Dr Derek Barter

Adult and Community Education, ALL Institute
Co-ordinator of Continuing Education Programmes and Manager BA Local Studies and BA Community Studies
Biography
Dr Derek Barter is the Continuing Education Co-Ordinator in the Dept. of Adult and Community Education (DACE) Maynooth University and Director of the Communiversity. Completing a PhD in modern history in 2009, his dissertation focussed on identity politics in Ireland, nationalism, de-Anglicisation, unsettled social and constitutional relationships through the competing discourses of culture in the popular song tradition.
While undertaking his doctoral research, Dr. Barter began working for the City of Dublin Vocational Education Committee as an Education Development Worker in the Soilse Drug Free project in Dublin’s north inner city. He initiated the NUI Maynooth Return to Learning Programme in Soilse which helped the programme to with two Aontas Star awards. At the same time he began working in the Canals Community Partnership managing, designing and developing community based educational programmes in the south inner city in Bluebell, Dolphin’s Barn, Fatima Mansions, Rialto and Inchicore. It was in these posts that main areas of interest ‘Community Engagement and Widening Participation within HE’ began.
In his post as Academic Co-ordinator of Continuing Education in the Department of Adult and Community Education in Maynooth University his main aim is to facilitate the entry into higher education of mature students who may or may not be first time entrants to university and foster a culture of lifelong learning for personal, community and professional development. This includes the night-time/part-time degree for adults the BA Local Studies/BA Community Studies. Dr Barter works with different statutory, voluntary and especially community organisations in order fulfil the university’s strategic goal for Community Engagement and Widening Participation. Initiatives, such as the Communiversity, which brings higher education out of the campus in a partnership arrangement between MU, Leader Partnership Companies and Local Public Libraries, is a good example of this work in action. He is also collaborating with the Education Dept. in MU in piloting a version of this programme for Transition Year students in a Secondary School in North Dublin called the CommuniversiTY.
He concieved of a series of Life Skills modules for First Year students which where later developed in the Maynooth University new curriculum for undergraduate students as Critical Skills. He delivers the modules A Social Analysis of Everyday Life: Reflective Practice and A Social Analysis of Everyday Life: Experiential Learning as part of this programme. He was a member of the steering committee for the HEA PATH 1 Turn to Teaching. Through dialogue with community partners he proposed the Think About Teaching module of the programme 2017 designed to attract adults from marginalised communities into Initial Teacher Education. These links to the community partners proved invaluable in securing the highest tranche of funding for MU from any of the submitting HEIs.
In 2021 he secured funding through the Europe for Citizens programme under the Democratic engagement and civic participation strand where he has led a consortium of six partners, three universities and three civil society organisations, from across the European continent to engage both students and members of the general public in the conversation on social Europe. The Foundations for Futures Europe project provided space for people to consider issues concerning poverty, disability, migration, identity, employment, education and climate etc. This project is now being considered by the EU Commission as a 'model of best practice' for social inclusion and citizen engagement.
In his post as Academic Co-ordinator of Continuing Education in the Department of Adult and Community Education in Maynooth University his main aim is to facilitate the entry into higher education of mature students who may or may not be first time entrants to university and foster a culture of lifelong learning for personal, community and professional development. This includes the night-time/part-time degree for adults the BA Local Studies/BA Community Studies. Dr Barter works with different statutory, voluntary and especially community organisations in order fulfil the university’s strategic goal for Community Engagement and Widening Participation. Initiatives, such as the Communiversity, which brings higher education out of the campus in a partnership arrangement between MU, Leader Partnership Companies and Local Public Libraries, is a good example of this work in action. He is also collaborating with the Education Dept. in MU in piloting a version of this programme for Transition Year students in a Secondary School in North Dublin called the CommuniversiTY.
He concieved of a series of Life Skills modules for First Year students which where later developed in the Maynooth University new curriculum for undergraduate students as Critical Skills. He delivers the modules A Social Analysis of Everyday Life: Reflective Practice and A Social Analysis of Everyday Life: Experiential Learning as part of this programme. He was a member of the steering committee for the HEA PATH 1 Turn to Teaching. Through dialogue with community partners he proposed the Think About Teaching module of the programme 2017 designed to attract adults from marginalised communities into Initial Teacher Education. These links to the community partners proved invaluable in securing the highest tranche of funding for MU from any of the submitting HEIs.
