This articles reports on the findings of a study carried out in 2003Á2004 which examined gender perspectives in the delivery and assessment of junior cycle history. The study was a collaborative effort between the School of Education and Lifelong Learning, University College Dublin, and the Centre for Gender and Women's Studies, Trinity College Dublin. Commissioned by the Gender Equality Unit of the Department of Education and Science, the principal aim of the study was to examine how men and women are represented in the junior cycle history syllabus. The principal focus of this article is to report on a key aspect of the overall research study*/ namely, the gendered nature of examination questions at junior cycle history and teachers' beliefs in relation to gender equality in the classroom. Central to the study was a survey of the views of practising (n 0/249) and trainee history teachers (n0/46). Key findings included the under-representation of females in the historical narrative and in the state examinations in junior cycle history and the frustration of a significant number of teachers at the lack of gender balance in available teaching materials.
The early years of Irish independence were years of precedent-setting decisions that shaped and moulded the new state. In a country just emerging from a struggle for independence and a devastating civil war, the army was one of the most vital and central institutions; and the relationship between the military and the elected civilian government was crucial. In fact, at the end of the civil war, a strong possibility existed that, unless the government acted quickly to establish its control, the army could remain the dominant force in Irish politics for years to come. The response to the Irish army mutiny of 1924, however, upheld and affirmed the supremacy of constitutional rule in Ireland.
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