| Abstract: | This case study examines how a topic of Irish history, the Irish Famine 1845-49, is represented over time in history textbooks used in English secondary schools and whether and to what extent ethnocentrism is inherent in this presentation. The concept of ethnocentrism is used as a framework for interpreting the presentation of the topic. A strategy of content analysis of samples of history textbooks from the 1920s, 1970s, 1980s and 1990s to the present is used. The conclusion drawn from the analysis is that the history of the Irish Famine is marginalised in the overall sample and that the textbooks contain examples of both direct and indirect ethnocentrism. The conclusion also highlights the importance of maintaining an intercultural approach when designing school curricula and of providing alternative accounts of history to that of the dominant culture. |
