‘In our case,it seems obvious the British Organising Committee piped the tune’: the campaign for recognition of ‘Ireland’ in the Olympic Movement, 1935–1956

In the 22 years between 1935 and 1956, the Irish Olympic Council and its later variant the Olympic Council of Ireland engaged in a struggle with the International Olympic Committee (IOC) for the right to be recognized as Ireland in Olympic competition and to include Irish nationals regardless of their place of residence on the island on the team. After competing as Ireland in 1924, 1928 and 1932, the landscape changed significantly in 1935 when Ireland was rebranded as the Irish Free State and its selection was limited to the state's boundaries by the IOC. As a result, Ireland failed to compete in the 1936 Berlin Games and over the next two decades Irish Olympic officials engaged in a campaign for the right to select Irish nationals, regardless of where they resided in the island and to be recognized as Ireland for Olympic purposes. This had serious implications for Irish sport and had the potential to split the national federations on political boundary lines.     

Failure to thrive? The community literacy strand of the Additive Bilingual Project at an Eastern Cape Community School,South Africa

This paper discusses an attempt to establish community literacy procedures in an Eastern Cape community school. The school hosts the Additive Bilingual Education (ABLE) project, a cooperation between UK and South African universities and the school trust. The community literacy strand of the project encourages family members to contribute oral texts in Xhosa to the school (for example, ntsomi or traditional stories, biographies and procedural texts such as recipes). These are then turned into print and electronic text through shared writing, and act as reading resources through paired reading, a cross‐age peer‐tutoring procedure. This is an attempt to deal with the shortage of reading material in Xhosa, while at the same time enhancing community involvement in the school by producing ‘culturally relevant’ materials. In discussing the problems I encountered in attempting to establish these procedures, I seek to link factors operating at the micro level of school practicalities and community attitudes with those operating at the macro level of national policy and international cooperation.