Class meetings:
Tuesdays, 2:10-4:25
131 Patterson Hall

Instructor:
Dr. Andrea Grove
229C Patterson Hall
946-7254
groveak@westminster.edu

Office hours: 
Almost anytime, by appointment, and:
Tuesdays, 12:30-2:00
MWF 11:30-12:30

Course Description
Because of the conflict in the northern part of the island and the conservative nature of the Catholic influence in the south, Ireland is often misconceived as stuck in the religious battles of the 17TH century.  After taking this course, students will have a clear idea why such a perception is misguided.  We will explore the historic roots of this image, and then the degree to which modernization since the late 1960s has shifted the setting.  Why is Ireland now quintessentially “European”? What has fueled the phenomenal economic growth that has resulted in its now being called the “Celtic Tiger”? What vestiges of its traditions remain and how do they affect political and social relations?  Indeed, this course will give the student an understanding of how the current setting in Ireland—in terms of politics, economics, and society—grows out of its rich history of domination by and then integration with the external world.  We will examine the politics of the Republic of Ireland and of Northern Ireland, and explore why the same causes and consequences of modernization may offer solutions to the sectarian dispute plaguing the north.  Also, Irish music, art, and literature have been crucial vessels for conveying the upheavals shaping past and present.  In most units of the course, accompanying slide shows (of the murals in the North), music, and/or literature will demonstrate the artistic expression of the given theme.  For units involving the conflict, attention will be given to the views of the two major sides.  Beyond a basic knowledge of historic events and political and social conditions, students will leave the course with an understanding of WHY Ireland is the place it is now. 

Course objectives
Upon completion of the course, students will be able to: 

1  describe several major events in Irish history and their impact on Ireland’s politics, society, and economic situation; 
2  describe the modern political system in the Republic of Ireland, how the society’s political identities break down, and how the modernization of the society shows tensions over issues such as the role of the Church and the role of women in political life;
3  explain the conflict and peace process in Northern Ireland, how it is understood from the perspective of the South, from the perspective of the two major groups in the North, and from several academic/theoretical perspectives; 
4  evaluate how themes of the student’s choice are reflected in contemporary Irish literature, music, drama, and/or art.

Student responsibilities and assignments
To accomplish these objectives, students will be required to read and come to class prepared to discuss the following texts:

Coakley, John and Michael Gallagher (eds).  Politics in the Republic of Ireland, 3rd edition.  London:  Routledge, 1999.

McCarthy, Pete.  McCarthy’s Bar:  A Journey of Discovery in Ireland.  London:  Hodder and Stoughton, 2000.

A selection of articles:
Cecil, Rosanne.  “The Marching Season in Northern Ireland:  An Expression of Politico-
Religious Identity,” in Inside European Identities:  Ethnography in Western Europe 
(Sharon MacDonald, ed.).  Providence:  Berg, 1993, pp. 146-166.

Kennedy-Pipe, Caroline.  “From War to Peace in Northern Ireland,” in A Farewell to Arms?:  From “Long War” to Long Peace in Northern Ireland (Michael Cox, Adrian Guelke, and Fiona Stephen, eds.).  New York:  Manchester University Press/St. Martin’s, 2000, pp. 24-38.

MacGinty, Roger.  “American Influences on the Northern Ireland Peace Process.”  The Journal of Conflict Studies (1997), pp. 31-50.

McGarry, John and Brendan O’Leary.  “Nationalist Discourses:  British Centrality or British Neutrality,” Chapter 1 in Explaining Northern Ireland.  Cambridge, MA:  Blackwell Publishers, 1995, pp.13-61.

McInnes, Colin.  “A Farewell to Arms?  Decommissioning and the Peace Process,” in A Farewell to Arms?:  From “Long War” to Long Peace in Northern Ireland (Michael Cox, Adrian Guelke, and Fiona Stephen, eds.).  New York:  Manchester University Press/St. Martin’s, 2000, pp. 78-92.

Whyte, John H. “How is the Boundary Maintained Between the Two Communities in Northern 
Ireland?”  Ethnic and Racial Studies, Vol. 9, No. 2 (April 1986), pp. 219-234.

Films will provide an additional text students will use to interpret themes discussed throughout the course. 

The following books are very useful for students wanting to read more about the history of Ireland and of Northern Ireland.  They are optional:

Coogan, Tim Pat.  The Troubles.  Boulder, CO:  Roberts Rinehart Publishers, 1998

Townshend, Charles.  Ireland:  The 20th Century.  New York:  Oxford University Press, 1998.
 

Assignments:  Students will complete two short papers (reaction papers), one longer paper (to be completed after the trip), a travel journal, two short quizzes, and participation activities. 