In 2021 he secured funding through the Europe for Citizens programme under the Democratic engagement and civic participation strand where he has led a consortium of six partners, three universities and three civil society organisations, from across the European continent to engage both students and members of the general public in the conversation on social Europe. The Foundations for Futures Europe project provided space for people to consider issues concerning poverty, disability, migration, identity, employment, education and climate etc. This project is now being considered by the EU Commission as a 'model of best practice' for social inclusion and citizen engagement.
Research Interests
My philosophy of education is to create safe dynamic learning
spaces where through dialogue, exploration and reflection meaningful learning
relevant to the person’s life world and life conditions can emerge in the
process of ‘becoming’. My aim is to create an environment that is conducive for
the student to realise their own strengths and capabilities.
As a late entrant into Higher Education my research interests stem from my own life experience as a mature student with a working class background entering into a world that was alien and unfamiliar and because of that, difficult to navigate. It has been my previlige to find myself in a position whereby this experience has been useful in working with people who have similar 'outsider' or 'imposter' feelings. These can be the biggest and most intractable obstacles to adults returning to education.
Teaching in Addiction Recovery services, or community based inter cultural groups on certificate programmes has allowed me to witness the real transformational power of education in 'non traditional' settings. This has prompted me to bring the work of the university out to the wider community to create space for civic engagement and widening participation through programmes like the Communiversity and the Foundations for Futures Europe.
Education as tool for personal development, emancipation and liberation and for the wider public good as a democratising and a consciousness raising process have become the focus of my research interest recently. Trying to understand the social nature of learning, the knowledge and wisdom that is held within groups and how this gets communicated or not have become central to my current thinking on the nature of experiential learning across the lifespan.
As a late entrant into Higher Education my research interests stem from my own life experience as a mature student with a working class background entering into a world that was alien and unfamiliar and because of that, difficult to navigate. It has been my previlige to find myself in a position whereby this experience has been useful in working with people who have similar 'outsider' or 'imposter' feelings. These can be the biggest and most intractable obstacles to adults returning to education.
Teaching in Addiction Recovery services, or community based inter cultural groups on certificate programmes has allowed me to witness the real transformational power of education in 'non traditional' settings. This has prompted me to bring the work of the university out to the wider community to create space for civic engagement and widening participation through programmes like the Communiversity and the Foundations for Futures Europe.
Education as tool for personal development, emancipation and liberation and for the wider public good as a democratising and a consciousness raising process have become the focus of my research interest recently. Trying to understand the social nature of learning, the knowledge and wisdom that is held within groups and how this gets communicated or not have become central to my current thinking on the nature of experiential learning across the lifespan.
Peer Reviewed Journal
Year | Publication | |
---|---|---|
2020 | Derek Barter, Bernie Grummell (2020) 'Learning to live with it: reflections on surviving critical times from Irish adult education'. eucen Studies: eJournal of University Lifelong Learning, Vol 4 (01):31-35. [Link] https://doi.org/10.53807/0401mrfq [Full-Text] | |
2010 | Derek Barter (2010) 'Return to education for recovering drug addicts: the Soilse Project'. The Adult Learner, :132-149. [Link] |
Conference Contribution
Blog
Year | Publication | |
---|---|---|
2021 | Derek Barter (2021) Change One Thing: The Leaving Cert. needs a rethink. Assisting Living and Learning (ALL) Institute Maynooth University: BLOG [Link] |
Policy Contribution
Year | Publication | |
---|---|---|
2021 | Derek Barter, Anne Cassidy, Freeda Garman, Aofie Kerrigan, Antoinette Patton (2021) The Communiversity Network: Access All Areas. Department of Further and Higher Education, Research, Innovation and Science: POLICY [Link] [Full-Text] | |
2021 | Derek Barter, Gareth Burns, Bernie Grummell, Michael Kenny and Jerry O’Neill with the support of our students and colleagues (2021) Submission to the independent review of the Student Grant Scheme (SUSI) by The Department of Further and Higher Education, Research, Innovation and Science. Department of Further and Higher Education, Research, Innovation and Science: POLICY [Full-Text] | |
2020 | Barter, Derek, Bernie Grummell and Michael Kenny, (2020) Submission to Consultation for the Department of Further and Higher Education, Research, Innovation and Science: Statement of Strategy 2021 – 2023. Department of Further and Higher Education, Research, Innovation and Science: POLICY [Link] |
Report
Year | Publication | |
---|---|---|
2020 | Derek Barter/Sinead Hyland (2020) The ComMUniversity A review of the Communiversity: The university for All. REPORT [Link] [Full-Text] |
Certain data included herein are derived from the © Web of Science (2023) of Clarivate. All rights reserved.
