College of Arts, Celtic Studies and Social Sciences - Doctoral Theses
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Item ‘When and how will it all end?’ Bishop Daniel Cohalan of Cork: the Irish republican movement, just war theory and evolving perspectives, 1916-1923(University College Cork, 2024) O'Connell, Therese; Doherty, Gabriel; Bielenberg, AndrewThe research will incorporate this significant period of Daniel Cohalan’s episcopate into a wider examination of his life and career, beginning with his formative years in Kilmichael and the early influences which continued to inspire his thinking throughout his life. His time as both student and professor at St Patrick’s College, Maynooth is also examined, and it is during his tenure as professor that we see insightful glimpses of the character and personality of the future Bishop of Cork. Alongside an examination of his views on Irish republican tactics during the revolutionary period, the study also explores Cohalan’s broader outlook. It considers the initiatives he supported and engaged with as the newly formed Irish Free State worked to define its social, moral, religious, and political identity. The presence of 'fifty thousand people' lining the two-mile route from the Bons Secours hospital to the North Cathedral on 25 August 1952 — just two hours after Cohalan’s death — arguably indicates how the ordinary people of Cork viewed their late bishop. This thesis analyses Cohalan’s interactions with agents of Irish political and physical force nationalism, international agencies, his peers and lower clergy, and the ordinary people who looked to their church for temporal and spiritual succour. Through this research, a lacuna in the literature of Irish history is narrowed and an enduring imbalance is addressed.Item Contested nationhood: Literary Geographies of contemporary Italian Alpine borders(University College Cork, 2025) Turini, Jacopo; Ross, Silvia; Giuliani, Chiara; Irish Research CouncilThis thesis examines the articulation of spatial identity, and the sense of nationhood as expressed in Italian literature set in the Alpine border regions from the 1980s to the present. It explores how the presence of the national border, along with its related geopolitical, cultural, and social dynamics, influences Italian-language literary production and the imagined geographies created by it. Texts provide insights into the geographical spaces they represent, while geography, in turn, influences the textual representation of place and spatial identity. Employing a geo-literary approach developed at the intersection of Literary Geography and Geocriticism, this study investigates how national, regional, and local belonging is expressed in selected works set in three Alpine border regions, in relation to the geo-social transformations that have occurred since the 1980s. These regions are the Piedmontese and Ligurian valleys along the Franco-Italian border, the Canton Ticino in Italian-speaking Switzerland, and the multilingual autonomous Italian region of South Tyrol. My geo-literary analysis identifies three types of textual geographies, that is, what emerges from the intersection of the places represented in the texts and the geographical contexts in which these texts are produced. Consequently, the thesis is divided into three chapters. Chapter 1, on the Franco-Italian border, focuses on what I term geographies of transgression. Through the analysis of Vento largo (1991) and Le parole la notte (1998) by Francesco Biamonti, Il mangiatore di pietre (2004) by Davide Longo, and Un viaggio che non promettiamo breve (2016) by Wu Ming 1, the chapter explores how representations of the areas’ traditional transnational identity become tools to address geopolitical and environmental issues and challenge the normative geographies of the nation-state. Chapter 2 examines the Canton Ticino in Italian-speaking Switzerland, analysing Adrea Fazioli’s crime fiction novels L’uomo senza casa (2008), La sparizione (2010), Gli svizzeri muoiono felici (2018), and Le strade oscure (2022); Alberto Nessi’s poetry, and his novel Tutti discendono (2000); and Fabio Pusterla’s poetry, beginning with his debut collection Concessione all’inverno (1985). Their representation of the industrialised and globalised border area between Italy and Switzerland delineates geographies of ambivalence, as I have labelled them, which reflect the region’s cultural marginality and, at the same time, express tension between rootedness and displacement. Chapter 3 focuses on South Tyrol through Francesca Melandri’s Eva dorme (2010), Maddalena Fingerle’s Lingua madre (2021), and Luca D’Andrea’s La sostanza del male (2016). The three writers’ relationship with the region is developed through what I have called geographies of detachment, which reflect a deliberate effort to distance themselves and their work from cultural isolationism and ethnonationalist localism, while critiquing the region’s rigid linguistic boundaries. The Italian Alps represent a complex border zone – sometimes porous and open, at other times closed and isolationist. The findings of this study reveal that the national border is addressed in contemporary Italian literature primarily through local and regional perspectives strongly tied to the experiences of autochthonous communities. Ultimately, this thesis argues that the Alpine borders are a crucial site for examining the tension between change and resistance in the