“Let their imaginations flow”: Investigating Irish primary teachers’ views on the use of mythology in the classroom

Abstract

The purpose of this study is to investigate whether mythology has value for Irish primary school children in the senior classes in a modern cultural context. The study also examines the challenges posed by the use of mythology in the classroom as reflected in the reported experience of a selection of Irish teachers, including issues such as violence and gender stereotypes. It will also explore whether mythology should be considered as history or fiction. This was a topic that emerged during the course of the study. The qualitative data for this study is gathered from online interviews with eight teachers of senior classes in a variety of Irish primary schools. The interviews were transcribed and analysed according to the themes. The study will be of interest to teachers, student teachers and academics in a range of disciplines. It will also benefit those involved in curriculum design for Irish primary schools. The results indicate that the participants do consider mythology to be of value, particularly in terms of children’s enjoyment of story and the development of their imagination. They do not consider violence to be a particular concern, once the material is age appropriate. Their views on the issue of gender stereotypes are nuanced. Some participants do not see it as problematic, and others had never considered it as an issue. A number think it deserves further consideration. Some participants report some confusion among children as to whether mythology constitutes history or fiction. As a result of the data generated, this study recommends that the place of mythology in the primary school curriculum should be evaluated. Specifically, consideration should be given as to whether mythology should be on the history curriculum or the English curriculum or both. This study also recommends further education for teachers with a view to deepening their understanding of mythology.