Outreach Activities
Description | |
---|---|
The Communiversity is a first point of contact pre-access programme where people can attend higher education courses in the familiar surroundings of their local libraries. To date Maynooth University has set up Communiversities in Dublin, Kildare, Louth and Monaghan. Each course begins with a taster session at which the tutors outline their planned programme also explaining to the student that they can ask for specific topics or other subjects to be explored. The tutors use short hand-outs on different subjects to stimulate discussion but they are directed by the interests of the group and are encouraged to follow their lead by being flexible with the modules they teach. The use of the public libraries as venues mean that university education can be brought out and delivered to people in their own communities. One of the aims of the project is to de-mystify the idea of higher education in the minds of people who might feel alienated from universities and academics and to date the feedback from students has been overwhelmingly positive. When asked what they liked most about the course people spoke about the variety of subjects that were covered. They also commented on the fact that, they were not patronised but were being '... taught to think and not being told what to do.' This aspect of critical thinking and self directed learning is of enormous importance for adult learners. The social aspect and the intergenerational make up of the groups play a very significant part towards community development. This project is a good example of what can be achieved through partnership between different sections of the public service in implementing policy for the benefit of wider society. The Communiversity is partnering with the Dept. of History in Maynooth University and SPCM to deliver a series of Local History modules in the JPII Library that is planned to become an annual endeavour. [Link] |
Teaching Interests
I teach the study skills on both the night-time degree for Adult Students BA Local Studies/Community Studies and the Retun to Learning programme. Teaching adults returning to education or entering university for the first time is immensely rewarding and to witness the journey that people undertake within their first semester let alone the from beginning study to graduation and beyond is an incredible privilege.
Besides giving people the expected mechanical skills of reading academic texts, note taking, research and writing skills I strive to create a learning environment wherein the student can, through dialogue with their peers and the course material, develop their ability to think critically about the social, political and economic forces that impact upon their lives and reflect upon their own position in relation to these phenomena. Critical reflection in this sense being the impetus for action.
I am also currently teaching first year undergraduate Critical Skills Reflective Practice and Experiential Learning. The new curriculum has given me the opportunity to engage with a younger aged cohort and use pedagogical methods that I have built up over the years to encourage these students to explore their life world as emerging adults with a critical eye.The Critical Skills modules that I deliver are very much process driven. They are designed to not so much de-programme Leaving Certificate students as so many critics of the second level exam based system suggest is necessary but to allow space for decompression and personal development.
Modules I teach:
NUI Cert. in Return to Learning.
Sk114 Critical Skills: A Social Analysis of Everyday Life, Reflective Practice
SK115 Critical Skills: A Social Analysis of Everyday Life, Experiential Learning.
CM1 Study Skills and Student Support.
Modules I co-ordinate as part of my job of Co-ordinator of Continuing Eudcation are:
The National University of Ireland Level 7 Certificates (20 ECTS) in:
Addiction Studies
Community Education and Equality Studies
Community Development and Leadership
Creative Writing for Publicaiton
Disability Studies
Directing for Theatre
Equality Studies
Local History
Psychology
Training and Continuing Education.
