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This thesis asserts that an Irish dimension reflects approaches towards diversity within the English History Curriculum. An Irish dimension is explored within the context of Multicultural Britain, debates over ways in which the past has been constructed and changes in the history curriculum. A series of ‘fuzzy generalisations’ of an Irish dimension in the curriculum emerge from questionnaire and interview case studies. This approach is based on Bassey’s (2001) premise that case studies can lead to tentative generalisations, which are subject to being challenged by findings drawn from different contexts. This study explores the perceptions of primary and secondary teachers, together with participants in Irish related projects and key ‘movers and shakers’ working outside the classroom. The research findings suggest that a respondent’s perceptions of the importance of an Irish dimension in the curriculum reflect a range of influences including values, pragmatism, subject knowledge and expertise. The researcher accepts that the extent to which an Irish dimension contributes to the history curriculum will vary between different school contexts. However, the thesis argues that the way in which an Irish dimension is developed and how it relates to the teaching of diversity within the history curriculum is of more importance than the amount that is taught.

In 2007 a new government-funded initial teacher training programme was introduced in China. Emergent problems associated with the implementation of this policy call for a new research agenda that is able to illuminate aspects of the history of teacher education in China. Through the exploration of the hidden and often untold stories of ordinary teachers’ lives from the past, this research project seeks to construct a more authentic and comprehensive historical account of teacher education in China from 1949 to 1982. It also strives to help in raising an awareness among teachers, researchers and policy makers of the significance of reflecting on the history of teacher education, in both individual and collective ways. Three types of qualitative sources, namely documentary, visual and oral data were assembled from archival and online searches, and by the conducting of 40 in-depth oral history interviews. Drawing on former student teachers’ testimonies, this thesis investigates key features and major trends marking the formal pattern of the Chinese teacher education system since the foundation of the People’s Republic of China. It is argued that despite a number of radical structural and theoretical changes brought about by political campaigns over time, from the perspective of the student teachers themselves, continuities were more fundamental in this particular historical period. Aspects central to these continuities were a tiered teacher education system and two major approaches to teacher training. Compared to teacher education in the higher education sector, the normal school approach was recognised as having a systematic advantage in preparing teachers for classroom teaching. This dissertation also scrutinises the impact of educational reforms upon the teaching profession and teachers’ identities (individual and collective) from a rhetorical perspective. Evidence from a variety of documents, visual materials and interviewees’ recollections suggests that, as an inherent linguistic and cultural characteristic of the Chinese language, metaphor, together with narratives and other literary devices, plays an important role in shaping key concepts relevant to teacher education in China. The thesis resists conventional perceptions which associate a collectivist ethos among teachers chiefly with political propaganda, attributing it rather with traditional Chinese cultural values.

This thesis investigates one of the key figures of Russian pianism in the twentieth century, Heinrich Gustavovich Neuhaus (1888 - 1964). Although Neuhaus is known, particularly in the West, as an important pedagogue of the Moscow Conservatory rather than a performing artist in his own right, this thesis seeks to address the tension between Neuhaus's identities as a pedagogue and his overshadowed conception of himself as a performer - thus presenting a fuller understanding of his specific attitude to the task of musical interpretation. The reader is introduced to aspects of Neuhaus's biography which became decisive factors in the formation of his key aesthetic, philosophical, pedagogical and performative beliefs. The diverse national influences in Neuhaus's upbringing - from his familial circumstances, European education and subsequent career in Russia - are investigated in order to help locate Neuhaus within the wider contexts of Russian and Central European culture at the turn of the nineteenth and twentieth centuries. In addition, this introduction will highlight ways in which Neuhaus's national identity has been oversimplified in recent literature by both Russian and non-Russian authors. Whilst this thesis draws on a range of contemporaneous and recent international sources throughout its investigation, it presents a substantial amount of Russian-language material that has previously been unavailable in an English translation: this includes many writings and articles by Heinrich Neuhaus, his colleagues and the leading musicologists and critics of his time. The core of the thesis traces Neuhaus's personal philosophical approach to the act of performance and explores the impact it had on his interpretations of Beethoven and Chopin. This will show that despite aspiring to a modern, Urtext-centred approach and sensibility to the score, Neuhaus's Romantic subjectivity meant that he was unafraid of making assumptions and decisions which often misinterpreted or transformed the image of the composer to reflect his own artistic identity. Thus, the investigation of Heinrich Neuhaus as a performing artist, alongside his role as a pedagogue, presents a powerful model of interpretation as a creative process, from which performers today can learn.

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This thesis explores the development of women's education in pre-independence Egypt from the mid-nineteenth century to 1922. It looks at women's educational facilities and women's access to education through the reigns of Muhammad Ali, Said, Ismail and the British occupation. While the rise in women's educational concerns on a formal level parallels the growth of modernist, Islamic reformist, and proto-feminist thought in the late nineteenth century, the relationship among the three groups vis a vis their respective positions on women's education differs and is therefore examined in the thesis. / Research on this topic reveals a correlation between the early women's movement, a strong proponent of women's education, and Egypt's national and Islamic reform movements. As each group espoused a vision of change for Egypt, one secular and the other decidedly more religious, the common denominator for social progress was the unanimous support for advancements, although conditional, in educational policies regarding women. Couched in a context of modernism, the pursuit of freedom from foreign control and the desire for Egypt to develop into a fully productive society, were indispensable aspects of the development of women's education.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1984. / Bibliography: leaves 243-247. / Microfiche. / ix, 247 leaves, bound 29 cm

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