NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1110147
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0046-760X
Adult and Child Identities in Irish Primary Schools, c.1830-1909
Dolan, Paddy
History of Education, v45 n5 p530-546 2016
Drawing on teaching manuals, government reports and school inspectors' reports from the 1830s up to the early twentieth century, this paper traces the changing conceptual and social distance between childhood and adulthood in Ireland. Using Norbert Elias's figurational approach, it is argued that children became increasingly involved in both unplanned civilising processes and deliberate civilising missions framed by state functionaries, religious elites and pedagogic experts. Young children were civilised in the broader context of unintentional, but ordered social processes developing over the course of the nineteenth century. While both pupils and teachers were at first addressed and depicted in similar ways, a growing social and cultural differentiation between adult and child gradually developed. This is related to the increasing status of teachers, their position as civilising agents of the state, and the gradual acceptance by elites that Irish teachers of humble social origins had become more emotionally self-controlled.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A