Teacher Guidelines. Dublin: Stationary Office.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 2001. Modern Languages in Primary Schools Initiative -Teacher Guidelines. Dublin: Stationary Office.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 2005. Intercultural Education Guidelines: Education in the Primary School. Dublin: Stationary Office.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 2008a. Science in the Primary School. Final Report. Dublin: NCCA.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 2008b. Primary Curriculum Review, Phase 2: Final Report. Dublin: Stationary Office.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 2009. Aistear: The Early Childhood Curriculum Framework. Dublin: Stationary Office.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 2010. Curriculum Overload in Primary Schools: An Overview of National and International Experiences. Dublin: Stationary Office.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 2012. Priorities for Primary Education? Report on Responses to ‘Have Your Say’. Dublin: Stationary Office.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 2015a. NCCA Strategic Plan 2015–2019. Dublin: Stationary Office.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 2015b. Framework for Junior Cycle. Dublin: Stationary Office.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 2016. Proposals for Structure and Time Allocation in a Redeveloped Primary Curriculum: For Consultation. Dublin: Stationary Office.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 2017a. Primary Language Curriculum. Dublin: Stationary Office.
   Google Scholar
• NCCA (National Council for Curriculum and Assessment). 2017b. Primary Mathematics Curriculum Draft Specification for Junior Infants to Second Class: For Consultation. Dublin: Stationary Office.
   Google Scholar
• O’Donnell, A. 2010. “Teacher Education in the U.S.” Lecture Given in St Patrick’s College, Drumcondra, Dublin, November 24.
   Google Scholar
• O'Donovan, B. 2013. “Primary School Teachers' Understanding of Themselves as Professionals.” EdD Thesis, Dublin City University
   Google Scholar
• OECD. 2009. Creating Effective Teaching and Learning Environments, First results for TALIS. http://www.oecd.org/education/school/43023606.pdf.
   Google Scholar
• O'Sullivan, D. 1992. “Cultural Strangers and Educational Change: The OECD Report. Investment in Education and Irish Educational Policy.” Journal of Education Policy 7: 445–469.
   Google Scholar
• Owens, P. 2010. “Re-Making the Curriculum.” Primary Geographer 72: 8–9.
   Google Scholar
• Paxton, R. J. 2002. “The Influence of Author Invisibility on High School Students Solving a Historical Problem.” Cognition and Instruction 20 (2): 197–248.
   Web of Science ®Google Scholar
• Perkins, R., G. Moran, J. Cosgrove, and G. Shiel. 2009. The Performance and Progress of 15 Year Olds in Ireland: Submission to the Joint Oireachtas Committee on Education and Skills. Dublin: Education Research Centre.
   Google Scholar
• Pike, S. 2006. “Irish Primary School Children’s Definitions of ‘Geography’.” Irish Educational Studies 25 (1): 75–91.
   Google Scholar
• Pike, S. 2011. “Geography in Primary Schools.” Geographical Viewpoint 39 (1): 31–34.
   Google Scholar
• Pike, S. 2015. “Primary Geography in the Republic of Ireland: Practices, Issues and Possible Futures.” Review of International Geographical Education 5 (2): 185–198.
   Google Scholar
• Pike, S. 2016. Learning Primary Geography: Ideas and Inspirations from Classrooms. London: Routledge.
   Google Scholar
• Pound, L., and T. Lee. 2011. Teaching Mathematics Creatively. London: Routledge.
   Google Scholar
• Primary Education Review Body. 1990. Report of the Primary Education Review Body. Dublin: The Stationery Office.
   Google Scholar
• Roberts, M. 2003. Geography Through Enquiry: Approaches to Teaching and Learning in the Secondary School. Sheffield: The Geographical Association.
   Google Scholar
• Roberts, M. 2013. Learning Through Enquiry. Sheffield: The Geographical Association.
   Google Scholar
• Rowley, C., and H. Cooper, eds. 2009. Cross Curricular Approaches Towards Teaching and Learning. London: Sage.
