Journal articles: 'Irish context'

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Sakauchi, Futoshi. "IN AN IRISH CONTEXT." Samuel Beckett Today / Aujourd'hui 19, no. 1 (August 1, 2008): 371–79. http://dx.doi.org/10.1163/18757405-019001030.

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In , Mouth tells the story of a woman who is socially neglected, religiously controlled, economically invisible, and legally powerless. In this paper, I examine the interconnections between Mouth's story and Irish controversies in recent years about the treatment of women. Additionally, I claim that exemplifies the extent to which male writers can give voice effectively to women characters and their struggles.

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McCloskey, James. "Irish Existentials in Context." Syntax 17, no. 4 (November 11, 2014): 343–84. http://dx.doi.org/10.1111/synt.12020.

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Markey, Michael. "Linguistic plurality in context." European Journal of Language Policy: Volume 14, Issue 1 14, no. 1 (April 1, 2022): 3–28. http://dx.doi.org/10.3828/ejlp.2022.2.

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Educational objectives and research have moved from a “monolingual bias” towards a multilingual perspective in comprehending the complex nature of multiple language acquisition. This shift has been echoed at an institutional level, with supranational bodies such as the European Union and the Council of Europe promoting multilingualism in and through education. A similar dynamic has emerged in Ireland, where there has been a move away from a “bilingual bias” towards a focus on multilingualism. While Irish educational policies have indeed shifted to support multiple language acquisition at school, obstacles remain regarding students’ ability to harness experiences with different languages. This article examines the nature of these obstacles and identifies their impact on learning French as a third language through quantitative and qualitative data gathered in both English- and Irish-medium schools. Questionnaire data provide insights into barriers to forging multilingual links, while interview data focus on specific examples of strategy transfer between languages and the emergence of metalinguistic awareness. Our findings, along with research and policy initiatives at European and Irish levels, are subsequently discussed in order to identify potential opportunities for supporting multilingual teaching practices and language policy in the Irish context and beyond.

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Markey, Michael. "Linguistic plurality in context." European Journal of Language Policy: Volume 14, Issue 1 14, no. 1 (April 1, 2022): 3–28. http://dx.doi.org/10.3828/ejlp.2022.2.

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Educational objectives and research have moved from a “monolingual bias” towards a multilingual perspective in comprehending the complex nature of multiple language acquisition. This shift has been echoed at an institutional level, with supranational bodies such as the European Union and the Council of Europe promoting multilingualism in and through education. A similar dynamic has emerged in Ireland, where there has been a move away from a “bilingual bias” towards a focus on multilingualism. While Irish educational policies have indeed shifted to support multiple language acquisition at school, obstacles remain regarding students’ ability to harness experiences with different languages. This article examines the nature of these obstacles and identifies their impact on learning French as a third language through quantitative and qualitative data gathered in both English- and Irish-medium schools. Questionnaire data provide insights into barriers to forging multilingual links, while interview data focus on specific examples of strategy transfer between languages and the emergence of metalinguistic awareness. Our findings, along with research and policy initiatives at European and Irish levels, are subsequently discussed in order to identify potential opportunities for supporting multilingual teaching practices and language policy in the Irish context and beyond.

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Moore, Niamh. "Rejuvenating docklands: The Irish context." Irish Geography 32, no. 2 (July 1999): 135–49. http://dx.doi.org/10.1080/00750779909478607.

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Turpin, John. "Researching Irish art in its educational context." Art Libraries Journal 43, no. 3 (June 18, 2018): 123–26. http://dx.doi.org/10.1017/alj.2018.16.

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Documentary sources for Irish art are widely scattered and vulnerable. The art library of the Royal Hibernian Academy of Arts was destroyed by bombardment during the Rising of 1916 against British rule. The absence of degree courses in art history delayed the development of art libraries until the 1960s when art history degrees were established at University College Dublin, and Trinity College Dublin. In the 1970s the state founded the Regional Technical Colleges all over Ireland with their art and design courses. Modern approaches to art education had transformed the education of artists and designers with a new emphasis on concept rather than skill acquisition. This led to theoretical teaching and the growth of art sections in the college libraries. Well qualified graduates and staff led the way in the universities and colleges to a greater emphasis on research. Archive centres of documentation on Irish art opened at the National Gallery of Ireland, Trinity College and the Irish Architectural Archive. At NCAD the National Irish Visual Arts Archive (NIVAL) became the main depository for documentation on 20th century Irish art and design. Many other libraries exist with holdings of relevance to the history of Irish art, notably the National Library of Ireland, the Royal Irish Academy, the Royal Dublin Society, the Royal Society of Antiquaries of Ireland and the National Archives.

