Strength Peddlers: Eddie O’Callaghan and the selling of Irish strength

Building on Geraldine Biddle-Perry's 2014 discussion of Gamage's department store, and seeking to address the still existent historical dearth on sporting retail, the following article highlights the case of Eddie O’Callaghan, an Irish bicycle and physical culture retailer operating in fin de siècle Ireland. Focused exclusively on O’Callaghan's trade in ‘Sandow Developers’, an elastic workout device sold by famed physical culturist Eugen Sandow, the article examines three distinct marketing approaches taken by O’Callaghan's company from 1898 to roughly 1906. To do so, the article begins with a brief discussion of cycling and physical culture in Ireland, so as to provide a background to O’Callaghan's situation. Following this, the article explores three distinct marketing approaches taken by O’Callaghan and his associates at the dawn of the twentieth-century. The article concludes by exploring the possible reasons for O’Callaghan's retreat from physical culture commerce by 1906. In doing so, it is argued that O’Callaghan and his affiliates called upon ideas of gender, strength and health in their bid to attract Irish consumers. The article thus sheds light on the then nascent physical culture market alongside larger questions of gender and sporting retail in the Irish sphere.     

Irish medical student culture and the performance of masculinity,c.1880–1930

In recent years, there have been valuable studies of medical education that have highlighted the importance of shared educational activities and the changing image of the student. Less attention has been paid to how masculine ideals were passed on to students and how educational and extra-curricular spheres became sites for the maintenance of hegemonic masculinity. Taking Irish medical schools as a case study and drawing on the student press, doctors’ memoirs and novels, this article will illustrate how rites of passage in medical education and social activities such as pranks and rugby became imbued with masculine tropes. In this way, the transformation of student to practitioner was often symbolised as the transformation of boy to man. The cultivation of the image of the medical student as a predominantly male individual became an important force in segregating men and women students and helped to preserve Irish medicine as a largely masculine sphere.     

Student teachers’ prior experiences of history,geography and science: initial findings of an all-Ireland survey1

Research into student teachers’ perceptions, attitudes and prior experiences of learning suggests that these experiences can exert an influence on practice which can be relatively undisturbed by their initial teacher education. This article is based on the initial findings of an all-Ireland survey of all first-year students on B.Ed. courses in colleges in Northern Ireland and in the Republic of Ireland. The survey is the first stage in a longitudinal study which will follow the same cohort of students for the duration of their initial teacher education, seeking to map and track the development of their ideas about teaching and learning in primary history, geography and science. Based on an analysis of the quantitative data in the entry questionnaire, the initial findings suggest that subject knowledge remains a problematic issue in initial teacher education and that both location and gender interact with knowledge, attitudes and subject area to produce a complex and challenging context for teacher educators in history, geography and science education.     

性别的跨越与叙述策略——论格雷戈里夫人的《库楚雷恩》

格雷戈里夫人（Lady Gregory）所创作的《库楚雷恩》开启了19世纪末的爱尔兰文艺复兴运动。她通过“跨性别”的叙述方式,以女性作者用男性作者的“声音”说话,对基督教话语的解构以及一种崭新叙述语言的创造,复活了库楚雷恩这个爱尔兰古代传奇英雄,恢复了殖民地人民的自信。同时,格雷戈里夫人本人也通过人物的塑造完成了她作为一个女性特权阶层的自我超越。     

Speaking Irish with hurley sticks: Gaelic sports,the Irish language and national identity in revival Ireland

The Gaelic Athletic Association (GAA) ban on foreign games, implemented nationally in 1905, affected not only GAA members but Gaelic League members also. The shared Gaelic heritage of both organisations led to their marriage in the Irish Ireland movement and the aims and ideals of both organisations were promoted alongside one another. GAA members were expected to promote and use Irish while Gaelic League members were to play only Gaelic sports. The commitment of GAA members to the language was to prove controversial throughout the Irish revival period, however, where lip service, symbolism and general lack of interest in the language led to the diminishing of GAA language policies. Nevertheless, GAA members enjoyed the status of being uniquely Gaelic. The same leniency was not afforded to Gaelic Leaguers with regard to vigilance in games. By tying itself to the GAA and the ban, the Gaelic League compromised its own ideals as regards the language forming the basis of Irish nationality and the importance of the games as part of Gaelic identity greatly increased. This corresponds with Timothy G. McMahon’s argument that the secondary aims of the Gaelic League came to obtain greater prominence in the Gaelic Revival than the language itself.     

叶芝新探

本文从内容和风格的视角,探讨叶芝诗歌的思想艺术特色,强调诗人的多元化和主流化特点,诗人卷入爱尔兰民族独立运动和领导爱尔兰文艺复兴运动后,唯美主义,神秘主义和宗教思想明显减弱,现实主义入世精神显著增强,并成为主流。诗人抨击政治权力的腐败,无情嘲讽中产阶段的庸俗,反对民族压迫,热有人民,歌颂返朴归真的浪漫生活。     

Who's Afraid of the Bad Little Fowl?

The question this article addresses is: Is “Artemis” art? That is, how successful is Eoin Colfer's attempt to combine disparate forms, such as fairy stories, science fiction stories and thrillers in the three “Artemis Fowl” novels? Basic elements of story, such as narrative stance, characterisation and plot, as well as some particularly contemporary issues relating to political correctness, are examined in the search for an answer to that question.     

A tale of two schools: educating Catholic female deaf children in Ireland, 1846–1946

This paper discusses the contributions of the Dominican Sisters and Sisters of Mercy in running schools for female deaf children in Ireland during the period 1846 to 1946. The schools were established as part of an attempt to educate Catholics in the Catholic faith and provide literacy to female deaf children. In assuming the challenge of educating deaf girls, the sisters adopted a method of teaching and learning through signed language of which they had little prior knowledge. While the history of the schools is contextualised as a central narrative of this paper, the religious orders’ attempt to educate deaf children effectively is examined in the context of teacher role models and sign language pedagogy. This paper argues that the work of the Mercy and Dominican sisters should be recognised for its contribution to the education of female deaf children, whose needs would otherwise have been neglected.     

‘The falcon cannot hear the falconer …’. The Pedagogical Turn and the Negative Space of Irish Art Education

Current education policy discourse in Ireland, as elsewhere, is replete with reference to innovation, creativity and enterprise. Meanwhile, the ‘pedagogical turn’ is a dominant motif in current discourse in art practice, curating and critique, in Ireland and internationally. This article firstly considers some of the implications of the ‘turn’ as a concept in art and education. In that context, it goes on to address changing patterns of curriculum design, development and reform in Ireland. Next, it describes the evolution of Irish education policy over the past decade in the context of global experiences. The particular experience of art education in Ireland is then considered in the light of the curriculum culture and the wider policy discourses already identified. Finally, some implications of the Irish experience are addressed, in terms of art practice at the edges of art education, and art education at the edges of education practice.