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1
Doan, James E. "Cearbhall Ó Dálaigh : an Irish poet in romance and oral tradition /." New York : Garland publ, 1990. http://catalogue.bnf.fr/ark:/12148/cb377039284.
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Schattmann, Claudia Sybille. ""The emerging order of the poem" : a critical study of John Montague's poetry, 1958-1999." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/3795/.
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This thesis explores the achievement of the contemporary Irish poet John Montague, concentrating on his major works published from the fifties to the nineties. Montague’s themes comprise not only Ireland and history, but also love, family, environment, the power and limits of poetry, the addressing of death and boyhood memories. Through close analysis of single poems and main sequences, the study attends to aesthetic, intertextual, psychological, historical and biographical issues. Its particular emphasis is on how Montague's language opens up ways of considering such issues. My readings try, therefore, to re-enact the subtle becoming and shifting that take place in individual poems and in his work as a whole. In order to illuminate the processes at work in Montague’s poetry, the chapters of the thesis are split into some that discuss themes and others that focus on volumes. Chapter one shows how Montague's concern with poetry surfaces in his work. It draws on poems from various stages in his career; the thesis also returns in subsequent chapters to Montague's addressing of poetry. The second chapter outlines Montague’s concern with exile and land in Forms of Exile and Poisoned Lands, and with family and love in A Chosen Light and Tides. Chapter three argues that Montague uses the journey as a structural device throughout The Rough Field. The fourth chapter concentrates on Montague's treatment of his family: the father in The Rough Field, A Slow Dance and The Dead Kingdom and the mother in A Slow Dance and The Dead Kingdom, which is read as the climax of Montague's return to family members. The fifth chapter analyses his main love-sequence. The Great Cloak, examines how his re-contextualisation’s of poems and use of pictorial illustration affect the reading of some love poems, and considers two love poems from Smashing the Piano. The sixth chapter demonstrates how Montague develops old and new themes in Mount Eagle and discusses how a net of crossings constitutes the collection's structural centre. The final chapter explores how in Time in Armagh Montague refines his transformation of autobiographical material into art. The analysis of Border Sick Call locates a concern with poetry itself in the late writing and brings out the sequence's shifting between the mysterious and familiar. "But in what country have we been?" is its final line, helping to define the general concern of the thesis, which is to explore the riches of the "country" mapped by Montague's poetry.
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Kratz, Maren Gisa [Verfasser], and Peter Paul [Akademischer Betreuer] Schnierer. ""O poet guiding me": Dante and Contemporary Irish Poetry / Maren Gisa Kratz ; Betreuer: Peter Paul Schnierer." Heidelberg : Universitätsbibliothek Heidelberg, 2011. http://d-nb.info/1177809036/34.
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Orr, Jennifer. "Fostering an Irish writers' circle : a revisionist reading of the life and works of Samuel Thomson, an Ulster poet (1766-1816)." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2664/.
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The Ulster poet Samuel Thomson (1766-1816) experienced a brief period of fame during the 1790s and early 1800s when he published three volumes of verse and became a regular contributor of poetry to Belfast newspapers and journals. Known in popular memory as the ‘Bard of Carngranny’, Thomson had been closely associated with many radical activists who participated in the 1798 Rebellion, although it has never been established if he himself took part in the armed rising. His earlier poems, many of which are written in the vernacular Scots language, celebrate and parody local life in the rural North of Ireland. This study examines Thomson’s significance as a literary artist; an initiator of literary discussion and correspondence; and the father of a Northern school of Irish poets who span the cusp where eighteenth-century Augustanism and first generation Romanticism meet. Through the thorough examination of a range of evidence from published editions, public press and journal contributions, to the poet’s manuscripts, this study investigates Thomson’s work against the political, social, historical, and theological contexts which informed its composition. It attempts the first full reconstruction of Samuel Thomson’s life and career, paying particular attention to his correspondence and his last volume of verse, Simple Poems on a Few Subjects (1806) which has rarely been scrutinised in any detail. It highlights Thomson’s desire to assume a bardic role as an enthusiastic young radical who identified cultural similarities between his corner of Ireland and Robert Burns’s Ayrshire. The thesis also traces his enduring political engagement. While Thomson’s political radicalism may have cooled during the Union period, it was substituted for a radical spiritualism that adopts some of the visionary traits of early Romantic poetry.
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Gilheany, Barry. "Post-Eighth Amendment Irish abortion politics." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313087.
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Sewell, Frankie. "Extending the Alhambra : four modern Irish poets." Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267793.
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Duncan, Dawn E. (Dawn Elaine). "Language and Identity in Post-1800 Irish Drama." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277916/.
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Using a sociolinguistic and post-colonial approach, I analyze Irish dramas that speak about language and its connection to national identity. In order to provide a systematic and wide-ranging study, I have selected plays written at approximately fifty-year intervals and performed before Irish audiences contemporary to their writing. The writers selected represent various aspects of Irish society--religiously, economically, and geographically--and arguably may be considered the outstanding theatrical Irish voices of their respective generations. Examining works by Alicia LeFanu, Dion Boucicault, W.B. Yeats, and Brian Friel, I argue that the way each of these playwrights deals with language and identity demonstrates successful resistance to the destruction of Irish identity by the dominant language power. The work of J. A. Laponce and Ronald Wardhaugh informs my language dominance theory. Briefly, when one language pushes aside another language, the cultural identity begins to shift. The literature of a nation provides evidence of the shifting perception. Drama, because of its performance qualities, provides the most complex and complete literary evidence. The effect of the performed text upon the audience validates a cultural reception beyond what would be possible with isolated readers. Following a theoretical introduction, I analyze the plays in chronological order. Alicia LeFanu's The Sons of Erin; or, Modern Sentiment (1812) gently pleads for equal treatment in a united Britain. Dion Boucicault's three Irish plays, especially The Colleen Bawn (1860) but also Arrah-na-Pogue (1864) and The Shaughraun (1875), satirically conceal rebellious nationalist tendencies under the cloak of melodrama. W. B. Yeats's The Countess Cathleen (1899) reveals his romantic hope for healing the national identity through the powers of language. However, The Only Jealousy of Emer (1919) and The Death of Cuchulain (1939) reveal an increasing distrust of language to mythically heal Ireland. Brian Friel's Translations (1980), supported by The Communication Cord (1982) and Making History (1988), demonstrates a post-colonial move to manipulate history in order to tell the Irish side of a British story, constructing in the process an Irish identity that is postnational.