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O'Keeffe, Anne. "Teaching and Irish English." English Today 27, no. 2 (June 2011): 58–64. http://dx.doi.org/10.1017/s0266078411000228.

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The first decade of the twenty-first century has been characterised in Irish English studies by a diversification of research agendas. Whereas studies before 2000 were largely concerned with internal issues in the development of Irish English, more recent research has been marked by the desire to view Irish English in the context of international varieties of English, as demanded by Barker and O'Keeffe (1999). Much has changed in the study of Irish English in the last decade or so. This is in part due to a broader perspective adopted by researchers and also to the emergence of new ways of looking at Irish English: see Barron and Schneider (eds) 2005; Hickey, 2005, 2007a; Corrigan, 2010; Amador-Moreno, 2006, 2010. There seems to be a less exclusive concern with Irish English within the strict orbit of British English and the effects of contact with the Irish language. This is perhaps aided by looking at Irish English in the context of English as a global language (Kirkpatrick ed. 2010). A function of this globalisation is variation and that in itself brings richness and diversity. In the context of English language teaching, Irish English is one of many types of English.

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Ó Duibhir, Pádraig, and Laoise Ní Thuairisg. "Young immersion learners’ language use outside the classroom in a minority language context." AILA Review 32 (December 31, 2019): 112–37. http://dx.doi.org/10.1075/aila.00023.dui.

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Abstract There has been a long history of early Irish language learning in Ireland as a result of Government policy to promote greater use of Irish. All children learn Irish in school from age 4–18 years. The majority learn Irish as a subject, typically for 30–40 minutes per day, and the levels of competence achieved are mostly disappointing. Approximately 6.7% of primary school children learn Irish in an immersion context, however, and these children achieve a high standard of communicative competence. In this paper we examine the impact of Government policy on the transfer of linguistic competence from the classroom to wider society in the context of a minority language that is becoming increasingly marginalised. We draw on data from three studies to explore the relationship between Irish-medium school attendance and the desire and opportunity to use Irish outside of school while attending school, and later as an adult. The first study also investigated students’ attitudes towards learning and using Irish. All three studies examined parents use of Irish in the home and the influence that the language spoken in their home during childhood and the language of their schooling had on their current language practices. Overall, Irish-medium schools are very successful in educating proficient speakers of Irish who have very positive attitudes towards Irish. These positive attitudes and proficiency do not necessarily transfer to use of Irish in the home. While attendance at an Irish-medium school as a child has a positive effect on later use of Irish, when former students become parents, the effect is quite small. The perennial challenge persists in transferring competence in a minority language acquired in school to the home and community.

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O'Brien, Paul. "New-Media Art: An Irish Context." Circa, no. 120 (2007): 34. http://dx.doi.org/10.2307/25564802.

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Greene, Sheila M. "Growing up Irish: Development in context." Irish Journal of Psychology 15, no. 2-3 (January 1994): 354–71. http://dx.doi.org/10.1080/03033910.1994.10558016.

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Ó Riain, Seán. "Irish and Translation – the EU Context." Études irlandaises, no. 35-2 (December 30, 2010): 65–80. http://dx.doi.org/10.4000/etudesirlandaises.1958.

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Smyth, William J. "Irish Identity in a Transnational Context." Acadiensis: Journal of the History of the Atlantic Region / Revue d’histoire de la region atlantique 48, no. 1 (2019): 143–52. http://dx.doi.org/10.1353/aca.2019.0007.

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13

Fasko, Manuel, and Peter West. "The Irish Context of Berkeley's ‘Resemblance Thesis’." Royal Institute of Philosophy Supplement 88 (October 2020): 7–31. http://dx.doi.org/10.1017/s1358246120000089.

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AbstractIn this paper, we focus on Berkeley's reasons for accepting the ‘resemblance thesis’ which entails that for one thing to represent another those two things must resemble one another. The resemblance thesis is a crucial premise in Berkeley's argument from the ‘likeness principle’ in §8 of the Principles. Yet, like the ‘likeness principle’, the resemblance thesis remains unargued for and is never explicitly defended. This has led several commentators to provide explanations as to why Berkeley accepts the resemblance thesis and why he also takes his opponents to do so too. We provide a contextual answer to this question, focusing on epistemological discussions concerning resemblance and representation in Early Modern Irish Philosophy. We argue that the resemblance thesis is implicit in early responses to William Molyneux's famous example of the ‘man born blind made to see’ and trace the ‘Molyneux man’ thought experiment as it is employed by Irish thinkers such as William King and Berkeley himself. Ultimately, we conclude that Berkeley's acceptance of the resemblance thesis can be explained by the Irish intellectual climate in which he was writing.

