ROINN AN BHÉALOIDIS
DEPARTMENT OF FOLKLORE
Head of Department:
Dr. Stiofán Ó Cadhla
Executive Assistant:
Bláthnaid Ní Bheaglaoí
Lecturers:
Dr. Stiofán Ó Cadhla
Dr. Marie-Annick Desplanques
Dr. Clíona O’Carroll
Ciarán Ó Gealbháin
Dr. Margaret Humphreys
Jennifer Butler
Angun Sønnesyn Olsen
Department Website:
http://www.ucc.ie/folklore
Handbooks and all relevant information on the
Departmental Web Page.
Course Organisers:
Dr. Stiofán Ó Cadhla, Dr. Marie-Annick Desplanques, Dr.
Clíona O’Carroll & Ciarán Ó Gealbháin
Léann Dúchais Leictreonach (LDL)
Dr. Stiofán Ó Cadhla, Dr. Marie-Annick Desplanques, Dr.
Clíona O’Carroll, Ciarán Ó Gealbháin, Dr. John Eastlake
& Colin MacHale
Cork Northside Folklore Project:
Northside Community Enterprises Ltd
St. Finbarr’s College
Farranferris
Redemption Road
Cork
Mary O'Driscoll
http://www.ucc.ie/research/nfp/
Manager:
Website:
Department Office is Located on the Top Floor of No. 5 Elderwood, College Road
Office Hours from 09:15 – 13:00 and 14:10 – 17:00 Monday to Friday
Telephone: 021 4903935
email:
b.begley@ucc.ie
http://www.ucc.ie/folklore
http://twitter.com/@folkucc
http://www.facebook.com/pages/UCC-Folklore/122545201130379
Page 1 of 35
FOLKLORE AND ETHNOLOGY
Folklore and Ethnology is the discipline that studies the traditional and popular cultures of a
community, region or nation. While related in some respects to both anthropology and history,
ethnology is now well established in its own right as an important contributor to the humanities and
social sciences throughout Europe and beyond. The Folklore and Ethnology programme aims to
develop the analytic, critical, communication and creative skills of students by engaging with a
broad range of cultural forms and ethnographic materials relating primarily, although by no means
exclusively, to Ireland.
Programme Aims
The degree programme aims to





develop students’ understanding of the historical and ongoing development of the discipline of
ethnology in its international context.
engage students in theoretical debates relating to the key issues and concepts of ethnology.
encourage students to critically deconstruct and evaluate cultural forms and processes.
develop students’ investigative skills through the provision of training in archive and fieldbased research techniques.
encourage students to build a strong empirical knowledge base of the culture and tradition of
Ireland and selected comparative regions or nations.
Learning Outcomes
The learning outcomes for students completing the programme can be divided into four main
sections:
a) Knowledge and Understanding
All students should acquire a knowledge and understanding of








the principal theoretical orientations and schools of thought within the discipline of
ethnology.
the principal folklore genres and classification systems.
the concept of ethnography as process and product.
the concept of tradition.
the history, development and central theories of the core ethnological sub-themes of social
organisation, oral narrative, material culture and custom and belief.
key issues relating to the performance, transmission and representation of culture.
the theory and practice of ethnological investigative methods and techniques.
the empirical base for the study of Irish cultural tradition in its international context.
Page 2 of 35
b) Intellectual Skills
On completion of the programme, students should have








c)
enhanced ability to reason cogently and critically.
a sophisticated appreciation of the importance of critical source analysis.
a sound ability to extract salient points from large bodies of source and secondary
materials.
an increased capacity to present well-structured, sustained arguments.
enhanced knowledge of useful and precise critical terminology.
a well-developed ability to assess the relative merits of different points of intellectual
debate.
a strong awareness of the importance of reflexivity in ethnological study.
a willingness and ability to exercise independent thought.