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Murray, Anthony Joseph. "London Irish Fictions Diaspora and Identity in Literary Representations of the Post-War Irish in London." Thesis, Staffordshire University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522127.
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Kelly, Anthony. "The management and administration of Irish post-primary schools." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:3984.
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Demographic trends suggest that change is inevitable in the Irish post-primary sector. Closures, amalgamations and general rationalisation will increase the average size of schools. This will increase the pressure and workloads of those already in principalship.Almost twenty-five percent of Irish post-primary schools are under two hundred and fifty pupils, and the constraints on the provision of a wide curriculum in such small schools are likely to become a serious factor in their struggle for existence. The participation rate at senior level will increase and therefore curricular diversity will become essential. Many small schools are in multi-school areas and it would be unreasonable to expect the State to duplicate (or even triplicate) ever more expensive educational provision. As the curriculum widens, so its provision becomes more costly. The post-primary curriculum in Ireland was traditionally biased towards the liberal and literary, which is relatively inexpensive to provide, even in triplicate. As scientific and technological subjects take their place in the 'new' broader curriculum, so the necessity for larger schools, and thereby non-duplication of provision, becomes more imperative. Amalgamations are inevitable, but the management profession is unprepared and under-trained, and those who will join the profession anew will be unable to avail of any substantial body of experience.Clearly, intensive training for incumbent and new principals and middle management personnel is demanded. In addition, a mass of statistical data on the post-primary system as it exists, is required for this purpose.Many references were made in the Green paper (1992) and the National Education Convention report (1994) to the changing role of principalship and the management and administration of schools. One of the aims of the proposed legislative changes is to radically devolve administration and introduce good management practices to schools.It is widely acknowledged that good leadership is a prerequisite to effective school management. Devolved administration and greater autonomy will make good principalship even more necessary. Principalship has an instructional leadership role which differentiates the position from an industrial manager or a commercial executive. Research has shown however, that principals spend little time planning or in any kind of leadership role (despite the fact that they value these activities as the most important!) and most time in low value tasks. Clearly, the time has come to assess what principals actually do and how satisfied they are with the administration of their institutions.While the principalship is the pivotal position in any school, the middle management structures that surround the principal will largely determine how successful (s)he is. The principal should be free to utilise his/her expertise in the more important functions like instructional leadership and staff motivation.It was in this context and against this background that this research was undertaken: to investigate the management and administration of post-primary schools in Ireland.The aim of this research is fourfold:1. To gather information on the characteristics of post-primary schools in Ireland. Specifically, to amass data on the following aspects of school structure:(a) The physical and human environment;(b) The academic environment and policy;(c)A profile of principals in principalship.2. To examine the administration of post-primary schools, by function, and to research the styles of management currently prevalent. Management of schools is not coincident with industrial or commercial management and the management of post-primary schools is dissimilar to that of third level institutions. Furthermore, the management of Irish post-primary schools is unique as a result of its particular history. While all will have some degree of similarity, there is an ever increasing level of synonymy as the institutions become more equivalent. Scientific investigation provides the basis for theoretical development and this research aims to:(a) categorise Irish post-primary schools according to styles of management and develop new theoretical models of management and conflict, in the context of existing theory.(b)place existing management structures and theoretical developments in an historical context.3. To gauge (dis)satisfaction within the educational management profession; not so much self-assessment of principalship by principals, rather assessment by principals of the success or otherwise of the school as an institution.4. Generally:(a) To contribute to the body of factual and scientific data about the post-primary sector.(b)To contribute to the theory of management and conflict in schools.(c) To contribute to the debate on the management of and practices in, Irish post-primary schools.(d) To raise the awareness of principals and middle managers at a time of change. Managing change is as important as changing management and it is hoped to contribute to the constructive development of the Irish post-primary system.
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Docherty, Brian Francisco. "Situational ethnicity and younger poets of the Irish diaspora." Thesis, University of Surrey, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685078.
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Shaw, D. J. "Ireland and the Irish in post-war British politics." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3021158/.
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Despite the research that has been previously published concerning both the Irish in Britain and Ireland in British politics little of this examines the reaction of the Irish in Britain to events that bring Ireland into British post-war politics. Neither does this work place Ireland within a British context. Whilst some authors have not ignored those in Britain that wish to raise the saliency of Ireland in British politics, most have either reduced it to a few paragraphs or sentences. This is especially true within popular British historiography which dislikes challenges to the many warming myths found within Whig narratives. However, myths concerning the Irish in Britain can be found in Irish historiography as well, such as those concerning the power of Irish voters in Britain. There remains a tendency to look at Irish political activity in post-war Britain in a thin and superficial manner. This study is intended to fill several gaps. It will examine the reaction of the Irish in Britain as it emerges from beneath the surface of British politics. It will look at those groups that attempted to put pressure on successive British Governments even when Ireland was not in the public eye. This will also include those that wanted to protect Northern Ireland’s position within the Union. Another goal of this research is to place Ireland within a wider British context. Previously when the importance of Ireland has increased in British politics, it has been studied within a strictly Irish context. This thesis will show that the British response to Ireland is framed as much by British issues as Irish ones. This research will also seek to debunk some of the myths concerning the Irish vote in Britain, showing that they are a modern European population, making deliberative decisions that reflect this. It will conclude that despite the many myths, Ireland has little political saliency for British politicians and for all but a small section of the Irish population in Britain. The Irish in Britain are a modern, deliberative civic population, not a 5th column ready to rise in the name of Irish nationalism.
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Gleeson, James Philip. "Post-primary curriculum policy and practice in the Republic of Ireland : fragmentation, contestation and partnership." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323474.
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Holmgren, Michele J. "Native muses and national poetry, nineteenth-century Irish-Canadian poets." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq28493.pdf.
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Martin, Seth M. "The Poetics of Return| Five Contemporary Irish Poets and America." Thesis, The University of North Carolina at Chapel Hill, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562770.