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Dolan, Anne. "Killing in ‘the good old Irish fashion’? Irish revolutionary violence in context." Irish Historical Studies 44, no. 165 (May 2020): 11–24. http://dx.doi.org/10.1017/ihs.2020.2.

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AbstractIn comparison to many parts of post-war Europe, Ireland's wars between 1919 and 1923 were not as lethal as they might have been. This article addresses some of the possible reasons why, reasons that were quite specific to the immediate Anglo-Irish context but reasons that may also have been due to broader transnational understandings of what it was to be a soldier, what it was to fight at that time. But while comparative fatality rates may leave Ireland somewhat overshadowed, this article considers what Ireland's wars still share with other conflicts and looks at some of the dimensions of Irish violence that were, irrespective of numbers killed, still fundamentally the same as violence experienced in other periods and places. Tackling some of the challenges of contemporary comparisons, the article suggests other possible comparisons ranging far beyond the inter-war period that may prove more fruitful, and asks whether the nature of violence shapes our perceptions of a conflict far more than fatality rates do.

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McCorristine, Shane. "Science and Spiritualism in an Irish Context." Aries 22, no. 1 (November 22, 2021): 89–113. http://dx.doi.org/10.1163/15700593-02201005.

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Abstract William Fletcher Barrett (1844–1925) has long been recognised for his key role in the foundation of the Society for Psychical Research in 1882, but this came after years of working as a physicist and psychical researcher between Ireland and Britain, conducting mesmeric experiments, maintaining correspondence, and sharing research ideas at forums like the British Association for the Advancement of Science. This article re-evaluates Barrett’s career by focusing on his networks, projects, and organisations in Ireland. These acted as bridges connecting his work as a teacher of physics with his work as a psychical researcher and investigator of spiritualism. In doing so, this article also contributes to the history of spiritualism in Ireland by demonstrating the rich connections which existed between scientists, intellectuals, and amateur investigators in the area of spiritualism and psychical research.

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Johnston, Thomas F. "The Social Context of Irish Folk Instruments." International Review of the Aesthetics and Sociology of Music 26, no. 1 (June 1995): 35. http://dx.doi.org/10.2307/836964.

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17

Magliacane, Annarita. "Erasmus students in an Irish studyabroad context." Study Abroad Research in Second Language Acquisition and International Education 5, no. 1 (February 24, 2020): 89–118. http://dx.doi.org/10.1075/sar.18008.mag.

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Abstract While second language (L2) pragmatics research has predominantly investigated speech acts, little attention has been given to pragmatic markers (PMs) (Müller, 2005). Research demonstrates that PM use by learners is limited (Liao, 2009) and that their production is aided by native speaker (NS) contact (Sankoff et al., 1997). Thus, if study abroad (SA) provides a combination of instructed and naturalistic input / exposure, the analysis of PM development gives insights into the role of language exposure during SA. Against this background, this article investigates the use of PMs in L2 English during an Erasmus programme in Ireland. Data were collected using sociolinguistic interviews (Labov, 1984) and the PMs studied were ‘like’ and ‘well’. These PMs were tracked longitudinally to investigate differences in frequency and use. Findings were analysed quantitatively and compared with English NSs. Results point to an increase in frequency but also reveal constraints on the use of the PMs studied.

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Ó Corráin, Daithí. "Why did Pope John Paul II visit Ireland? The 1979 papal visit in context." British Catholic History 35, no. 4 (October 2021): 462–85. http://dx.doi.org/10.1017/bch.2021.19.

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Pope John Paul II’s visit to Ireland in 1979 was an iconic moment in the history of twentieth-century Irish Catholicism. It has, however, received little detailed historical scrutiny. Based on state archival and hitherto unavailable diocesan material, this article contextualizes the visit by explaining the pastoral and leadership challenges that confronted the Irish hierarchy. Second, this article discusses how close the pope came to visiting Northern Ireland at the height of the Troubles. This was of concern not just to the hierarchy but to the Irish and British governments. Third, the organization of the visit, which was closely tied to the pastoral concerns of the Irish bishops, is surveyed. Lastly, the pastoral impact of the visit is considered. If the Catholic hierarchy hoped that the papal visit might arrest the declining institutional influence of the Catholic Church, reverse a quiet but growing faith crisis, or hasten a cessation of violence in Northern Ireland, then those expectations were misplaced. Ultimately, the pastoral impulse of the 1979 papal visit to Ireland was to preserve rather than renew the Irish Catholic tradition at a time when Irish Catholics were fixed on future material advancement rather than fidelity to their spiritual past.

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Bastos, Beatriz Kopschitz. "Irish Studies in South America." Irish University Review 50, no. 1 (May 2020): 221–28. http://dx.doi.org/10.3366/iur.2020.0449.