Subject-Specific and Practical Skills
By the end of the programme, students should have






considerable expertise in ethnological research methodologies, including use of library,
archive and web-based resources as well as fieldwork interview techniques.
well-developed skills in the interpretation and analysis of ethnographic materials.
a sound familiarity with the principal national and international platforms for the
dissemination of ethnological research and thought.
experience of completing original ethnological investigations resulting in the production of
a project and dissertation.
an enhanced ability to plan, organise and produce extended subject-specific scholarly texts.
well developed skills in the handling of archive- and field-based materials, including
appreciation of related ethical issues.
d) Transferable Skills
The programme is designed to facilitate the development of








written and oral communication and presentation skills.
listening skills.
interview skills.
time management and the importance of adhering to deadlines.
a reflexive approach to learning and personal development.
self-reliance and personal responsibility.
investigative techniques.
the synthesis of evidence gathered from a variety of source types.
Page 3 of 35
FL2001 Irish Folklore and History
FL2002 Festival, Belief and Ritual in Folklore
FL2003 The Archive and Folklore
FL2004 Folklore and Gender
FL3003 Fieldwork and Folklore
2011-2012 Timetable
CODE
TITLE
LECTURER
TIME
DAY
VENUE
FL2002
Festival, Belief
and Ritual in
Folklore
Dr. Marie-Annick
Desplanques
11:00-13:00
Mon
ELD5_G01
FL2001
Irish Folklore
and History
Jennifer Butler
16:00-18:00
Mon
ORB_203
Term 1
FL2004
Folklore and
Gender
Dr. Marie-Annick
Desplanques
16:00-18:00
Mon
ELD5_G01
Term 2
FL2003
The Archive and
Folklore
Dr. Marie-Annick
Desplanques
16:00-18:00
Tue
ELD5_ARC
FL3003
Fieldwork and
Folklore
Dr. Clíona
O’Carroll
13:00-15:00
Thur
ELD5_G01
NB Timetable should be confirmed, please check the Noticeboard on the Ground Floor, No. 5
Elderwood, College Road.
PLEASE CHECK YOUR UCC EMAIL FREQUENTLY AND KEEP
UP-TO-DATE WITH DEPARTMENTAL WEB PAGES,
BLACKBOARD AND NOTICEBOARDS.
PLEASE USE THE OFFICE HOURS THAT STAFF MAKE
AVAILABLE TO YOU.
IMPORTANT MESSAGE FOR 2nd & 3rd YEAR FOLKLORE & LÉANN DÚCHAIS
STUDENTS.
The Folklore and An Léann Dúchais modules alternate with each other from one year to
another.
It is of the utmost importance that all students be fully aware that a failure in a repeat
examination in autumn has serious consequences. Any such failure would postpone the
possibility of repeating until one academic year had elapsed and those particular modules
were available once again. Unfortunately this is unavoidable and you are being made fully
aware of this in advance.
Students who study on the Chinese Studies Pathway, European Studies Pathway and the
Language and Cultural Studies Pathway cannot register for 2nd & 3rd year Folklore or Léann
Dúchais.
Lastly, 3rd year students who take a Leave of Absence will be required to take 2 years in
order to come back into the programme at the appropriate time.
Page 4 of 35
FL2001 Irish Folklore and History
Credit Weighting: 5
Teaching Period(s): Teaching Period 1
No. of Students: Min 2, Max 50
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures
Module Co-ordinator: Dr Stiofán Ó Cadhla, Roinn An Bhéaloidis.
Lecturer(s): Jennifer Butler, Roinn An Bhéaloidis.
Module Objective: To outline how folklore emerges in Ireland and in Europe in the 19th & 20th
Century and discuss aspects of its evolution.
Module Content: An examination of the intellectual background and development of folklore and
ethnology, academically ideologically, in Ireland and in Europe generally, from the 18th Century.
The emergence of the idea, the discipline and discuss some of the key ideas associated with it.
Learning Outcomes:
On successful completion of this module, students should be able to:
 Outline the development of the field of folklore and ethnological research.
 Discuss the intellectual background of folklore research.
 Examine the ideology behind phases of folklore collection.
 Discuss connections between folklore, politics and nationalism.
 Survey the major developments that led to the establishment of folklore and ethnology as an
academic discipline.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,500 word essay).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and
including 7 days late, 5% of the total marks available shall be deducted from the mark achieved.
Where work is submitted up to and including 14 days late, 10% of the total marks available shall be
deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark
of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous
Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.
(Submit 1 x 2,500 word essay, as prescribed by the Department).