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<p> A thematic study grounded in transnational and transatlantic studies of modern and postmodern literatures, this dissertation examines five contemporary Irish poets—John Montague, Padraic Fiacc, James Liddy, Seamus Heaney, and Eavan Boland—whose separation from Ireland in the United States has produced a distinct body of work that I call, "the poetics of return." As the biological heirs of the Civil War generation and the intellectual heirs of the Irish high modernists, these poets are some of the leading lights of the renaissance in Irish literary arts after midcentury. </p><p> This dissertation argues that an important aspect of this era has been its reevaluation of narratives of political and artistic exile; those created by nationalists and republicans, on the one hand, and modernists such as James Joyce and Samuel Beckett, on the other. Drawing on the criticism of Patrick Ward and Seamus Deane, I argue that the atomization of the critical vocabulary of exile has enabled modern poets greater means to consider the cultural anxieties surrounding their separation from Ireland. Accordingly they have become less interested in the meaning of leaving Ireland and more interested in the meaning of return. This project engages a range of scholarly literature devoted to the Irish poets and poetry of the last half century and reevaluates a number of standard readings and assumptions.</p>
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Kendall, Tim. "The importance of elsewhere in five contemporary Northern Irish poets." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386484.
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Goodby, John. "Inner emigres : a study of seven Irish poets (1955-85)." Thesis, University of Leeds, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364516.
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Greene, Edel. "How do Irish post-primary teachers conceptualise their own professionalism?" Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/how-do-irish-postprimary-teachers-conceptualise-their-own-professionalism(d718353b-8a26-4b67-b5af-713ad59b2ad4).html.
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This thesis explores the question: how do Irish post-primary teachers conceptualise their own professionalism? The central aim of the research is to give teachers a voice in defining what it means to be a professional teacher, within the context of new challenges posed by neoliberal ideologies and practices, which are increasingly informing educational policy. A total of sixteen teachers participated in semi-structured interviews as part of the research. The research employed an interpretative methodology and thematic analysis to the emergent data which was generated by a semi-structured interview process. The theoretical framework used to frame the analysis applied the tools of post-structural social theory, specifically, Foucauldian conceptual propositions of social identity-formation, power and knowledge, to teachers’ experience of their own professional identity and professionalism. The analysis and findings of this small scale interpretative, qualitative research study on teachers’ professionalism, highlight that teachers are currently entrenched in a struggle for control over, how their professional identity might be constructed, and the standards by which their professionalism is assessed. Neoliberal concepts of performativity, standards and accountability have recently become embedded in reformed practices and seek to redefine teachers’ professional identity and professionalism. The research concludes by staking the claim that unless teachers actively engage in an interrogation of the discourses and influences which assess their professional contribution and performance, they will conform to a professional identity that privileges the demands and values of the market. The discretionary judgement of the teacher, as currently understood by those interviewed in this research, is consequently, greatly undermined by compliance to neoliberal values.
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Moles, Joanne A. D. "Physical education in contemporary Ireland : a case study of curriculum, continuity and change." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/36139.
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This study was undertaken in part as a response to proposed changes in the curriculum and teaching of Physical Education in Irish post-primary schools. I have been involved in Physical Education Teacher Education (PETE) for almost thirty years, almost entirely in Ireland, and I have a strong commitment to the promotion of child-centred Physical Education which I believe may be threatened by the proposed changes. My concerns are evident within this study which focuses on three Physical Education teachers in contemporary Ireland over a period of approximately three years during which three Draft New Syllabuses for Physical Education were written by the National Council for Curriculum and Assessment. These teachers share concerns and values regarding the teaching of Physical Education which broadly concur with my espoused ideology. Each is aware of their preferred pedagogical practices and is articulate in their defence of them. Within this study, the professional practices of these teachers are examined in the context of societal changes and the proposed curriculum changes in Physical Education evidenced in the new syllabuses. Inspiration is drawn from Basil Bernstein's work which Sadovnik (1995, p. 7) claims 'promised to connect the societal, institutional, interactional and intrapsychic levels of sociological analysis'. This study accepts Bernstein's analysis which provides a systematic structural theory allowing micro and macro aspects of the education system to be inter-related.
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Pardoe, Penny. "The extent of Irish nationalist convergence in a post nationalist era." Thesis, University of Salford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413457.
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McMahon, Melanie. "Irish as symptom : language, ideology and praxis in the post/colony." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/irish-as-symptom(887ab156-5e57-43fa-b6f1-3b0a9c591919).html.
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Within popular culture and academic scholarship alike, a standard narrative exists about the rightful (non-)place of the Irish language in post/colonial society. It is a tautological narrative because the apparent unfitness of Irish for the exigencies of postmodern life both explains its disappearance and prevents its full revival (i.e., Irish is outmoded because it is outmoded). That Irish requires costly government expenditures to stabilize it only confirms its inherent infirmity. Yet the ’problem’ of indigenous language is not so neatly resolved, especially as it threatens to erupt, symptom-like, in unexpected (i.e., Anglophone) contexts. The usual post/colonial paradigms cannot fully account for the disjunctive position of Irish. Critical theory, on the other hand, offers a way to think the striking disconnect between the constitutional fact of Irish as the ’first official language,’ for example, and the reality that almost no one speaks it. Lacan called this type of disconnect a symptom. ’Symptomal torsions’ are everywhere evident in the Republic: from bilingual road signs to the near total displacement of the language onto reluctant school-children. Such measures guarantee that Irish will not be spoken in the more unruly space of the streets. The containment of Irish alongside its official valorisation makes certain that it (and the associated ’barbarism’ of the pre-colonial past) cannot return in unforeseen ways. Yet return it does; all the cultural products analysed in the dissertation have some relationship to this return of the linguistic repressed. Each text highlights the fraught interface between the indigenous language and its imperial replacement, in both the North and the Republic. They may be humorous and satirical, as in the short films of Daniel O’Hara, or they may be resistant and political, as in the H-Block oral testimonies. They may be eulogistic, as with Brian Friel’s language play, Translations, or they may be more recognisably post/colonial, as in the essays of native intellectuals explaining their choice of English over the 'mother tongue'. This research draws on textual analyses along with (analytic and continental) philosophies of language. It constructs a methodology based on close readings of literary, filmic, and archival texts through various modes of critical theory. By examining the ways in which these texts both converge and diverge, this research elucidates those intersections between language, power, and the colonial legacy that would otherwise remain obscure.
