ABSTRACT
This chapter provides a starting point for readers by introducing key aspects relating to the topic of illiteracy in Ireland and the timeframe of 1900–1980. The chapter first explains how literacy can be viewed as a social practice. It then provides brief background details about Ireland, focusing on changes to national sovereignty during the twentieth century, the structure of the education system, and the presence of two languages. Differences between Irish-language literacy skills and English-language literacy skills are explained. The chapter next outlines key components of the narrative of full literacy. It describes how this narrative draws from already-existing elements, such as historical details about ancient Irish society, tangible evidence of literacy practices shown in illuminated manuscripts, and the provision of compulsory state-funded literacy education from 1831. The chapter addresses the role accorded to Census returns in supporting claims to full literacy, and it outlines present-day reservations about accepting Census returns as evidence of national literacy levels. The chapter then examines the outcomes of Ireland’s participation in international surveys of adult literacy skills. It explains how the gap between popular perception and empirical measurement provided an impetus to undertake research on illiteracy in twentieth-century Ireland.