Page 5 of 35
FL2002 Festival, Belief and Ritual in Folklore
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2
No. of Students: Min 2, Max 50
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 48 x 1hr(s) Lectures
Module Co-ordinator: Dr. Marie-Annick Desplanques, Roinn An Bhéaloidis
Lecturer(s): Dr. Marie-Annick Desplanques, Roinn An Bhéaloidis
Module Objective: To present and discuss the main social and cultural contexts for ritual festival
and belief in Irish folklore and popular culture. Including ritual, festival and calendar customs and
belief.
Module Content: To develop and explore the idea of popular culture in Ireland/Europe through
key aspects such as ritual (lifecycle, annual cycle) and festival (calendar) and belief (healing
'superstition'). Exploration of passages, celebration and ritual in folklore.
Learning Outcomes:
On successful completion of this module, students should be able to:
 Identify the 'popular' in culture.
 Link behaviour with key elements of social life.
 Identify rituals in context.
 Site festival in the annual cycle.
 View human life in a social, cultural perspective.
Assessment: Total Marks 200: End of Year Written Examination 150 marks; Continuous
Assessment 50 marks (1 x 2,500 word essay).
Compulsory Elements: End of Year Written Examination; Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and
including 7 days late, 5% of the total marks available shall be deducted from the mark achieved.
Where work is submitted up to and including 14 days late, 10% of the total marks available shall be
deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark
of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: 1 x 3 hr(s) paper(s).
Requirements for Supplemental Examination: 1 x 3 hr(s) paper(s) to be taken in Autumn. Marks
in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of
Continuous Assessment must be repeated (Submit 1 x 2,500 word essay, as prescribed by the
Department).
Page 6 of 35
FL2003 The Archive and Folklore
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2
No. of Students: Min 2, Max 50
Pre-requisite(s): FL1002, FL1003
Co-requisite(s): None
Teaching Methods: 10 x 2hr(s) Lectures; Other (12hrs Practical Seminars, 10hrs Fieldwork, 6hrs
Presentations).
Module Co-ordinator: Dr Marie-Annick Desplanques, Roinn An Bhéaloidis.
Lecturer(s): Dr. Marie-Annick Desplanques, Roinn An Bhéaloidis.
Module Objective: To introduce and discuss the place of the archive in both the community and
the academy. The emphasis will be on 'folklore' in the archive.
Module Content: Introduction to archival principles and practice in Folklore. The preparation and
execution of a project based on acquired archival experience at the Department's Folklore and
Ethnology Archive and on material from the Cork Northside Folklore Project.
Learning Outcomes:
On successful completion of this module, students should be able to:
 Understand and articulate the theoretical perspectives and schools of thoughts that informed the
establishment of ethnographic archives.
 Evaluate archival policies, objectives and scopes of ethnographic archives cataloguing systems
and indexes.
 Identify and evaluate the roles of ethnographic archives in community contexts.
 Research the document an ethnographic project through archival sources.
 Identify and evaluate the ethnographic value of an archival document.
Assessment: Total Marks 200: Continuous Assessment 200 marks (1 x 5,000 word Research
Project in three parts worth a total of 175 marks - 75: internet archives evaluation; 50: practical and
archival logbook; 50: archival transcript analysis) and one oral presentation and report (1,000
words recommended) 25 marks.).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and
including 7 days late, 5% of the total marks available shall be deducted from the mark achieved.
Where work is submitted up to and including 14 days late, 10% of the total marks available shall be
deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark
of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Page 7 of 35
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous
Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (As
prescribed by the Department).
FL2004 Folklore and Gender
Credit Weighting: 5
Teaching Period(s): Teaching Period 2
No. of Students: Min 2, Max 50
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Stiofán Ó Cadhla, Roinn An Bhéaloidis.
Lecturer(s): Dr. Marie-Annick Desplanques, Roinn An Bhéaloidis.
Module Objective: To introduce the issue of gender in folklore and popular culture. To explore
the expression of gender in people's lives and its use as a category of analysis.
Module Content: The examination of gender representations and the constructed nature of gender
itself in kinship, marriage and family, children's lore and other areas of Folklore and popular
culture.
Learning Outcomes:
On successful completion of this module, students should be able to:
 Develop an appreciation of the culturally constructed nature of gender.
 Acquire an ability to interpret how worldviews, values and social relations between males and
females are reflected in a variety of oral narratives.
 Discuss the portrayal of females as ritual specialists in traditional times.
 Analyse the portrayal of females in folklore.