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Saunders, John Peter Luke. "Reclaiming the Raven: Irish-Australian Memory in the Post Modern Moment." Thesis, Saunders, John Peter Luke (2000) Reclaiming the Raven: Irish-Australian Memory in the Post Modern Moment. Masters by Coursework thesis, Murdoch University, 2000. https://researchrepository.murdoch.edu.au/id/eprint/10790/.
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This thesis looks at the processes of memory, imagination and cultural development in a single family of Irish extraction. The line in question derives from a western Irish sept known as the Ui Fiachrach, whose symbol was that of the raven.
The first chapter deals with the origins of the Ui Fiachrach and the impossibility of reaching an “Ur text”. It also critiques the notion of culture, noting that cultural difference (often defined on terms such as ‘blood’) can be a source of conflict. Finally, the problematic nature of the term ‘authenticity’ was explored.
The second chapter is concerned with the politics of ethnographic representation and the uses of English and Gaelic as representational tools.
The third chapter focuses on the differend that existed up till the later part of the 20th century against oral cultures (including Irish culture) and the imagination, as opposed to the realist/positivist/social Darwinist paradigm.
The fourth chapter takes into account the notions of alterity and ambivalence: a brief history of prejudice against the Irish and the dilemma of preserving one’s culture versus fitting in.
The fifth chapter examined the source material gained from research which represents a core sample of my family’s collective memory. The limits of storytelling were delineated, and the motifs classified into themes.
The sixth chapter showed how there is considerable scope and play in the symbol of the raven, in stark contrast to stereotypes typified by Poe’s Raven. In such play is the potential to reclaim the raven as a positive symbol.
The seventh chapter looked at the common characteristics between the visual Irish imagination and the modern genre of magic realism. It also examined the internal dynamics of, and the potential for, continued cultural development into the 3rd millennium.
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Lenz, Dawn. "Claiming Iris." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/657.
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Iris Fitzgerald struggles to make it day to day after she is raped and stabbed while out on an early morning run. Her story is told through her relationships, not only with her new, scared self, but also with her overbearing mother, her best friend, her rescuer and her antagonistic roommate. She has just moved to a strange city and still has not found a job. So, she has the overwhelming stress of the attack to contend with and the added pressure of running quickly out of money in the expensive city of San Francisco. She uses her painkillers as an escape from her stab wound as well as her emotional pain. Claiming Iris is about self-preservation, relationships, addiction and continuing on with life.
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Stout, Rebecca Lynn. ""In dreams begins responsibility:" the role of Irish drama and the Abbey Theatre in the formation of post-colonial Irish identity." Texas A&M University, 2006. http://hdl.handle.net/1969.1/3843.
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This research does not hope to give a finalized portrait of Ireland and its vast and
diverse people. Instead, it hopes to add one more piece to the complicated mosaic that is
an honest depiction of Irish personal and national identity. Several plays by authors
considered to be quintessential Irish nationalists have been read in conjunction with
those authors biographies and the historical moments in which those plays were created,
to offer a multi-faceted perspective to the intersection between art, politics and
individual senses of personhood and nation. The final conclusion is that the growth and
development of a nation requires that the definition of national identity be in a constant
state of performance and revision.
Several key conclusions can be drawn from the findings here. First, Irish identity
is slippery and elusive. To try to finalize a definition is to stunt the growth of a
constantly evolving nation. Secondly, personal and national identity formation cannot
be separated into two distinct processes. Due to the unique political situation leading up
to Irish independence and the subjugated state of all Irish people, regardless of their class
or economic distinction, an individual always exists in relationship to those other members of his or her class, as well as those who define him or her by their differences.
Finally, because of this constantly evolving state and this complicated interrelationship
between the personal and the public, Irish stage drama bears a unique relationship to
Ireland, and to critics seeking to analyze that literature. The multiplicity of the Irish
experience demonstrates itself most clearly in the consistent newness of repeated
performances of its classic texts.
By examining the historical ruptures that resulted from the initial performances
of those texts and comparing them to the texts themselves, documents that live outside of
history until they are drawn back in by those who seek to reinterpret and re-perform
them, researchers can witness the evolution of key ideas of Irish nationalism from their
roots in personal experience, through the interpretive machine of the early Abbey
audiences, and as they continue to transform in modern presentations.
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McMonagle, Sarah. "The Irish Language in post-agreement Northern Ireland : Moving out of conflict." Thesis, University of Ulster, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553868.
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This thesis enquires whether the Irish language can be removed from discourses of conflict in post-Agreement Northern Ireland. Following an inter-disciplinary examination of the relation between language and the 'national' community, emphasis will be placed on deconstructing the binary of ethnopolitical conflict within which Irish has been framed. Considering that linguistic recognition has been conferred through the Good Friday Agreement (1998), language policy in Northern Ireland must be seen as a type of conflict management. Northern Ireland's transition from conflict will be analysed in terms of political stability through renewed powersharing, a more peaceful society and sociocultural pluralisation beyond the so-called 'two communities'. This period of reconstruction emphasises skills and equality to which language and cultural recognition are key. Utilising original qualitative and quantitative data, this author will present two studies in which the Irish language may be conceived outside of the conflict-management framework. Research undertaken for the comprehensive Northern Ireland Languages Strategy (NILS) reveals a high level of public support for generally increasing language skills in Northern Ireland, alongside mixed responses to the role of Irish. A primary case study on Irish language learners in Canada will then demonstrate the global and multi cultural significance of Irish, highlighting the porosity of physical and cultural borders that discourses of conflict eschew. Government reluctance to view the Irish language as a legitimate skill and matter for the equality agenda continues to shape policy and debate. This continuing form of conflict is inconsistent with the relative success of the democratic process, as well as with the developing Celtic language regimes elsewhere. In response, this author will examine a deliberative democratic forum for language planning in Northern Ireland. This thesis thus contributes to the fields of minority language planning and democratic theory by viewing them as mutually reinforcing in Northern Ireland's transition from conflict.
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Winterson, Kieron. "'England may keep faith' : two Irish women poets and the Great War." Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494165.
