This book provides a review and consideration of the role of the Catholic Church in Ireland in the intense political and social changes after 1879 through a major figure in Irish history, Michael Logue. Despite being a figure of pivotal historical importance in Ireland, no substantial study of Michael Logue (1840–1924) has previously been undertaken. Exploring previously under-researched areas, such as the clash between science and faith, university education and state-building, the book contributes to our understanding of the relationship between the Church and the state in modern Ireland. It also sets out to redress any historical misunderstanding of Michael Logue and provides a fresh perspective on existing interpretations of the role of the Church and on areas of historical debate in this period.
This is the first book-length study of the humanities from Newman to Bologna in the Irish context. It focuses on unique characteristics of university policy in the National University that constrained humanities education. Ireland was a deeply religious country throughout the twentieth century but the colleges of its National University never established a theology or religion department. The official first language of Ireland is Irish but virtually all teaching in the Arts and Humanities is in English. The book examines the influence of such anomalies on humanities education and on Irish society in general. Has the humanities ethos of the Irish University departed radically from the educational ideals of John Henry Newman, its most illustrious ‘founder’? The book re-examines Newman’s vision for the university as well as responses to the 1908 Universities Act. It investigates how leading Irish educationalists and cultural theorists such as Padraig, Pearse, Denis Donoghue, J. J. Lee, Declan Kiberd and Richard Kearney nurtured an Irish humanities perspective in response to more established humanities traditions associated with F. R. Leavis, Edward Said, and Martha Nussbaum. The book employs a comparative approach in examining recent humanities movements such as Irish Studies and postcolonial studies. Humanities debates from other national contexts such as France, the US, and Asia are examined in light of influential work on the university by Samuel Weber, Immanuel Kant, Pierre Bourdieu and Jacques Derrida. This book will appeal to the general public and to students and scholars of Irish education, history and cultural theory.
were strong reasons to push back on gendered expectations. Amira, a young woman pursuing university education, talked about how she has her own nasawiyeh [feminism]. Her views emerged from her own reading and the fact that her family lived without ‘intervention’ from relatives due to her father’s work as an educator, which caused them to live far from family. She said, ‘These limits, we created it […] I believe that women can, but are not
everyday lives: how to pay one’s rent and for their children’s university education, repeated attempts at setting up home-based businesses, and the painful separation from husbands and grown-up children who had stayed behind in Syria or sought refuge in the Global North. All the women we later interviewed individually in Irbid and villages close-by came from rural Deraa, often from hamlets only a stone’s throw away from the Jordanian border. In Al Hashmi Al Shamali in East
3 The university campaign The question The issue of university education in Ireland was a constant source of grievance for the bishops. The university system in Ireland was ‘at the centre of a network of proselytism and indiﬀerentism which the hierarchy had come to regard as the characteristic of the Protestant constitution in Ireland’.1 The Roman Catholic Church demanded the same rights and recognition which the state extended to Protestants in terms of statefunded, denominational university education. The demand for national justice, however, masked other
have been written on university education. In his celebrated introduction to the Oxford edition, I. T. Ker writes: ‘if it can be said without gross exaggeration that “modern thinking on university education is a series of footnotes to Newman’s lectures and essays”, then some more formal footnotes in the shape of a critical edition of what is also one of the greatest English prose classics seems long overdue’ (1976:v). Walter Pater described the discourses as the ‘perfect execution of a theory’ (in Newman, 1976:v). Frank M. Turner argues that Newman ‘articulated a
class inequalities, even if traditional forms of Britain’s elite education (in the public schools and at Oxford and Cambridge) would be preserved to enable a new elite to apply Christian insights to modern life. In this context, the cultural ‘neutrality’ of the universities was still seen as a problem, as was noted in post-war SCM pamphlets on university education written by Oldham group members. Hodges claimed it had been ‘among the causes which helped to bring about the evil we deplore’. 188 (He had earlier condemned the replacement
advertisement from the US's United Negro College Fund, which targets Black donors to contribute to the cause of offering financial assistance to Black youth seeking university education. Stork relates the long history of educational segregation and inequality in the US, from the days of slavery where reading and writing could mean a death sentence, to the post-Second World War era, when Black people were structurally denied access to universities. But in the last decades of the twentieth century these barriers have transformed and been accompanied by new forms of ‘predatory
part in the initiative of some European and Indian women to gain access for its students to an academic university education. To this end, Loreto College was one of the first women’s colleges to win access for its senior girls to the Calcutta University exams in 1913, including biology. 55 Loreto women religious strenuously lobbied for this access so to be able to
current time is an existential crisis of the University. These are also – as in existential situations – political questions; DOCHERTY 9781526132741 PRINT.indd 95 23/04/2018 10:06 96 Crisis and they relate to the condition of our society and of our individual relation to other people. In 1963, the Robbins Report on higher education squared this circle with a serendipitous phrase. What became known as ‘the Robbins principle’ argued that a place in a University education should be available not in fact to everyone, but rather only to all ‘who were qualified … by