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This essay seeks to give an overview of the Irish presence, the institutional context, and the singular nature of Irish Studies in South America, historically and today. It presents an insight into some of the major advances and the principal themes of Irish Studies in this non-Anglophone environment: translation; performance; film studies; migration and diaspora studies; comparative studies; teaching. It thus considers the contribution of this particular field – Irish Studies in South America – in the wider context of transnational and comparative cultural analysis.

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Pašeta, Senia. "FEMINIST POLITICAL THOUGHT AND ACTIVISM IN REVOLUTIONARY IRELAND, c. 1880–1918." Transactions of the Royal Historical Society 27 (November 1, 2017): 193–209. http://dx.doi.org/10.1017/s0080440117000093.

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ABSTRACTFeminist thought and activism was a feature of Irish political life in the late nineteenth and early twentieth centuries. Because the women's suffrage campaign coincided with and was at times influenced by wider debates on the national question, it has often been understood almost entirely in relation to Irish nationalism and unionism, and usually in the specific context of acute political crisis such as the third Home Rule. The Irish suffrage movement should instead be understood both in terms of wider political developments and in particular Irish contexts. This paper surveys aspects of feminist political culture with a particular emphasis on the way that nationalist Irish women articulated and negotiated their involvement in the women's suffrage movement. It argues that the relationship between the two was both more nuanced and dynamic than has been allowed, and that opposition to women's activism should be understood in structural and cultural terms as well as in broadly political ones. The relationship should also be understood in longer historical terms than is usual as it also evolved in the context of broader political and social shifts and campaigns, some of which predated the third Home Rule crisis.

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Harris, Mary N. "Beleaguered but Determined: Irish Women Writers in Irish." Feminist Review 51, no. 1 (November 1995): 26–40. http://dx.doi.org/10.1057/fr.1995.31.

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A growing number of Irish women have chosen to write in Irish for reasons varying from a desire to promote and preserve the Irish language to a belief that a marginalized language is an appropriate vehicle of expression for marginalized women. Their work explores aspects of womanhood relating to sexuality, relationships, motherhood and religion. Some feel hampered by the lack of female models. Until recent years there were few attempts on the part of women to explore the reality of women's lives through literature in Irish. The largely subordinate role played by women in literary matters as teachers, translators, and writers of children's literature reflected the position of women in Irish society since the achievement of independence in the 1920s. The work of earlier women poets has, for the most part, lain buried in manuscripts and is only recently being excavated by scholars. The problems of writing for a limited audience have been partially overcome in recent years by increased production of dual-language books. The increase in translation has sparked off an intense controversy among the Irish language community, some of whom are concerned that both the style and content of writing in Irish are adversely influenced by the knowledge that the literature will be read largely in translation. Nevertheless, translation also has positive implications. Interest in women's literature is helping to break down the traditional barriers between Irish literature in Irish and in English. The isolation of Irish literature in Irish is further broken down by the fact that women writers in Irish and their critics operate in a wider international context of women's literature.

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White, Timothy J. "Irish Demography in a Comparative Context: European Transition Theory vs. A Post-Colonial Understanding." Irish Journal of Sociology 9, no. 1 (May 1999): 60–76. http://dx.doi.org/10.1177/079160359900900103.

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While studies of Irish society have concentrated on the effects of colonialism on late industrialisation and Irish social life, less work has been done on the uniqueness of Irish demographic change and its connection to the country's colonial past. The present article argues that Ireland demographic history has more in common with post-colonial societies than with European states that went through the so-called demographic transition. Irish demographic patterns differ even from peripheral societies of Europe, primarily because its historic pattern of emigration allowed for a stable population despite relatively high birth rates and rapidly declining death rates. Ireland's recent economic success, however, has dramatically altered this historic pattern and its vital rates now correspond more closely to the pattern of European countries that experienced an early demographic transition.

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Stout, Jane C. "PLANT INVASIONS: THEIR THREATS IN AN IRISH CONTEXT." Biology and Environment: Proceedings of the Royal Irish Academy 111B, no. 3 (2011): 135–41. http://dx.doi.org/10.1353/bae.2011.0008.

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Philib, Séamas Mac. "Legends of Irish Landlords in Their International Context." Béaloideas 62/63 (1994): 79. http://dx.doi.org/10.2307/20522442.

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Walsh, Julie Ann, and Angela Wright. "Consumer Understanding of Nutritional Supplements: An Irish Context." Business and Economic Research 6, no. 1 (January 22, 2016): 55. http://dx.doi.org/10.5296/ber.v6i1.8912.