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With the outbreak of the Great War and the consequent suspension of the third Home Rule bill, the ideological conflict in Ireland which had threatened to turn into armed confrontation was in part transposed to the battlefields of northern France. That ideological conflict can conveniently be broken down into three separate lines of thought: Unionism, Home Rule, and separatism. None of this was new: Irish political history from Grattan's Parliament onwards is the story of the evolution of those forces which were to come to a climax in the years following the introduction of the 1912 Home Rule bill. The quasi-autonomy of 1782, the Act of Union and the subsequent agitation for Repeal, the emergence of a Catholic democracy, the growing pressure for Home Rule in the final quarter of the nineteenth century, and the evolution of Southern Unionism and Ulster Unionism ~ all of this was contained within hish political thought in the opening decades of the twentieth century.
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Nickell, Karen. "Embroidery in the expanded field : textile narratives in Irish art post-1968." Thesis, Ulster University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.626854.
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This thesis investigates embroidery / textile art in Ireland from the 1960s to the present day. It does so by drawing on the knowledge and experience of practitioners, educators and related professionals as a source of primary data, collected through interviews. The thesis questions how textile art emerged in Ireland, what structures and influences shaped its development and in what ways it is still relevant. It also questions if textile art in Ireland reflects specific cultural and regional identities and examines the relationship between contemporary textile art and the continuum of textile history. The project interrogates issues such as art and craft; specialist and generic skills; regional identity; ways of being a practitioner; circumstances of making; placement and curatorship of work and the role that textile practices play in society. The inclusivity of the project is broad, encompassing amateur and professional practices, the use of textiles in art, textiles as an art practice and textile arts and crafts in the community. The focus is on embroidery / stitched textiles although textile work using other materials and processes is included where relevant. The project is based on a Social Constructivist paradigm, with the artists and makers as active participants in the research. Their voices fashion the emerging themes; which are understood in relation to substantive and formal theories from interdisciplinary research areas such as women's studies, material studies and new craft theory. The research contributes to knowledge by constructing a contextual analysis for the understanding of textile arts in Ireland. This can be used to develop contemporary models for the transference of knowledge and skills, and to explore the possibilities of textile arts in society and art in a textile culture. It establishes a body of knowledge that can be used as an entry point and resource for future researchers.
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Younger, Alison Solveig Patricia. "'Look beyond these innocent outspread hands' : versions of post-coloniality in the works of Brian Friel." Thesis, University of Sunderland, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324053.
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Clougherty, Robert James. "The historiography of three Irish poets W.B. Yeats, Seamus Heaney, and Richard Murphy /." Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9123419.
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McMullen, Maram George. "Irish Women Poets of the Twentieth Century and Beyond| Voices from the Margin." Thesis, King Saud University (Saudi Arabia), 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576677.
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<p> This dissertation study explores the rise of Irish women poets of the twentieth century, in particular Eavan Boland from the southern Republic of Ireland and Medbh McGuckian from Northern Ireland. It investigates the birth of Irish Feminist Literary Theory and Irish Postcolonial Literary Theory and uses these two theories to analyze the poetry found therein. This project shows that, unlike Irish women novelists and playwrights, Irish women poets were excluded from the Irish canon until poets such as Boland and McGuckian destabilized their once rigid national literary tradition and challenged it to include women as both authors and subjects of the Irish poem. In addition to challenging their patriarchal literary tradition, Irish women poets of the twentieth century also drew attention to the lingering effects of British colonial rule in Ireland, demonstrating that Irish women poets were doubly colonized and doubly marginalized. As a result, their poetry features two distinct voices: one which speaks for the women who were silenced in Ireland and one which raises postcolonial issues. By challenging the hegemonic power structures which dominated them, Boland and McGuckian paved the way for the Irish women poets who followed, including Mary O'Malley from the Republic of Ireland and Sinéad Morrissey from Northern Ireland. For the most part, Irish women poets of the twenty-first century have managed to let go of the trauma of colonization—both patriarchal and imperial—and have created a new hybrid national identity, a Third Space, which has liberated their work. This hybridity has broadened the vision of the Irish poem which now features a new global voice.</p>
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Hagan, Hugh Patrick. "Women's lives in a shipbuilding dommunity: Irish Catholic Port Glasgow in the 1930s." Thesis, University of Edinburgh, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493399.
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Johnson, Marshall Lewis. "The 'Uncreated' Voice of a Nation: James Joyce and the Twentieth Century Irish Bildungsroman." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1309.
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The ‘Uncreated’ Voice of a Nation: James Joyce and the Twentieth Century Irish Bildungsroman places James Joyce’s A Portrait of the Artist as a Young Man in conversation with numerous later twentieth century Bildungsromane to argue that texts by Edna O’Brien, John McGahern, Roddy Doyle, Patrick McCabe, Jamie O’Neill, Eimear McBride, Seamus Deane, and Bernard MacLaverty examine the tension between liberation and oppression, hope and despair, to explore the complexities of these tensions untapped by Joyce, paradoxically producing darker conclusions in the Free State/Republic than in the North. I suggest that the postcolonial Irish writer feels greater anxieties about allowing the form of the Bildungsroman any sense of resolution than his/her colonial, Northern Irish counterpart. If one views liberation from colonial rule as a future event, that future is “uncreated” in its brightly-colored potential. If one views liberation from colonial rule as a past event, the present is instead an examination of the failures of revolution and the lingering ghosts of colonial rule that often appear in the guise of these very revolutionary failures.
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Mageean, Deidre M. "A comparative study of pre- and post-famine migrants from north-west Ireland to North America." Thesis, Open University, 1988. http://oro.open.ac.uk/54149/.
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A computer database of detailed information on 23,753 emigrants who sailed from the port of Derry in the northwest of Ireland was constructed, using Customs and ship passenger records that together spanned the years 1803- 1867, though not continuously. This information was used to trace changes in the origins of the emigrants, their age and sex distribution, their occupational backgrounds, their destinations, and in how they paid for their fare. Analysis showed that that the profile of emigration changed from emigration of mainly young, unattached males in the early part of the century to family migration during the Famine years, subsequently changing to emigration of equal numbers of males and females, mostly as young adults. Major differences found between the emigrant populations who sailed for Canada and the United States respectively were related to the cost of fares and the extent of assistance to emigrate. Pre-paid fares were found to be very significant, especially during the Famine years. Until the early 1860s the majority of the emigrants were from the more affluent, fertile areas of the north-west. Both the pattern of pre-paid fares and the concentration of the emigrants' origins were closely related to the migration tradition within the area. This tradition, dating back to the eighteenth century, helped create a migration mentality, promoted subsequent emigration, and gave rise to the pre-payment of fares by earlier emigrants. Although the Famine had a major impact on the area, it was not the instigator of mass migration from the northwest. The demise of the linen trade and associated economic crises were more important in this respect. The response to population pressure and economic crises varied within the region as well as with time.