evolution of Italian spatial identities and the sense of cultural and national belonging.Item Supporting students with Acquired Brain Injury in Irish schools - a mixed methods exploration(University College Cork, 2024) Carey, Avril; Rutherford, Vanessa; Adamakis, Emmanouil; Prendergast, MarkThis study explores the educational experiences and support mechanisms for children with Acquired Brain Injury (ABI) in Irish schools, with a particular focus on the knowledge and preparedness of educators. Given the complex needs of these students and the often invisible nature of their injuries, this study aims to bridge gaps in understanding and support within the educational system. Utilizing a mixed-methods approach, this research is grounded in Bronfenbrenner's ecological systems theory, which provides a comprehensive framework for examining the multiple layers of influence on children's educational experiences with ABI. The study involved quantitative surveys and qualitative interviews to gather a holistic understanding of the challenges and successes encountered by students, parents, and educators. The quantitative component consisted of a survey administered to 354 education professionals across various roles, including teachers, principals, and Special Educational Needs Organisers (SENOs). The survey aimed to measure educators' knowledge, confidence, and preparedness regarding ABI and its impact on students' learning and social integration. Factor analysis and reliability testing were employed to validate the survey instrument and analyze the data. Qualitative data were also collected through the survey of 61 teacher with prior experience and from semi-structured interviews with 3 parents and 5 teachers who have direct experience supporting children with ABI. These interviews provided in-depth insights into families' and educators' personal experiences, challenges, and the strategies utilised in managing the return to school and ongoing educational support. The results revealed significant gaps in educators' knowledge and confidence in supporting students with ABI, with many teachers reporting a lack of adequate training and resources. The findings also highlighted the crucial role of interdisciplinary communication and collaboration between education and health professionals in facilitating a successful return to school for children with ABI. Thematic analysis generated teacher-related themes around sociocultural factors of the workplace and educational policy influences and parent-related themes around the personal journey of the child, the emotional journey of the caregiver and their navigation of interactions between health and educational systems The study concludes that targeted professional development and comprehensive, context-sensitive educational strategies are essential to improve outcomes for students with ABI. It recommends future research to further investigate the specific training needs of educators and the development of policy frameworks that support effective interdisciplinary collaboration. By addressing these gaps, the educational system can better meet the needs of students with ABI, ensuring their successful integration and achievement in school settings.Item 'The Play Script', an action research study into playwriting in senior classes in the primary school(University College Cork, 2024) Hallissey, Helen; Prendergast, Mark; Hall, Kathy; Self FundedThis is a study into classroom playwriting in senior classes in the primary school. As a teacher, I identified a gap in the provision of genres of creative writing available to the teacher. As a community playwright, I recognised the potential of playwriting for young creative writers. As a researcher, I discovered that there was scant literature reporting on this area. I was convinced that an argument could be made for playwriting in literacy. This would challenge the prevailing assumption that writing play scripts is for performance, exclusively. My aim was to construct a theory and pedagogy of the play script to help the classroom teacher. My first research question was to address the need for the creation of a viable pedagogy. I honed six pedagogical approaches and prioritised two: the Writer’s Workshop and collaborative writing. My second research question was to address the need for a domain knowledge of the play script to support the teacher. I wondered if such a theory could be based on Aristotle’s seminal text, Poetics (330 BC). My third research question sought to bring clarity to some issue or mood or moment in playwriting and the research process. I turned to an arts-based research paradigm to construct my own research method for reflection based on visual metaphors. I adopted a reflective practitioner framework using action research as my central methodology. Epistemologically, I moved forward in a growing awareness of how phenomenology, interpretivism, constructivism and pragmatism were actualising as my research north star. I used five research methods to collect data. One was new, addressed in my third research question. I embarked on a two-year empirical journey with sixty-five students in a large primary school. I amassed data on the diverse aspects of my complex study. This was analysed in two ways: themes and crystallisation. The latter involved organising my data in different configurations that did not follow traditional triangulation practices. Pieces of data could stand on their own merit or