   Google Scholar
• Russell, K. 2010. “Geography and ICT.” In Teaching Geography Creatively, edited by S. Scoffham, 165–177. Abingdon: Routledge.
   Google Scholar
• Sahlberg, P. 2011. Finish Lessons: What Can the World Learn from Educational Change in Finland? New York: Teachers College Press.
   Google Scholar
• Simola, H. 2005. “The Finnish Miracle of PISA: Historical and Sociological Remarks on Teaching and Teacher Education.” Comparative Education 41 (4): 455–470.
   Web of Science ®Google Scholar
• Sleeter, C. E. 2004. “Critical Multicultural Curriculum and Standards Movement.” English Teaching: Practice and Critique 3 (2): 122–138.
   Google Scholar
• Sloan, W. M. 2012. “What is the Purpose of Education?” Education Update 54 (7): 134–151.
   Google Scholar
• Standish, A. 2013. “What does Geography Contribute to Global Learning?” In Debates in Geography Education, edited by D. Lambert and M. Jones, 244–256. Oxon: Routledge.
   Google Scholar
• TC (The Teaching Council). 2016. Cosán: Framework for Teachers’ Learning. Dublin: Teaching Council.
   Google Scholar
• Usher, J. 2019. “BREXIT and Borders in the Geography Classroom: Exploring Life on the Irish Border With Students Aged 10–12 Years Old.” Teaching Geography 44 (3): 21–25.
   Google Scholar
• Varley, J., C. Murphy, and O. Veale. 2008. Science in Primary Schools. Dublin: National Council for Curriculum ad Assessment (NCCA).
   Google Scholar
• Velde Pederson, P. 2007. “What is Measured is Treasured: The Impact of the No Child Left Behind Act on Non-Assessed Subjects.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas 80 (6): 287–291.
   Google Scholar
• Waddington, S. 2017. “What Do People Remember and What Do Teachers Assume About Primary Geography in Ireland.” In Reflections on Primary Geography, edited by S. Catling, 167–170. London: CMP Bookprinting.
   Google Scholar
• Waldron, F. 2013. “The Power to End History? Defining the Past through History Textbooks.” Inis 39 (1): 54–59.
   Google Scholar
• Waldron, F., S. Pike, R. Greenwood, C. Murphy, G. O’Connor, A. Dolan, and K. Kerr. 2009. Becoming a Teacher: Primary Student Teachers as Learners and Teachers of History, Geography and Science: An All-Ireland Study, A Report for the Standing Conference on Teacher Education North and South (SCoTENS). Armagh: Centre for Cross Border Studies.
   Google Scholar
• Walsh, T. 2007. “The Revised Programme of Instruction, 1900–1922.” Irish Educational Studies 26 (2): 127–143.
   Web of Science ®Google Scholar
• Walsh, T. 2012. Primary Education in Ireland, 1897–1990: Curriculum and Context. Bern: Peter Lang International Academic Publishers.
   Google Scholar
• Walsh, T. 2016. “100 Years of Primary Curriculum Development and Implementation in Ireland: A Tale of a Swinging Pendulum.” Irish Educational Studies 35 (1): 1–16.
   Web of Science ®Google Scholar
• Wellens, J., A. Berardi, B. Chalkley, B. Chambers, R. Healey, J. Monk, and J. Vender. 2006. “Teaching Geography for Social Transformation.” Journal of Geography in Higher Education 30 (1): 117–131.
   Web of Science ®Google Scholar
• Whittle, J. 2013. “Geography and Mathematics: A Creative Approach.” In Teaching Geography Creatively, edited by S. Scoffham, 112–127. Abingdon: Routledge.
   Google Scholar
• Wood, E. 2011. “Cross-Curricular Teaching to Support Child-Initiated Learning in EYFS and Key Stage 1.” In Cross-Curricular Teaching in the Primary School: Planning and Teaching Imaginative Lessons, edited by T. Kerry, 39–51. London: Routledge.
   Google Scholar
• Young, M., and D. Lambert. 2014. Knowledge and the Future School: Curriculum and Social Justice. London: Bloomsbury.
   Google Scholar