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Intellectuals and the Ideological Hijacking of Fine Gael, 1932-1938
Author: Eugene Broderick
Date Of Publication: Mar 2010
Isbn13: 978-1-4438-1842-1
Isbn: 1-4438-1842-9
This book covers a unique, yet virtually ignored episode in Irish history—the efforts by intellectuals to influence and shape in a radical way the policies and direction of a major political party. Between 1932 and 1934, Michael Tierney and James Hogan, both university academics, exploited the opportunity offered by the formation of the Blueshirts and Fine Gael to promote their views for an alternative social, economic and political order. This order was inspired by Catholic social teachings, in particular those enunciated by Pope Pius XI in his encyclical Quadragesimo Anno, issued in 1931. In it the pontiff had advocated a social system which sought to reconcile the conflicting interests of capital and labour by essentially giving representation to the various economic interests in society by organising them according to their vocational groupings. With ideas rooted in contemporary Catholic social and political philosophy, especially Catholic corporatism or vocationalism, Tierney and Hogan intended that Fine Gael become the vehicle for the promotion of their ideas. In effect, they virtually hijacked the objectives of the party. Under their influence and that of others, including Eoin O’Duffy and Ernest Blythe, Fine Gael adopted corporate principles and began the process of formulating policies to give practical expression to them. Among those the party produced was a detailed labour policy. The advocates of corporatism, though always a tiny minority within the party, enjoyed a disproportionate influence. They contributed, however, to divisions within Fine Gael during a turbulent period in Irish politics. Moreover, the party’s opponents in Fianna Fail and the labour movement successfully characterised it as advocating fascism. Their ultimate failure has obscured the significance of the achievement of Hogan, Tierney and their allies. They transformed Fine Gael into a political party with a radical and distinct ideological programme and succeeded in giving Irish politics, for a brief period in the 1930s, a new dimension and vibrancy.
Dr. Eugene Broderick is Principal of Our Lady of Mercy Secondary School, Waterford. He is the author of numerous articles on aspects on Irish history in the nineteenth and twentieth centuries. Dr. Broderick is a Fellow of the Royal Historical Society.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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