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Nutritional Supplements have been available in Ireland for over thirty years. Originally available in health food stores only, supplements now have several distribution channels including pharmacy, practitioner, and online. Recommendations for consumption can come from many sources including general physicians, alternative practitioners, dieticians and nutritionists. The demand for Nutritional Supplements has increased over the years, and the industry has expanded exponentially. Nutritional Supplements provide an important opportunity to optimize illness prevention. As scientists and health professionals start to understand the value of Nutritional Supplements in terms of the prevention and treatment of disease, consumers follow suit. Market growth of Nutritional Supplements is reliant both on market positioning and the distribution strategies and channels chosen by the industry. The success or failure is dependent on how effectively and efficiently their products are sold through marketing channel members (e.g., agents, wholesalers, distributors, and retailers). An examination of the distribution channel most appropriate to the purchase of Nutritional Supplements, and advice on their consumption has never been investigated in Ireland to date; hence, this research will be applicable to those involved in this specific industry. A mixed method research approach was undertaken in this study to enable a thorough overview of the industry as it currently stands in Ireland. This research examines the quality of education of those who are distributing, retailing and/or recommending Nutritional Supplements. Qualitative data was collected through semi-structured interviews with twelve participants working within the Nutritional Supplement sector. This research also examines the thoughts of the consumer, relative to preferred distribution channels and who they deem most appropriate as advisors of Nutritional Supplements in Ireland. This was executed through a quantitative process and the consumer data was collated via an online survey. A key finding of this study is that those who are considered best qualified for consultation (general practitioner, dietician and pharmacist), are actually not qualified enough to distribute Nutritional Supplement advice. Health food stores are the preferred distribution channel by consumers; however, Health store workers are not recognised as the most trustworthy for advice. This research will benefit those involved in the manufacture and distribution of Nutritional Supplements in Ireland.

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Close, Sean, and Gerry Shiel. "Gender and PISA Mathematics: Irish Results in Context." European Educational Research Journal 8, no. 1 (January 2009): 20–33. http://dx.doi.org/10.2304/eerj.2009.8.1.20.

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Smyth, Emer. "Assessing school effectiveness: Evidence from the Irish context." Irish Educational Studies 19, no. 1 (March 2000): 35–45. http://dx.doi.org/10.1080/0332331000190106.

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McAvinue, Laura P. "Oral language and socioeconomic status: the Irish context." Irish Educational Studies 37, no. 4 (September 21, 2018): 475–503. http://dx.doi.org/10.1080/03323315.2018.1521732.

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Stout, Jane C. "PLANT INVASIONS: THEIR THREATS IN AN IRISH CONTEXT." Biology & Environment: Proceedings of the Royal Irish Academy 111, no. 3 (January 1, 2012): 1–7. http://dx.doi.org/10.3318/bioe.2011.11.

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Wheeler, A. J. "Environmental Controls on Shipwreck Preservation: The Irish Context." Journal of Archaeological Science 29, no. 10 (October 2002): 1149–59. http://dx.doi.org/10.1006/jasc.2001.0762.

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Flanagan, Eugene. "A Series of Class Acts: Mystifications in Irish Print Media Discourses." Studies in Media and Communication 5, no. 1 (March 14, 2017): 31. http://dx.doi.org/10.11114/smc.v5i1.2272.

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In this study, in the context of increasing inequality across the developed economies and beyond, I engage with the related issue of social class. I argue, despite postmodernist claims to the contrary, that social class continues to be a tendency to structure capitalist societies, and a primary determinant of life chances. In so doing, I draw on several strands of international class-based theory and research, and on research in the specifically Irish context. Using an explanatory critique, I highlight the failure of contemporary Irish print media discourses to acknowledge the class-based content of the issues to which they refer, while nevertheless promoting the interests of the dominant parties concerned. In conclusion, among other things, I claim that social class is deeply ingrained in Irish society, but that the sources concerned in the print media are much more likely to mystify than accurately inform their readers on this issue.

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Belibou, Alexandra. "Features of Irish Dance Music." Studia Universitatis Babeş-Bolyai Musica 66, no. 2 (December 30, 2021): 89–98. http://dx.doi.org/10.24193/subbmusica.2021.2.07.

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"The focus of this paper is to bring into light the traditional categories of Irish dance music, emphasizing the musical characteristics that differentiate them. Energetic and effervescent, Irish dance music is rarely analyzed, with Irish folklore lacking a school of dedicated musicologists. The topic of this article is important in the context of the tensions related to globalization, commodification, and transformations in Irish Traditional Music, that scholars are examining. The paper includes musical examples of the traditional Irish dance music categories, for a better view of the phenomenon. Keywords: Irish music, dance music, ethnomusicology. "

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Kitishat, Amal Riyadh. "Riders to the Sea between Regionalism and Universality: A Cultural Perspective." Theory and Practice in Language Studies 9, no. 3 (March 1, 2019): 255. http://dx.doi.org/10.17507/tpls.0903.01.