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Romanets, Maryna. "Between Trompe-l'oeil mirrors, contemporary Irish and Ukrainian women's poetry in post-colonial perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq23963.pdf.
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Rooney, Kathleen. "The lived experience of higher education for post-registration Irish nurses : a phenomenological study." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10700/.
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The aim of this study was to explore Irish post-registration nurses’ experiences of higher education nursing programmes in terms of influences on their motives to engage and their participation in such programmes. The study is set against a backdrop of change to the entry level education for nurses in Ireland in 2002. The conceptual framework to inform this study was drawn from the community of practice theory described by Lave and Wenger (1991) and Wenger (1998) which provided a new perspective on the experiences of post-registration nurses’ engagement in higher education. Using a descriptive phenomenological approach, 17 post-registered nurses undertaking two different higher education programmes at one Institute of Technology in the North East of Ireland were interviewed using one-to-one semi-structured interviews. Two focus group interviews were also conducted comprising of nine post-registration nursing students in two Institutes of Technology in the North West and the West of Ireland by way of triangulating the findings. Giorgi’s (1985) framework of data analysis was used to extract the natural meaning units from the data. The findings in this study revealed that post-registration nurses’ motives to engage in higher education included: educational equality, knowledge acquisition, career advancement and morale enhancement. These motives were influenced by attitudes towards higher education for nurses, resources and supports. While the nurses engaged in higher education they experienced two main challenges: lack of time and lack of confidence to do the academic work. The nurses were resourceful in terms of implementing coping strategies to deal with these challenges. These experiences were influenced by practical college and clinical supports. The findings are discussed in light of the cited literature and concepts from the communities of practice theory. The findings in this study have implications for nursing education, practice, policy and research.
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Matthews, Steven. "'When centres cease to hold', 'locale' and 'utterance' in some modern British and Irish poets." Thesis, University of York, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238683.
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Cirenza, Peter. "Melting pot or salad bowl? : assessing Irish immigrant assimilation in late nineteenth century America." Thesis, London School of Economics and Political Science (University of London), 2011. http://etheses.lse.ac.uk/90/.
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This dissertation assesses the degree of assimilation achieved by Irish immigrants in the US in the last decades of the nineteenth century. It employs a matching technique to link specific individuals in both the 1880 and 1900 US censuses. I use this technique to create matched samples of Irish immigrants and native born Americans, allowing me to capture significant information concerning these individuals and their families over this timeframe. Utilising these samples, together with other data, I assess the degree of assimilation achieved by Irish immigrants, in aggregate and in selected subsets, with native born Americans across a range of socio-economic characteristics over this period. Among my principal findings are that Irish immigrants did not assimilate quickly into American society in this period, nor did they achieve occupational parity with native born Americans. Younger Irish and those who immigrated to the US as children experienced greater assimilation and achieved higher levels of occupational mobility, as did those Irish immigrants who married a non-Irish spouse. Higher levels of geographic clustering were associated with lower degrees of assimilation and lower occupational outcomes. My research provides support for the argument that such clustering delays immigrant assimilation. My results also indicate continued cultural persistence by Irish immigrants as it relates to their choice of names for their children. Irish immigrants who gave their children a common Irish name closely resembled those who married an Irish-born spouse - they underperformed in the workplace and experienced a lower degree of assimilation. These results suggest that the flame burning under the Irish melting pot in the last decades of the nineteenth century was not very hot, and that the assimilation process for Irish immigrants into American society was a varied and multidimensional one.
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O'Connor, James Vincent. "Resisting the Melting Pot Through Ethnic Newspapers: A Case Study of the Irish Echo." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/10907.
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Mass Media and Communication<br>Ph.D.<br>This dissertation is a case study of the Irish Echo, an Irish ethnic weekly newspaper that began publishing in New York City in 1928. The Irish ethnic community is unique because it operates within two cultural spheres: Irish society and American society. The purpose of this case study is to identify how ethnic newspaper function and how this function has changed over time. The study attempts to explain the role of the ethnic newspaper in balancing the needs of immigrants to adapt to American culture while maintaining ties to their native country. The author uses a qualitative approach combining oral history, in depth interviewing, documentary evidence and textual analysis. The study finds that the Irish Echo acts as a functional intersect that provides adhesion and structure through the operations of bonding and bridging. It performs these functions through political advocacy, vocal criticism of discrimination, and guides in assimilation and character building.<br>Temple University--Theses
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Henry, Meghan N. "Within and Without| Transmutable Dwellings in the Work of Mark Z. Danielewski, Charlotte Bronte, and Edgar Allan Poe." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10844135.
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<p> This thesis takes a look at three major texts: Mark Z. Danielewski’s <i> House of Leaves</i> (2000), Charlotte Brontë’s <i>Jane Eyre</i> (1847), and Edgar Allan Poe’s “The Fall of the House of Usher (1839). These texts are certainly linked by the gothic motif, past trauma (and thus memory), and also desire. However, I see these texts as a set for several reasons. These texts are representations of how the gothic motif can be used to supply the narrative, not supplement it. This means, for me, that the narratives of these texts are not just staples of “the gothic,” but their very <i>architecture</i> is founded upon the gothic tradition. Each text takes place within a house, in a sort of labyrinthine creation, haunting in nature with supernatural manifestations, and, on top of that, a theme of misery within the family. Although these three texts are connected by their treatment and reliance on the gothic motif, I’m drawn to them as a set because of 1) the characters’ transmutability of the spaces they inhabit and 2) the physicality of the publication themselves. I am concerned with the transformations that occur within and without these texts. By that, I mean I am a concerned with transformations within the minds of the characters (development) and the spaces they occupy, as well how these texts call readers to action. Above all, I am concerned with agency, that of the characters within these texts and of the texts themselves. I argue that these spaces within these texts as well as the texts themselves are posthuman. Though, where does regarding these texts as posthuman leave us as scholars? </p><p>
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Hazley, Barry. "The Irish in Post-war England : experience, memory and belonging in personal narratives of migration, 1945-69." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/the-irish-in-postwar-england-experience-memory-and-belonging-in-personal-narratives-of-migration-194569(09efb90f-c2d9-4695-835b-3c9887470890).html.
