The purpose of the paper is to analyse non‐indigenous student resistance to indigenous history and to improve non‐indigenous students’ engagement with indigenous history.
Abstract
Purpose
The purpose of the paper is to analyse non‐indigenous student resistance to indigenous history and to improve non‐indigenous students’ engagement with indigenous history.
Design/methodology
The paper, based on praxis, is a theoretical discussion of the reasons for non‐indigenous student resistance to indigenous history.
Findings
The paper argues that non‐indigenous imaginings of national self creates indigenous history into a “un‐history” (a history that could not be). The paper suggests non‐indigenous teachers of indigenous history may undertake a broader perspective to prepare students for indigenous history, including fostering a critical appreciation of histiography, Australian colonial art, literature and popular culture, to enable a critical understanding of the national imagining of Australians (as non‐indigenous) in order to enable engagement with indigenous history.
Research limitations/implications
The paper's focus and findings do not presume relevance to indigenous educators of indigenous history, as previous research has shown non‐indigenous students’ reactions to an indigenous educator may differ from an to a non‐indigenous educator.
Originality/value
The paper moves beyond discussions about content of indigenous history to issues of resistance and engagement found amongst non‐indigenous students with regard to indigenous history. The paper suggests a twenty‐first century political approach where there is non‐indigenous ownership of the shared history in (indigenous) Australia history, enabling indigenous history to move from the periphery to the centre of Australian colonial history.
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This chapter focuses on women's descriptions of their own violence in nineteenth-century Ireland, as revealed in prisoner petitions held in the National Archives of Ireland. It…
Abstract
This chapter focuses on women's descriptions of their own violence in nineteenth-century Ireland, as revealed in prisoner petitions held in the National Archives of Ireland. It uses the case files of women imprisoned or sentenced to death for violent crimes such as infanticide, manslaughter, murder, wounding and assault. This chapter takes an empirical approach and considers the ways that women explained and rationalised their violent acts. An analysis of the petitions offers an insight into women's views of their own violence, gendered attitudes at the time, and women's sense of the factors that might lead to a commutation of sentence. The accuracy or truthfulness of the petitions is not important in this study; instead, the chapter explores the self-image that women wanted to portray and the tactics that they opted to use to seek a reduction in their sentences. As shown in this chapter, most women emphasised their passivity: they typically claimed to be innocent, coerced or provoked into violence.
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– The aim of this article is to explore how, and to what extent, American advertising and its consumerist messages infiltrated Irish society in the period 1922-1960.
Abstract
Purpose
The aim of this article is to explore how, and to what extent, American advertising and its consumerist messages infiltrated Irish society in the period 1922-1960.
Design/methodology/approach
The article is based on an analysis of primary and secondary sources.
Findings
The article argues that American advertising practices and messages influenced the advertising industry in Ireland. It also contributed to the technical, style and content of Irish advertising and informed the Irish woman's view of American consumerism. Finally, it suggests that Irish society was more open to external influences, which challenges the narrative of Ireland as a closed society before 1960.
Originality/value
The article is based on extensive original research and opens up a number of new areas of research relating to the history of consumerism and advertising in Ireland.
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The aim of this paper is to examine the role of children in an emergent Irish consumer culture and advertising from 1848-1921. In particular, the significance of children's gender…
Abstract
Purpose
The aim of this paper is to examine the role of children in an emergent Irish consumer culture and advertising from 1848-1921. In particular, the significance of children's gender and reading materials in the process of consumption will be evaluated.
Design/methodology/approach
An analysis of primary sources, literature and secondary sources substantiates this research.
Findings
By evaluating advertisements, magazines, school textbooks and children's literature from the 1848-1921 period, this article argues that Irish children were encouraged to engage with an emergent consumer culture through reading. This article also evaluates the importance of gender in considering children as consumers and it focuses upon a number of critically neglected Victorian, Irish, female authors who discussed the interface between advertising, consumption and the Irish child.
Originality/value
This article is an original contribution to new areas of research about Irish consumerism and advertising history. Substantial archival research has been carried out which appraises the historical significance of advertisements, ephemera and critically neglected children's fiction.
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This article addresses a particular episode that occurred in one of the main female training colleges in Ireland in the late 1920s when students1 founded the Mary Immaculate…
Abstract
This article addresses a particular episode that occurred in one of the main female training colleges in Ireland in the late 1920s when students1 founded the Mary Immaculate Modest Dress and Deportment Crusade (MDDC). Regarded by many scholars as the adoption of a prescribed image, a slavish following by institutionalised Catholic females of Catholic mores, the MMDC is cited by historians as an example of how women internalised the control of the Catholic Church and indeed sought to enhance and perpetuate it by their actions. Historians generally have maintained that Irish women were submissive and accepting of Catholic social teaching particularly in relation to sexuality and have highlighted the lack of organised and unified opposition to the erosion of women’s citizenship and employment opportunities during the period 1920‐1960. In drawing attention to the MDDC, this article seeks to understand and place the MDDC in the broader social context of 1920s Ireland and examine how women in general were represented. This comprises the first part of this article. More specifically it will explore whether the students in the training college were objects or agents of their own representation. Following Judith Butler’s concept of gender as performative, the second part of the article addresses how these female student teachers negotiated their relationship with the patriarchal basis of organised power. To this end visual and written data from the Mary Immaculate Training College Annuals 1927‐1930 are examined.