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This study aims at discussing Riders to the Sea; it aims to investigate nationalism and cultural identity as two significant ways against the English cultural colonialism. Though many critics regard J.M. Synge as; and thus consider him as an example of regional dramatist because his works are related to the local Irish material. However; this study aims to correct this vision of Synge as only about Irish Celtic culture, but as an innovator of the Irish theatre and as a culturalist who shifted Irish theatre into a universal scope. Thus, though Synge's fame is due to his treatment of the "folk" drama; still, he finds in Ireland’s folk tales, myths, and traditional legends a rich source for universal interests. By tracing the reinforcement of the Irish setting and oral culture for a cultural function which aims at establishing the Irish identity and reviving its national heritage, the study argues that Synge's dramatic presentations were not only of regional or local value; but also of international and cultural significance. That is though J.M. Synge introduces his theme in a local Irish context, with a particular focus on peasants; he was able to transform the Irish theatre from the local context to universality.

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Lenehan, Fergal. "‘The Mind of the English Adversary Is Laid Bare’: Ernie O’Malley’s 'On Another Man’s Wound' in Germany and Irish Aspects of German National Socialist Propaganda, 1938-1943." Review of Irish Studies in Europe 2, no. 2 (October 24, 2018): 134–50. http://dx.doi.org/10.32803/rise.v2i2.1906.

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Ernie O’Malley’s memoir of the Irish revolution, On Another Man’s Wound, was translated into German and published in Berlin in 1938, with further editions appearing during World War 2 in 1941 and 1943. While academics dealing with O’Malley have indeed shown awareness of this, depictions of the publication of O’Malley’s work in Nazi Germany have been devoid of wider context and not always factually correct. This article places the publication of O’Malley’s book within the wider context of Irish aspects of anti-British Nazi propaganda, while also recreating the intellectual context of the Metzner Verlag, the book’s German publisher. It is argued that O’Malley’s text, as a work depicting the workings of the British army in Ireland with a degree of authenticity, became an important source of antiBritish Nazi propaganda. While intercultural, global and European aspects of Irish Studies have indeed been examined for many years, this article also argues for the merits of a Cultural Transfer History strand within a Europeanist Irish Studies.

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Donohue, Conor. "The Northern Ireland Question: All-Ireland Self-Determination Post-Belfast Agreement." Victoria University of Wellington Law Review 47, no. 1 (June 1, 2016): 41. http://dx.doi.org/10.26686/vuwlr.v47i1.4878.

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By the Belfast Agreement of 1998, the major parties involved in the Northern Ireland conflict agreed that the territorial status of Northern Ireland would be determined by the Northern Irish people and the people of the island of Ireland collectively. Although this Agreement is significant in shaping the right to self-determination in the all-Irish context, it contains within it many ambiguities. Many questions as to the nature, extent and effects of the right to self-determination in the all-Irish context still remain. These questions and issues which arise within the Agreement are resolvable with recourse to the customary international law of self-determination, particularly the law and practice relating to referenda. The Belfast Agreement is not simply of relevance in the Irish context. Rather, it offers an understanding of the limitations which may be imposed on the right to self-determination, and serves as a model for the resolution of self-determination disputes.

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Khalil, Rania M. R. "Redefining Irishness: Fragmentation or intercultural exchange." Journal of Language and Cultural Education 3, no. 3 (September 1, 2015): 104–11. http://dx.doi.org/10.1515/jolace-2015-0024.

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Abstract The traditional definition of Irishness has been overwritten by internationalization, cultural and political discourses. Globalisation today sets the ground for the redefinition of a “new Ireland” altering the ethnocultural base to the definitions of Irish national identity. Recent cultural criticism on modern Irish studies have described the Irish nation as undergoing moments of crisis and instability within a global context. This paper explores and analyzes the process by which literary dramatic works dealing with Irish national distinctiveness have been put subject to being written and re-written as the Irish nation passes through periods of instabilities and problematisations. Ireland has been affected by conflicting narratives and needed to move “towards a new configuration of identities” (Kearney, 1997, p. 15). Edward W. Said comments on this fracturing of identity as “human reality is constantly being made and unmade” (1979, p. 33). The attempt Irish playwrights have made to address factors affecting Irishness and the violent assertion of national identity addressed in this paper, are considered within a post-nationalist and post-colonial context of dramatic works.

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O'Gorman, Róisín, Annie Ó Breacháin, Erika Piazzoli, Manfred Schewe, and Fionn Woodhouse. "Performative Arts and Pedagogy: An Irish Perspective." Scenario: A Journal for Performative Teaching, Learning, Research XIII, no. 2 (December 10, 2019): 23–43. http://dx.doi.org/10.33178/scenario.13.2.3.