in juxtaposition with other ‘fragments’. Over time, these could translate into findings. Crystallisation was a whole new research world to me. Establishing truthfulness was central to my research. Findings indicated that playwriting was a novel, teachable craft. A palette of pedagogies was tailored to suit the teacher’s style. These, amongst other features, could render the affective in playwriting. A significant finding was the realisation that Aristotle’s 330BC theory of a play script had real relevance and accessibility as a domain knowledge of classroom playwriting. It could render novel aspects of playwriting such as humour and a conversational writing register. Another significant finding was the considered cultivation of a theory and practice of an arts-based research method for reflection, the Rich Picture. All three research questions were answered using both deductive and inductive approaches. A literature review was on-going. Playwriting was a phenomenon for all students, for all teachers. This wholly qualitative research approach will culminate in a set of teacher-friendly resources in playwriting after the completion of this dissertation. It can shape future classroom creative writing experiences. Perhaps the most interesting finding was that playwriting is a form of narrative writing and the aim of narrative writing is entertainment. Here was a most fitting rationale for playwriting. Over the decades, Irish playwrights have been celebrated as writers of entertaining plays. It is in our DNA. In this study, sixty-five primary school students were celebrated as writers of their own entertaining plays. Future DNA? Curtains up.Item ‘Caithfidh sé go bhfuil talamh éigin sa lár’ Múinteoirí in iar-bhunscoileanna lán-Ghaeilge ag dul i ngleic le tascanna idirghabhála trasteangeolaíocha chun aghaidh a thabhairt ar ról an Bhéarla sa chleachtas(University College Cork, 2024) Ní Chonchúir, Ailín; Ó Ceallaigh, T.J.; Ní Chlochasaigh, Karen; An Chomhairle um Oideachas Gaeltachta agus GaelscolaíochtaSa cháipéis The Common European Framework of Reference for Languages – Learning, Teaching, Assessment (Comhairle na hEorpa 2001) d’áirigh Comhairle na hEorpa ‘an idirghabháil’ mar cheann de na 4 ghníomh cumarsáideach teanga, mar aon le ginchumas, gabhchumas agus idirghníomhaíocht. Ach cé gur tugadh aitheantas áirithe don idirghabháil mar ghníomh teanga sa cháipéis sin, is le foilsiú an leagain nua den Fhráma in 2020 a rinneadh leathnú agus forbairt ar an idirghabháil mar ghníomh agus mar straitéis teanga (Comhairle na hEorpa 2020). Is é atá i gceist leis an idirghabháil ná cruthú droichead, dúnadh bearna cumarsáide, comhthógáil agus construáil ar bhrí chun tuiscint a éascú idir daoine, tuiscint a éascú ar choincheap nó tuiscint a éascú ar théacs. D’fhéadfadh an gníomh idirghabhála a bheith ag tarlú laistigh de theanga amháin nó go trasteangeolaíoch ó theanga go teanga (an idirghabháil thrasteangeolaíoch). Tá an comhthéacs Gaeloideachais ina bhfuil teanga agus ábhar comhtháite sa teagasc an-ábhartha don samhlú seo ar an idirghabháil – suíomh ina bhfuil an múinteoir de shíor i mbun idirghabhála ar choincheap, ar théarmaíocht, ar théacs, ar theanga an ábhair, agus ar an teanga féin. Tuigtear go mbíonn múinteoirí na hearnála ag tarraingt ar théacsanna Béarla sa seomra ranga agus tascanna i nGaeilge á gcomhlíonadh bunaithe ar na tascanna sin – eisint na hidirghabhála trasteangeolaí. Tuigtear chomh maith, áfach, gur ar bhealach neamhstraitéiseach a théitear i mbun úsáid na dtéacsanna Béarla go minic, ainneoin moltaí gur gá a bheith cáiréiseach le cleachtais trasteangaithe sa suíomh tumoideachais. Chuir an taighde seo roimhe, mar sin, éachtaint a fháil ar conas mar a d’oirfeadh an idirghabháil thrasteangeolaíoch do mhúinteoirí iar-bhunscoile lán-Ghaeilge chun aghaidh ar thabhairt ar na dúshláin atá aitheanta maidir le ról an Bhéarla sa chleachtas. Chun teacht ar an léargas seo, rinneadh iniúchadh ar bhraistintí na múinteoirí faoin gcleachtas trasteangeolaíoch go ginearálta, forbraíodh clár oiliúna bunaithe ar an idirghabháil thrasteangeolaíoch, agus rinneadh tuairimí na múinteoirí faoi oiriúnacht an chláir sin a chíoradh leo. Tarraingíodh ar an Anailís Fheiniméaneolaíoch Léirmhínitheach (Interpretative Phenomenological Analysis) chun guth agus dearcadh na múinteoirí a thabhairt chun cinn. Tháinig sé chun solais go raibh na múinteoirí an-dearfach faoi thionchar na hoiliúna agus gur mheas siad gur bealach éifeachtach é an idirghabháil thrasteangeolaíoch chun plé le téacsanna Béarla. Chuir an oiliúint deis mhachnaimh ar fáil dóibh faoi ról an Bhéarla sa seomra ranga – deis nár cuireadh ar fáil dóibh roimhe seo. Tugadh seans dóibh aibhsiú a dhéanamh ar dhúshláin a thuigtear dóibh atá sa ghort maidir leis an gcleachtas trasteangeolaíoch. Cuireadh ar a gcumas machnamh criticiúil a dhéanamh faoina gcleachtas agus bhí fianaise ann gur tháinig athrú ar a mbraistintí agus ar a gcleachtas de bharr an mhachnaimh agus na hoiliúna sin. Tá léargas sa taighde ar dhearcadh agus ar bhraistintí na múinteoirí maidir le ról an Bhéarla sa chleachtas agus ar na dúshláin a bhfuil siad ag dul i ngleic leo. Tá moltaí ann maidir le hoiliúint a d’fhéadfaí a chur ar fáil chun na dúshláin sin a shárú. Léiríonn an taighde gur féidir an fhorbairt atá déanta ag Comhairle na hEorpa ar an idirghabháil a chur in oiriúint mar mhúnla éifeachtach chun plé le húsáid an Bhéarla ar bhealach inbhuanaithe sa suíomh iar-bhunscoile lán-Ghaeilge.