Level 8 Cert. in Adult and Community Education (20 ECTS)
Level 8 Dip. in Addiction Studies (40 ECTS)
I also co-ordinate the following modules as manager of the MH803 BA Local Studies / Community Studies:
CM28 CRITICAL THINKING (LEVEL 1)
CM6 COMMUNITY ENGAGEMENT & LEARNING
CS02 MODELS OF COMMUNITY DEVELOPMENT
CS3 INTRO.TO ADULT DEVELOPMENT & LEARNING
LS2 INTRODUCTION TO MAPS & LANDSCAPES
LS01C INTRODUCTION TO LOCAL HISTORY FOR LOCAL STUDIES
CM9 RECOGNITION OF LEARNING GAINED FROM EXPERIENCE
CS1A SOCIAL ANALYSIS 1:THEORISING SOCIETY
CS1B SOCIAL ANALYSIS 2:LOCATING MOD.IRELAND
CS1C SOCIAL ANALYSIS 3:SOCIAL CHANGE & EVERYDAY LIFE
CM5 INTRO.TO LOCAL STUDIES & COMMUNITY STUDIES
CM14 PROJECT PLANNING & MANAGEMENT DEVELOPMENT
CM20 USING ICT FOR RESEARCH & LEARNING
CM22A INTRODUCTION TO RADIO PRODUCTION
CM22B TELEVISION PRODUCTION
CM39 THEOR.& PRACTICE OF WORKING WITH GROUPS
CM40 THE REFLECTIVE LEARNER CM41 DEVELOPMENT THEORIES
CM42 DESIGNING & IMPLEMENTING COMM.ED.PROGS.
CM43 PHILOSOPHY OF ADULT & COMMUNITY EDUCATION
CM44 DRAMA FACILITATION
CM45 THEATRE OF THE OPPRESSED:THEORY & METHODS
CM46 DRAMA IN EDUCATION
CM47 DEVISING ISSUE BASED THEATRE
CM48 GROUPWORK & FACILITATION SKILLS
CS/SS1 COMMUNITY DEVELOPMENT CASE STUDY
CS/SS2 RURAL ENTERPRISE DEVELOPMENT
CS018 COMMUNITY EDUCATION AS PRAXIS
CS024 CREATIVITY & PERFORMING ARTS
CS12 COUNSELLING THEORIES
CS21B ADULT COMM.EDUC.:POLICY & PRACTICE
CS27 SUBSTANCE MISUSE & DEPENDENCE
CS33 GUIDANCE & COUNSELLING IN ADULT LEARNING
CS39 EXPLORING ETHNIC IRELAND
CM17 THE ANTHROPOLOGY OF SPORT & LEISURE
CM18 NATIONALITY & LANGUAGE CM19 ANTHROPOLOGY OF LOCAL COMMUNITIES
CM32 ETHNOGRAPHIC THEORY & PRACTICE
CM34 INTRODUCTION TO ANTHROPOLOGY
CM35 ANTROPOLOGY OF DEVELOPMENT
CM36 ANTROPOLOGY OF EUROPE
CS07B MEDICAL ANTHROPOLOGY
CS34 ANTHROPOLOGY,IDENTITY & REPRESENTATION
CS35 THE ANTHROPOLOGY OF ETHNICITY
CS36 CULTURE & SUICIDE
CS37 INTRODUCTION TO QUEER THEORY
CS38 'POST-SOCIALIST TRANSITION'EAST.EUROPE
CS43 CULTURE & RISK
CS48 YOUTH CULTURE:THE MEANING OF STYLE & RITES OF PASSAGE
CS49 MATERIAL CULTURE
CS017 CONTEMPORARY YOUTH WORK ISSUES
CS023 COMMUNITY WORK:POLICIES & ISSUES
CS05 COMMUNITY WORK: PRINCIPLES & APPROACHES
CS07A INTRODUCTION TO SOCIAL POLICY
CS11 COMMUNITY WORK & SOCIAL EXCLUSION
CS14 DEVELOPMENT OF IRISH YOUTH WORK
CS50 YOUTH & COMMUNITY STUDIES
CS51 YOUTH WORK IN IRELAND
CS8 THE ROLE OF THE COMMUNITY WORKER
CM30 FIGURES IN A LANDSCAPE
CM10 URBAN SOCIETY:GLOBAL PROCESSES LOCALLY
CM12 CONTINUITY & CHANGE IN RURAL IRELAND
CM13 EVOLUTION OF THE IRISH LANDSCAPE
CM16 LOCAL & REGIONAL DEVELOPMENT
CM26 SPATIAL ASPECTS OF IRISH ELECTIONS
CM27 THE MANAGEMENT & USE OF IRISH HERITAGE
CM8 PLACE-ING IRISH ELECTORAL BEHAVIOUR
LS10 THE LOCAL PHYSICAL ENVIRONMENT
CM15 IRELAND 1800-PRESENT
CM23 THE ORIGINS OF MODERN NATIONALISM
CM24 GENDER STUDIES IN LOCAL CONTEXT
CM37 GENDER IN TWENTIETH CENTURY IRELAND
CM7 TOWN MAPPING
LS11 IRELAND 1014-1400