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Scholars of Irish migration in twentieth-century Britain have tended to present migrants' experiences through two opposing stories about 'assimilation' and the struggle to preserve an 'Irish ethnic identity' in the face of official attempts at repression. Based on in-depth analysis of oral history interviews conducted by the author between 2009 and 2011, with eight Irish migrants who settled in England between 1945-69, this thesis suggests that individual migrant experiences resist simple incorporation within this dichotomy. It does so through exploration of the diverse ways the psychic and the social intersect in the production of migrant subjectivities within specific contexts. The thesis argues that such subjectivities were not coherently constituted or unified through a single discourse on 'identity', but that there were always multiple, often contradictory, possibilities available for self-construction within the different spaces migrants inhabited, in both the past and present. Through investigation of the distinct ways different respondents constructed themselves in relation to four sites of memory, namely leaving Ireland, pre-marriage years in the post-war British city, the construction industry, and 'The Troubles', the thesis shows how migrants negotiated and drew upon a diverse range of subject-positions in order to constitute themselves within their personal accounts of settlement. This inter-subjective process was conditioned by the possibilities and constraints of the various local, communal, and institutional discourses which mediated the lived realities of migration to Britain and which were available in the present for self-construction. But it was affected too by the active if usually unconscious workings of memory. How migrants interacted with available discourses was never predetermined but was shaped by on-going dialogues between public and private, past and present, there and here. Within each narrative these dialogues formed parts of individually specific strategies of 'composure' through which subjects, with varying degrees of success, sought to render their experiences into a coherent, integrated whole. The thesis argues that Irish migrant 'identity' in post-1945 England was never the finished product of a linear process of 'assimilation' or simple determinants like national origin, class, or religion. It is more usefully approached as a variable set of dialogic processes, as part of which migrants made investments in a diverse range of discourses in a bid to formulate self-affirming understandings of the migration experience.
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Lambert, Sharon. "Female emigration from post-independence Ireland : an oral history of Irish women in Lancashire c1922-1960." Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242891.
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Weiglhofer, Magdalena. "Past presencing for the future? : the function of performed storytelling in Northern Irish post-conflict peacebuilding." Thesis, Ulster University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604550.
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Since - and despite - the peace agreement in Northern Ireland in 1998, it seems that the political vision of identity pluralism for this post-conflict society is still limited to a 'two communities' model that leads to demands for 'equality' on a tit-for-tat level. This thesis investigates publicly portrayed narratives of life during the conflict and its aftermath in order to assess to what extent such stories can be a means of challenging a preservation of individual and collective memory that perpetuates an 'us and them' mentality. Ultimately, the thesis seeks to further understanding as to what storytelling can contribute to a peace process in a society coming out of conflict. My analyses are based on ethnographic research on two community drama projects that used the tool of real life storytelling transformed into public performance. Participant observation, interviewing and documentation of the projects over an extended period of time allowed me to explore the impact of such work on an interpersonal, inter-group and wider societal level within a still divided society. The thesis also takes into account the interdependency between private and public meaning and considers aspects of ownership, agency and discourses of emotion as well as issues of 'truth' and possible (ethical) challenges through this process of displaying one's personal experiences in a public space. The findings of this research suggest that the concept of 'presencing the past' and bearing witness to those memories carry the potential to break open internalised patterns of habitus (Bourdieu 1977; Bourdieu and Wacquant 1992) that are experienced as natural and, as such, might hamper change. While flagging up the dangers of storytelling practice in a post-conflict setting, I argue that, ultimately, performed memory telling does respond to John Paul Lederach's call (2005) for a moral imagination which empowers us to envisage and create new stories that offer alternative points for identification by acknowledging the past but recognising that every historically developed social form is in fluid movement in which multiple realities are possible.
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Sackett, James R. "The influence of nationalist ideology in the works of five Irish poets from a Protestant background." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232373.
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This thesis examines the ways in which the ideology of Irish nationalism has influenced and shaped the works of five Irish poets from a Protestant background: Louis MacNeice, John Hewitt, Richard Murphy, Michael Longley and Derek Mahon. These poets began their careers during a time period in which the cultural framework for comprehending authentic Irish identity, place and history was largely yielded to the authority of the principles of nationalism. This made a considerable impact on the poets and the ways that they would be made to engage such themes in their poetry. Their works are often noted for expressing ambiguity, ambivalence and complexity with regard to the poets' relationship with their Protestant background. This thesis maintains that much of the conflict found within the poetry can be attributed to an internalisation of a number of precepts from the politicised cultural construct established by nationalism. The nationalist authority over the Irish identity-discourse has not been sufficiently explored or explicated in critical studies of these poets' works. This thesis is dedicated to examining the nuanced ways in which nationalism influenced the poets' understanding of the concepts of Irish identity, place and history. With respect to their individual biographies, contexts and backgrounds, detailed analyses will reveal the significant affect that the tenets of nationalism had on each writer's poetic output and career. The research will make clear the extent to which these five poets exemplify a particular paradigm of the Irish Protestant poetic psyche of the eras under review. The analyses will contribute a fresh perspective to critical understanding of the intricate, oftentimes complicated, relationship that these poets maintained with their community, culture and country of origin.
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Mulcahy, Brian J. "A study of the relationship between Ireland and England as portrayed in Irish post-primary school history text books, published since 1922, and dealing with the period 1800 to the present." Thesis, University of Hull, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264563.