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This report resulted from a number of meetings in the context of The Performative Arts and Pedagogy Project – Towards the Development of an International Glossary (for further details click here). Representatives from five different countries (Austria, Germany, Great Britain, Ireland, Switzerland) have contributed to the project, engaging in an interdisciplinary and intercultural exchange that aims at an increased awareness of (culture-)specific concepts and associated terminologies that are applied in Performative Arts and Pedagogy contexts.

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O’Malley, Patti. "Black-white mixed race young people in Ireland and their lived experiences of racialised exclusion." Irish Journal of Sociology 30, no. 1 (December 28, 2021): 90–109. http://dx.doi.org/10.1177/07916035211068435.

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The multiracial family and the existence of mixed race children have come to be a regular feature of Irish familial life. Yet, nation-building discourses have promulgated notions of ethnic and religious homogeneity with Irish identity being racialised exclusively as white. Moreover, to date, there has been a dearth of academic scholarship related to racial mixedness in the Irish context. Through in-depth interviews, this paper sets out, therefore, to provide empirical insight into the lives of fifteen black (African) – white (Irish) mixed race young people (aged 4 to 18) with a particular focus on their experiences of racialised exclusion. Indeed, findings suggest that, as in other majority white national contexts, the black-white mixed race young people are racialised as black in the Irish public domain and as such, are positioned as ‘racialised outsiders’. In fact, their narrative accounts shed light on everyday encounters saturated by ‘us-them’ racial constructs based on phenotype. Thus, these young people, who are not fully recognised as mixed race Irish citizens, are effectively deprived of a space in which to articulate their belonging within the existing statist (i.e. inside/outside) framework.

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Jaskuła, Krzysztof. "Vocalic Alternations in the History of Irish." Studia Celto-Slavica 4 (2010): 27–42. http://dx.doi.org/10.54586/bodc4856.

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Vocalic alternations occur in many languages, both past and present, and the reason why they do is on many occasions contemporary and context-triggered, i.e. phonological. Sometimes, however, the cause of vocalic changes cannot be associated with the phonological context. In this paper we will look at the alternations of short vowels in the history of the Irish language with a view to discovering whether these changes can be perceived as synchronic and context-motivated or, rather, as belonging to morphophonology, i.e. being diachronically determined. This work is organised as follows. First, we will become acquainted with the basic tenets of Government Phonology, a theory of representations in the spirit of which the ensuing analysis will be conducted. Second, recent approaches to the issue of short vowel alternations in two dialects of Modern Irish (Munster and Connemara) will be presented and discussed. Third, alternating short vocalic expressions of Old Irish will be examined, which will be accompanied with an excursion to prehistoric times. Finally, conclusions as regards the nature of Irish alternations will be offered.

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Fahey, Hannah. "‘Take it away, sure ’tis your own’: Negotiating authoritative voice in Irish traditional song performance through autoethnography." Journal of Interdisciplinary Voice Studies 7, no. 2 (December 1, 2022): 187–202. http://dx.doi.org/10.1386/jivs_00064_1.

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This article discusses the authoritative voice in traditional Irish singing, examining voice in negotiation with prevailing and conflicting ideologies of practice in this context. Opening with a discussion on vocal identity and vocality in traditional Irish singing, autoethnography is used to present and critically examine an individual process of learning and voicing a macaronic song from the Irish tradition. Findings contribute to further understand the social, participatory and presentational dimensions of Irish traditional song as it is learned, performed and transmitted. Issues of vocal enculturation, identity and construction are negotiated as authoritative voice and stylistic efficacy are conceptualized in voicing Irish traditional song.

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Wessels, A. "The rhetoric of conflict and conflict by rhetoric: Ireland and the Anglo-Boer War (1899-1902)." Literator 20, no. 3 (April 26, 1999): 161–74. http://dx.doi.org/10.4102/lit.v20i3.501.

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This article investigates the historical context of Irish involvement in the Anglo- Boer War, but focuses on the literary products - mainly popular ballads and partisan historiography - of this involvement. Irish soldiers participated on both sides of the war, not so much because of identification with South African issues as because it afforded them the opportunity of fighting Irish fights on a displaced battle-field. The war thus presages the explosion of Irish/British strife in 1916 and the subsequent Irish Civil War by more than a decade. As in most wars, the struggle was conducted by the pen and by the sword and the popular Irish verse of the time reveals the sentiments of fervent Irish imperialists, defending the causes of Empire, fervent Irish nationalists espousing the Boer cause, as well as movingly suggesting the dilemma of the majority of Irish combatants, fighting for England while sympathizing with the Boers.

