Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636948
Title: Expressions of Welsh identity in secondary schools in Wales
Author: Exell, N. D.
Awarding Body: University of Wales Swansea
Current Institution: Swansea University
Date of Award: 2004
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Abstract:
Within sociological analysis state education has been associated with the inculcation of ideas of citizenship and national identity. While Wales lacks state status, it has recently acquired a significant level of autonomy in education policy making. This has afforded an opportunity to establish different policies from those of England, and to create a distinctly Welsh curriculum. The cross-curricular Curriculum Cymreig and the compulsory status of Welsh Language education throughout statutory attendance seemingly aim to include a sense of Welsh nationality or culture as a significant aspect of this education policy for Wales. This research employs a variety of methods to explore the ‘Welsh dimension’ in secondary teaching in Wales. The main body of research is a comparative ethnography of three case study schools in one locality in south Wales. This focuses on teachers’ and pupils’ own sentiments of national and cultural identity, and how these influence a Welsh dimension both in the sense of the school as institutional organisation and in a school culture, or ethos. At a national level, the types of events organised by secondary schools in celebration of the national patron saint’s day are surveyed providing a detailed analysis of the local variety of voluntary school responses. Hence, this thesis takes a critical look at the ways in which schools in Wales express a sense of Welsh identity, and how such local responses relate to the creation of a greater emphasis on an awareness of Welsh culture within national education policy in Wales. The thesis argues that while there is much variation in the ways in which the three case study schools respond to this national initiative, there is in all three schools a strong relationship between the status of the Welsh language within the organisation of the school, the staff perceptions of the level of Welsh identification among pupils and fellow staff, and the status of a Welsh dimension in the school.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.636948  DOI: Not available
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