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The thesis is a study of the relationship between Ireland and England as portrayed in Irish post-primary history school textbooks, dealing with the period 1800 to the present day, and published or in use since 1922. The thesis identifies two distinct categories of texts and these are referred to as purist texts and moderate texts. The purist texts are characterised by their strong pro-Irish, and anti-English biases in their presentation of Irish history. The moderate texts, by contrast, are generally without such biases and present more neutral accounts of Irish history. The central thesis of the work is that the relationship between Ireland and England as portrayed in the purist texts is fundamentally different from the relationship portrayed in the moderate texts. Close examination of the texts revealed that the presentation of Irish history fell into three large divisions, military and revolutionary history, political history and social history. For this reason the thesis, apart from introductory and concluding chapters, is comprised of three large central chapters, dealing in turn with each of these three aspects of Irish history. Thus, Chapter II looks at the treatment of the military and revolutionary history in the texts. Chapter III deals with the political history of Ireland and Chapter IV treats of the social history of Ireland. Each of these three chapters elaborates on how the topics dealt with contribute to the overall portrayal of the relationship between Ireland and England, as presented in the texts. The thesis concludes that the relationship between Ireland and England portrayed by the purist texts is a negative and hostile one, while the relationship portrayed by the moderate texts is a positive one. Hence, a fundamental difference in the portrayal of the relationship between the purist and moderate texts is established.
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Bethala, Melony Samantha. "Women, institutions and the politics of writing : a comparative study of contemporary Anglophone Irish and Indian poets." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/19357/.
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Since the 1960s there has been a shift in social and cultural perceptions of women in Ireland and India which resulted in a proliferation of women's writing in English and other languages. Among the writers who came into prominence in the last fifty years, Anglophone poets Eavan Boland, Medbh McGuckian and Paula Meehan from Ireland as well as Kamala Das, Eunice de Souza, Melanie Silgardo and Sujata Bhatt from India have achieved national and, for some, international acclaim. Their publications and careers as editors, translators, educators and activists attest to the significance of female voices in shaping a contemporary poetic canon, yet the work of these writers remained largely unexamined until the last two decades. Contributing to the fields of Irish studies, Indian studies and comparative feminist research, this dissertation demonstrates parallels in women's texts, experiences and personal histories that extend across cultural and geographical borders. Irish and Indian poets who began publishing between the 1960s and 1980s have faced similar challenges in their careers due to institutional practices of the nation-state and publishing industry, yet, the intersections of each poet's sex, ethnicity, nationality, race, religion, class, caste and socio-economic background has led her to respond in ways that differ from her contemporaries. Using case studies of seven poets writing in English–Boland, McGuckian, Meehan, Das, de Souza, Silgardo and Bhatt–I create a transnational comparison of the personal, social and cultural pressures placed on women's poetry and their careers. This project examines poetry and book history through historical and political narratives, archival research, interviews, creative industry practices and feminist theories to explore how Irish and Indian women poets respond to and challenge the politics of writing in their home countries and abroad.
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Viser, Rebecca Lee. "In the name of the mother a post-colonial reading of portrayals of gender in Irish fiction /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/457043558/viewonline.
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Wilkinson, Ruth G. D. "In search of a dwelling place : the treatment of home in the work of four Northern Irish Protestant poets." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360023.
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Hampshire, Emily H. "Quare Contestations: Bridging Queer, Lesbian, and Feminist Narratives of the Irish Diaspora." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/631.
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"Quare Contestations: Bridging Queer, Lesbian, and Feminist Narratives of the Irish Diaspora" examines three sets of biographical and autobiographical narratives about Irish who migrated to the United States in the 19th and 20th centuries. Dwelling primarily in queer studies and diaspora studies, this thesis participates in the construction of a queer Irish diaspora archive by analyzing the spaces of overlap between Irish queer, feminist, and lesbian - together, quare - theory and lived experience in these narratives. In my analysis, I demonstrate the fluidity, movement, and interdisciplinary scope of a quare framework for approaching studies of gender and sexuality in the Irish diaspora context. This thesis intervenes into the work already being done to queer Irish diaspora by examining the contestations of "Irishness" appearing in the narratives that are analyzed, and by in turn contesting and complicating the action and meanings made by "queer" in the existing archive of queer Irish diaspora literature.
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Dobbs-Buchanan, Allison M. "You Take The High Road, and I'll Take The Low Road:A Post-Colonial Analysis of Shakespeare's Macbeth." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1386515905.
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Taylor, Pamela. "An examination of the changing experience of Irish female migrants in Liverpool, from the Great Famine to post-World War Two re-development." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2012119/.
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Throughout the nineteenth and early twentieth centuries Liverpool's world-wide transport links, and its close proximity to Ireland, rendered it a most convenient - if not always the most welcoming - destination for large numbers of female migrants. Therefore, the initial purpose of this study is to compare the migration experience of Irish women who settled in Liverpool between the mid-nineteenth and mid-twentieth centuries, to examine whether that experience changed over time and, if it did, to establish the nature of that change. Beginning with an examination of the perception of the Irish by their British neighbours, and how extremely high levels of settlement in Liverpool shaped attitudes there, exploration is made of the way these attitudes were reflected in that city's treatment of Irish migrants. Secondly, consideration is given to expressions of prevailing ideology surrounding women's role within the home and in the wider society, that the influences and pressures that were brought to bear upon Iirsh women - in Ireland and in Britain - might be examined. Thirdly, examination is made of the economic climate in Liverpool, particularly in connection with female work opportunities, which set the scene for examination of employment trends amongst female migrants. The scale of the Irish presence in Liverpool, and its impact, coloured local perceptions for many years, the sense of and alien 'other' in their midst frequently errupting in expressions of resentment and hostility. Meanwhile, attitudes towards women - in Ireland and in Britain - saw society seek to control them through the imposition of social, moral and economic restrictions, and penalize those who stepped beyond these perameters. Moreover, Liverpool's over-reliance upon maritime commerce, rather than manufacturing, presented women with few opportunities for gainful employment. Those available were very often low status, poorly paid, and confined to a narrow range, yet underemployment amongst men in Liverpool rendered women's earnings an essential part of family incomes. In response, Irish women moved into occupations less popular with locally-born women, and made them their own, becoming particularly noted as street vendors and domestic servants. Indeed, the steady stream of female migrants willing to work in domestic service ensured that it remained a major field of female employment in Liverpool far longer than in other parts of Britain, even during the Second World War. In the process they created a tradition of working mothers which drew criticism from those in authority, and the attention of social reformers. Migration changed the lives of these women, it changed the country they left, and it changed the city that became their new home.
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Rekawek, K. E. "A comparative analysis of militarism and politics in the official and provisional Irish Republican movements in their respective post-ceasefire situations of 1972 and 1994." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517041.
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