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McGovern, Mark. "‘The ‘Craic’1 Market’: Irish Theme Bars and the Commodification of Irishness in Contemporary Britain." Irish Journal of Sociology 11, no. 2 (November 2002): 77–98. http://dx.doi.org/10.1177/079160350201100205.

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This article analyses the rise of the Irish theme bar in Britain during the last decade as an example of cultural commodification in the context of Late Capitalism. The paper is also designed to examine the form such bars have taken and suggests that this process represents an example of the reification and consumption of an ethnic identity through a system of signification. The article begins by exploring the emergence of a ‘night-time economy’ in the ‘post-industrial city’ as the material context for the commodification of Irishness in the form of the theme bar. It then traces the development and spread of such theme bars from the early 1990s onward. The relationship between the growth of such bars and the advertising campaigns and marketing strategies of a number of major brewing companies will also be viewed. The nature of long-established images of Irish people in general and of the Irish migrant community in Britain in particular will also be discussed as an important context for the symbolic representations of the Irish theme bar. Ultimately the paper will argue that an essentialised conception of an imagined Irish ethnic identity is represented in such theme bars through this pool of pre-existent signs and symbols. In addition, the paper will suggest that such signs and symbols are the means by which cultural practices often closely associated with the Irish migrant community in particular are viewed, commodified and consumed.

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Bogdanova, Anastasiya A. "Old Irish Immrama in the context of Russian dissertations." Vestnik of the Mari State University. Chapter “History. Law” 6, no. 1 (2020): 9–18. http://dx.doi.org/10.30914/2411-3522-2020-6-1-9-18.

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Balawajder, Grzegorz. "The British-Irish Border in the Context of Brexit." Przegląd Strategiczny, no. 13 (December 31, 2020): 229–42. http://dx.doi.org/10.14746/ps.2020.1.14.

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The subject of the paper is reflections on the consequences of Brexit for the functioning of the border between Ireland and Northern Ireland. The author explains what this border means when the United Kingdom is no longer a member of the European Union, and thus the border may be a barrier to the free movement of people, goods, capital and services. At the same time, it is stressed that the exit of the United Kingdom from the European Union will have a significant impact on the change of the function of this border, which from then on is no longer an internal border of the Union. The aim of the paper is therefore to analyse the consequences of this change, with a simultaneous indication of different models of the UK’s functioning with relation to the European Union and their impact on the British-Irish relations, especially with regard to the various dimensions of the border as a barrier. The article presents various scenarios of solutions that will determine their mutual relations as a result of negotiations between the European Union and Great Britain, especially with regard to access to the single European market, which in turn will be influenced by the border between Ireland and Northern Ireland in the scope of the free movement of people, goods, capital and services. The author used the system analysis method and the comparative method. The author puts forward the thesis that if the negotiations cause a fairly strong loosening of relations between the UK and the European Union, to mitigate the consequences of such a situation for the Irish-British relations, it will be necessary to find and develop bilateral solutions that will facilitate border crossing. The Smart Border 2.0 concept can constitute such a solution.

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Graham, Clare, Alan Carr, Brendan Rooney, Tom Sexton, and Laura Rachel Wilson Satterfield. "Evaluation of functional family therapy in an Irish context." Journal of Family Therapy 36, no. 1 (December 3, 2013): 20–38. http://dx.doi.org/10.1111/1467-6427.12028.

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Connolly, Nuala, and Carmel Devaney. "Parenting Support: Policy and Practice in the Irish Context." Child Care in Practice 24, no. 1 (January 27, 2017): 15–28. http://dx.doi.org/10.1080/13575279.2016.1264365.

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Laure Humbert, Anne, and Eileen Drew. "Gender, entrepreneurship and motivational factors in an Irish context." International Journal of Gender and Entrepreneurship 2, no. 2 (June 29, 2010): 173–96. http://dx.doi.org/10.1108/17566261011051026.

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Mullaney, Mary Isobelle. "Valuing Teachers in the Irish Context: Lessons from London." International Journal of Information and Education Technology 9, no. 10 (2019): 689–98. http://dx.doi.org/10.18178/ijiet.2019.9.10.1288.

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Moane, Geraldine. "A psychological analysis of colonialism in an Irish context." Irish Journal of Psychology 15, no. 2-3 (January 1994): 250–65. http://dx.doi.org/10.1080/03033910.1994.10558009.

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Carlin, Patrick. "O’Rourke, Bernadette: Galician and Irish in the European Context." Europäisches Journal für Minderheitenfragen 4, no. 4 (December 2011): 269–71. http://dx.doi.org/10.1007/s12241-011-0029-8.

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Journal articles on the topic 'Irish context'

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