LS12 LANDSCAPE ARCHAEOLOGY
LS15 IRELAND 1400 - 1603
LS16 IRISH ART & ARCHITECTURE BEFORE 1600
LS19 IRISH HISTORY 1603-1800
LS20 IRISH ART & ARCHITECTURE 1600-1900
LS24 CASE STUDY IN URBAN HISTORY
LS3 SOURCES FOR LOCAL HISTORY
LS32 EUROPE 1770-1870 LS32H EUROPE 1770-1870
LS33 20TH CENTURY EUROPEAN HISTORY:INTRO.SURVEY
LS33H 20TH CENTURY EUROPEAN HISTORY:INTRO.SURVEY
LS34 PRACTICAL ARCHAEOLOGY
LS35 IRISH CULTURAL NATIONALISM
LS37 THE BIG HOUSES & LANDED ESTATES OF IRELAND
LS39 THE IRISH COUNTRY HOUSE IN THE 20TH CENTURY
LS4 INTRODUCTION TO IRISH ARCHAEOLOGY 1
LS42 HISTORICAL SKILLS FOR LOCAL HISTORY
LS43 INTRODUCTION TO ECONOMIC & LOCAL HISTORY
LS44 THE IMPACT OF ELECTRICITY ON LIFE IN IRELAND
LS45 LOCAL TREASURE HOUSES:INTRO TO DECORATIVE ART
LS46 IRISH ART 1746 - 1922
LS5 RESEARCH METHODS FOR HISTORIANS
LS53 HISTORY OF DUBLIN (A)
LS7 IRELAND 431-1014
LS8 INTRODUCTION TO IRISH ARCHAEOLOGY 2
LS14 IRISH LANGUAGE,LITERATURE & FOLK TRADITION
LS21 IRISH PLACE NAMES LS29 ASPECTS OF IRISH LITERATURE 1
LS40 THE SINGING COMMUNITY LS6 IRISH FOR LOCAL HISTORY1
LS9 IRISH FOR LOCAL HISTORY 2
CM25 CULTURE,IDENTITY & THE MEDIA
CM33 VISUAL RESEARCH
CM49 POLITICAL INSTITUTIONS:THEORY & PRACTICE
CM50 DEMOCRACY & ACTIVE CITIZENSHIP
CS/SS7 CHANGING FACETS OF CONTEMPORARY IRELAND
CS019 EQUALITY & IDENTITY CS030 COMMUNITIES IN A GLOBAL WORLD
CS28 SOCIAL RESEARCH
CS29 LIVING IN A CONSUMER SOCIETY
CS30 TRANSNATIONAL COMMUNITIES
CS31 STATE,GOVERNANCE & COMMUNITY
CS40 CLASS & COMMUNITY
CS42 FOOD,KNOWLEDGE & POWER
CS52 SOCIOLOGY OF THE BODY & SEXUALITY
CS53 CONTEMPORARY SOCIAL THEORY
Besides giving people the expected mechanical skills of reading academic texts, note taking, research and writing skills I strive to create a learning environment wherein the student can, through dialogue with their peers and the course material, develop their ability to think critically about the social, political and economic forces that impact upon their lives and reflect upon their own position in relation to these phenomena. Critical reflection in this sense being the impetus for action.
I am also currently teaching first year undergraduate Critical Skills Reflective Practice and Experiential Learning. The new curriculum has given me the opportunity to engage with a younger aged cohort and use pedagogical methods that I have built up over the years to encourage these students to explore their life world as emerging adults with a critical eye.The Critical Skills modules that I deliver are very much process driven. They are designed to not so much de-programme Leaving Certificate students as so many critics of the second level exam based system suggest is necessary but to allow space for decompression and personal development.
Modules I teach:
NUI Cert. in Return to Learning.
Sk114 Critical Skills: A Social Analysis of Everyday Life, Reflective Practice
SK115 Critical Skills: A Social Analysis of Everyday Life, Experiential Learning.