Short assignments:  The first assignment will help students to learn more about the development of cultural change. You will be asked to examine one of several suggested events/debates in modern Irish history or contemporary Ireland and discuss the outcome (for example, debate over divorce, the Good Friday Accord, the legality of abortion, etc.).  The second assignment :  Before students can understand a culture, they have to be exposed to various texts that might convey that culture.  Toward this end, the students will hear Irish music—both contemporary and folk, read Irish poetry or literature, and view Irish art (especially the murals) and films. Students will be asked to apply what they have learned about Irish history to interpret the varied influences on the cultural themes they have experienced.  One of these assignments must be a review of music, literature, or film in which students react to what they are seeing or reading and have an opportunity to weigh, for example, the roles of the Catholic church, the colonial history, the conflict in the North, the changing economic circumstances, and the relationship with the Irish diaspora in producing the texts or art that they are observing.  See me for help with topics if you need it; one good place to start if interested in film is www.IrishFilm.net.  Both of these papers will draw on the readings for class, but will also require additional outside reading.

Longer assignment:  This paper has three parts.  Students will have the opportunity to choose a particular topic in modern Irish politics and/or society about which they are interested and about which they want to talk with Irish people about to get their opinions. For example, a parallel in our own society:  If Irish students were visiting Westminster now, they might want to talk with you about your reactions to terrorism or gun control or the pro-life/pro-choice abortion debate.  Part 1:  Before the semester ends, write a background paper on the topic.  Part 2:  Before the semester is over, create a number of questions you would like to ask people in Ireland.  Part 3:  Upon return from Ireland, describe to whom you spoke and what their thoughts were on your topic.

Two short quizzes will assess reading comprehension.

Travel journal:  Students will keep a journal describing their reflections on our trip.  More details will be distributed in class.

Participation activities:  Students will be asked to do brief presentations or assignments in class.

Grading
Short assignments:  15% each (30%)
Longer assignment:  30% (background 10%, questions 5%, results and reflection 15%)
Quizzes:  15% (7.5% each)
Attendance:  10%
Journal:  15%

Schedule
The readings listed under each date should be read BEFORE CLASS on that date.

January 22
Introduction to course 
Overview of Irish History
(Optional reading:  Townshend)

January 29
Independence
Film:  Michael Collins
Readings:  Coakley and Gallagher, Chapter 1
       McCarthy, Prologue-Chapter 2 

February 5
Irish Society and Political Culture; Foundations of Government:  The Constitution
Readings:  Coakley and Gallagher, Chapters 2 and 3
       McCarthy, Chapters 3-5

February 12
Bringing Society and Politics Together:  Parties and Voters
Readings: Coakley and Gallagher, Chapters 5 and 6
                 McCarthy, Chapters 6-8
 
February 19:  **Topics for projects due
Understanding Government and Policymaking in the Republic
Readings: Coakley and Gallagher, Chapters 7 and 10
                 McCarthy, Chapters 9-10

February 26:  **Quiz 1 –first part of class only
Societal Influences on Policymaking and Vice-Versa:  Interest Groups, the Role of Women
Readings: Coakley and Gallagher, Chapters 11 and 12

March 5
Ireland in the World:  External Influences and Foreign Relations 
Readings: Coakley and Gallagher, Chapter 13
                 McCarthy, Chapters 11-13

March 12—Spring Break
 

March 19:  **Short assignment #1 due (and be ready to discuss your issues)
Evaluating Democratic Ireland:  Past Success, Current Debates, and Future Path
Readings:  Coakley and Gallagher, Chapter 14
                  McCarthy, Chapters 14-15
Short film:  Ireland: The Right to Choose

March 26—No class; I’ll be presenting research at the International Studies Association annual conference.

April 2
Mystical Ireland
Film:  The Secret of Roan Inish
Readings:  McCarthy, Chapters 16-17

April 9
Northern Ireland:  Background and Explanations of the Conflict
Readings:  McGarry and O’Leary
       Whyte
Film on civil rights movement (first hour only)

April 16:  **Quiz 2 –first part of class only (quiz will be over McGarry and O’Leary, Whyte, and Cecil)
Northern Ireland in the Dark Ages (1970s-early 1980s):  Terrorism or Fighting for Freedom?
Readings:  Cecil
       Optional:  Coogan 
Film:  Some Mother’s Son

April 23:   **Background papers for projects due.
Northern Ireland in the Dark Ages (1970s-early 1980s):  Terrorism or Fighting for Freedom?
(wrapping up from last time)

April 30
Northern Ireland:  Getting to Peace, and Keeping It? 
Readings:  Kennedy-Pipe
       McInnes
       McGinty 
Film:  Grounds for Peace (first hour)

**Final exam period: 
Short assignment #2 (projects on art, literature, or drama) due (be ready to share your findings)
Questions for interviews related to projects due. 

May 21-June 1:   Ireland!! 
Date to be announced:  Final projects due (background, interview questions and results, your reflections)