CM1 Study Skills and Student Support.
Modules I co-ordinate as part of my job of Co-ordinator of Continuing Eudcation are:
The National University of Ireland Level 7 Certificates (20 ECTS) in:
Addiction Studies
Community Education and Equality Studies
Community Development and Leadership
Creative Writing for Publicaiton
Disability Studies
Directing for Theatre
Equality Studies
Local History
Psychology
Training and Continuing Education.
Level 8 Cert. in Adult and Community Education (20 ECTS)
Level 8 Dip. in Addiction Studies (40 ECTS)
I also co-ordinate the following modules as manager of the MH803 BA Local Studies / Community Studies:
CM28 CRITICAL THINKING (LEVEL 1)
CM6 COMMUNITY ENGAGEMENT & LEARNING
CS02 MODELS OF COMMUNITY DEVELOPMENT
CS3 INTRO.TO ADULT DEVELOPMENT & LEARNING
LS2 INTRODUCTION TO MAPS & LANDSCAPES
LS01C INTRODUCTION TO LOCAL HISTORY FOR LOCAL STUDIES
CM9 RECOGNITION OF LEARNING GAINED FROM EXPERIENCE
CS1A SOCIAL ANALYSIS 1:THEORISING SOCIETY
CS1B SOCIAL ANALYSIS 2:LOCATING MOD.IRELAND
CS1C SOCIAL ANALYSIS 3:SOCIAL CHANGE & EVERYDAY LIFE
CM5 INTRO.TO LOCAL STUDIES & COMMUNITY STUDIES
CM14 PROJECT PLANNING & MANAGEMENT DEVELOPMENT
CM20 USING ICT FOR RESEARCH & LEARNING
CM22A INTRODUCTION TO RADIO PRODUCTION
CM22B TELEVISION PRODUCTION
CM39 THEOR.& PRACTICE OF WORKING WITH GROUPS
CM40 THE REFLECTIVE LEARNER CM41 DEVELOPMENT THEORIES
CM42 DESIGNING & IMPLEMENTING COMM.ED.PROGS.
CM43 PHILOSOPHY OF ADULT & COMMUNITY EDUCATION
CM44 DRAMA FACILITATION
CM45 THEATRE OF THE OPPRESSED:THEORY & METHODS
CM46 DRAMA IN EDUCATION
CM47 DEVISING ISSUE BASED THEATRE
CM48 GROUPWORK & FACILITATION SKILLS
CS/SS1 COMMUNITY DEVELOPMENT CASE STUDY
CS/SS2 RURAL ENTERPRISE DEVELOPMENT
CS018 COMMUNITY EDUCATION AS PRAXIS
CS024 CREATIVITY & PERFORMING ARTS
CS12 COUNSELLING THEORIES
CS21B ADULT COMM.EDUC.:POLICY & PRACTICE
CS27 SUBSTANCE MISUSE & DEPENDENCE
CS33 GUIDANCE & COUNSELLING IN ADULT LEARNING
CS39 EXPLORING ETHNIC IRELAND
CM17 THE ANTHROPOLOGY OF SPORT & LEISURE
CM18 NATIONALITY & LANGUAGE CM19 ANTHROPOLOGY OF LOCAL COMMUNITIES
CM32 ETHNOGRAPHIC THEORY & PRACTICE
CM34 INTRODUCTION TO ANTHROPOLOGY
CM35 ANTROPOLOGY OF DEVELOPMENT
CM36 ANTROPOLOGY OF EUROPE
CS07B MEDICAL ANTHROPOLOGY
CS34 ANTHROPOLOGY,IDENTITY & REPRESENTATION
CS35 THE ANTHROPOLOGY OF ETHNICITY
CS36 CULTURE & SUICIDE
CS37 INTRODUCTION TO QUEER THEORY
CS38 'POST-SOCIALIST TRANSITION'EAST.EUROPE
CS43 CULTURE & RISK
CS48 YOUTH CULTURE:THE MEANING OF STYLE & RITES OF PASSAGE
CS49 MATERIAL CULTURE
CS017 CONTEMPORARY YOUTH WORK ISSUES
CS023 COMMUNITY WORK:POLICIES & ISSUES
CS05 COMMUNITY WORK: PRINCIPLES & APPROACHES
CS07A INTRODUCTION TO SOCIAL POLICY
CS11 COMMUNITY WORK & SOCIAL EXCLUSION
CS14 DEVELOPMENT OF IRISH YOUTH WORK
CS50 YOUTH & COMMUNITY STUDIES
CS51 YOUTH WORK IN IRELAND
CS8 THE ROLE OF THE COMMUNITY WORKER
CM30 FIGURES IN A LANDSCAPE
CM10 URBAN SOCIETY:GLOBAL PROCESSES LOCALLY
CM12 CONTINUITY & CHANGE IN RURAL IRELAND
CM13 EVOLUTION OF THE IRISH LANDSCAPE
CM16 LOCAL & REGIONAL DEVELOPMENT
CM26 SPATIAL ASPECTS OF IRISH ELECTIONS
CM27 THE MANAGEMENT & USE OF IRISH HERITAGE
CM8 PLACE-ING IRISH ELECTORAL BEHAVIOUR
LS10 THE LOCAL PHYSICAL ENVIRONMENT
CM15 IRELAND 1800-PRESENT
CM23 THE ORIGINS OF MODERN NATIONALISM
CM24 GENDER STUDIES IN LOCAL CONTEXT
CM37 GENDER IN TWENTIETH CENTURY IRELAND
CM7 TOWN MAPPING
LS11 IRELAND 1014-1400
LS12 LANDSCAPE ARCHAEOLOGY
LS15 IRELAND 1400 - 1603
LS16 IRISH ART & ARCHITECTURE BEFORE 1600
LS19 IRISH HISTORY 1603-1800
LS20 IRISH ART & ARCHITECTURE 1600-1900
LS24 CASE STUDY IN URBAN HISTORY
LS3 SOURCES FOR LOCAL HISTORY
LS32 EUROPE 1770-1870 LS32H EUROPE 1770-1870
LS33 20TH CENTURY EUROPEAN HISTORY:INTRO.SURVEY
LS33H 20TH CENTURY EUROPEAN HISTORY:INTRO.SURVEY
LS34 PRACTICAL ARCHAEOLOGY
LS35 IRISH CULTURAL NATIONALISM
LS37 THE BIG HOUSES & LANDED ESTATES OF IRELAND
LS39 THE IRISH COUNTRY HOUSE IN THE 20TH CENTURY
LS4 INTRODUCTION TO IRISH ARCHAEOLOGY 1
LS42 HISTORICAL SKILLS FOR LOCAL HISTORY
LS43 INTRODUCTION TO ECONOMIC & LOCAL HISTORY
LS44 THE IMPACT OF ELECTRICITY ON LIFE IN IRELAND
LS45 LOCAL TREASURE HOUSES:INTRO TO DECORATIVE ART
LS46 IRISH ART 1746 - 1922
LS5 RESEARCH METHODS FOR HISTORIANS
LS53 HISTORY OF DUBLIN (A)
LS7 IRELAND 431-1014
LS8 INTRODUCTION TO IRISH ARCHAEOLOGY 2
LS14 IRISH LANGUAGE,LITERATURE & FOLK TRADITION
LS21 IRISH PLACE NAMES LS29 ASPECTS OF IRISH LITERATURE 1
LS40 THE SINGING COMMUNITY LS6 IRISH FOR LOCAL HISTORY1
LS9 IRISH FOR LOCAL HISTORY 2
CM25 CULTURE,IDENTITY & THE MEDIA
CM33 VISUAL RESEARCH
CM49 POLITICAL INSTITUTIONS:THEORY & PRACTICE
CM50 DEMOCRACY & ACTIVE CITIZENSHIP
CS/SS7 CHANGING FACETS OF CONTEMPORARY IRELAND
CS019 EQUALITY & IDENTITY CS030 COMMUNITIES IN A GLOBAL WORLD
CS28 SOCIAL RESEARCH
CS29 LIVING IN A CONSUMER SOCIETY
CS30 TRANSNATIONAL COMMUNITIES
CS31 STATE,GOVERNANCE & COMMUNITY
CS40 CLASS & COMMUNITY
CS42 FOOD,KNOWLEDGE & POWER
CS52 SOCIOLOGY OF THE BODY & SEXUALITY
CS53 CONTEMPORARY SOCIAL THEORY