 Understand gender systems.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,500 word essay).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and
including 7 days late, 5% of the total marks available shall be deducted from the mark achieved.
Where work is submitted up to and including 14 days late, 10% of the total marks available shall be
deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark
of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Page 8 of 35
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous
Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated
(Submit 1 x 2,500 word essay, as prescribed by the Department).
FL3003 Fieldwork and Folklore
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2
No. of Students: Min 2, Max 50
Pre-requisite(s): FL2003
Co-requisite(s): None
Teaching Methods: 10 x 2hr(s) Lectures; Other (10 x 2hrs Practical Seminars, 8hrs Fieldwork).
Module Co-ordinator: Dr. Clíona O’Carroll, Roinn An Bhéaloidis.
Lecturer(s): Dr. Clíona O’Carroll, Roinn An Bhéaloidis.
Module Objective: To teach the principles of ethnographic research; to provide students with
ethnographic fieldwork experience. To carry out supervised fieldwork.
Module Content: Advanced training in ethnography and fieldwork methods; preparation of a
project based on original fieldwork research methods, tools, practices of the fieldworker in folklore
and ethnology.
Learning Outcomes:
On successful completion of this module, students should be able to:
 Design an ethnographic fieldwork project.
 Use sound and visual recording technology.
 Conduct an ethnographic interview.
 Take ethnographic photographs.
 Write and present an ethnographic analysis based on original and ethical fieldwork.
Assessment: Total Marks 200: Continuous Assessment 200 marks (1 x 5,000 word Research
Project in three parts worth a total of 175 marks: 75: Theory; 50: Diary; 50 Ethnographic Material
and one project proposal (1,000 words recommended) 25 marks.).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and
including 7 days late, 5% of the total marks available shall be deducted from the mark achieved.
Where work is submitted up to and including 14 days late, 10% of the total marks available shall be
deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark
of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Page 9 of 35
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous
Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (As
prescribed by the Department).
Page 10 of 35
Essay Titles & Deadlines
FL2001 Irish Folklore and History (1 x 2,500 Word Essay)
Lecturer: Jenny Butler
Write an essay on one of the following topics:
1. Outline the intellectual history of folklore scholarship.
2. Write an essay on the influence of key individuals and institutions (such as the
Irish Folklore Commission) on the growth of Irish ethnology.
3. Discuss the works of the writers of the Anglo-Irish Literary Revival in relation to
their use of folklore material.
4. Discuss the connection between folklore and national identity.
5. Compare and contrast the approaches to folklore study within the discipline of
folkloristics with those of folklore collectors of the nineteenth and early twentieth
centuries.
Email me at <j.butler@ucc.ie> and Cc (copy) to <butler.Jennifer@gmail.com> if you
wish to devise your own title. [NB: If you wish to choose your own essay topic/title,
it must be approved first. Discuss it with me before you undertake any research on
the topic].
Due Date: Tuesday, 17th January 2012
FL2002 Festival, Belief and Ritual in Folklore (1 x 2,500 Word Essay)
You will select a folk group, describe its ritual and customary practice, identify and analyse the
values represented by their expressions. You will make reference to your observations and
academic publications to document and analyse your findings.
Due Date: Tuesday, 31st January 2012
FL2004 Folklore and Gender (1 x 2,500 Word Essay)
With reference to your readings and based on ethnographic observation of a specific genre or event
you will describe and analyse the dynamic relationship between, gender and sphere of performance.
Due Date: Tuesday, 20th March 2012
Instructions when Submitting an Essay(s):
On or before the essay deadline, please upload one copy of your essay onto
Blackboard using the Assignments Facility and the other copy must be handed
into the Secretary’s Office, Top Floor, 5 Elderwood, College Road.
Late submission is not acceptable unless you have obtained an extension or a
Doctor’s Certificate.
Page 11 of 35
MODULE READING LISTS
FL2001 Irish Folklore and History
Essential Text:
Ó GIOLLÁIN, D., Locating Irish Folklore. Tradition, Modernity, Identity (Cork: Cork University
Press, 2000).
Main texts:
Briody, M., The Irish Folklore Commission 1935-1970: History, Ideology, Methodology (Finnish
Literature Society: 2007).
ABRAHAMS, R. D., ‘The past in the present: an overview of folkloristics in the late 20th century’
in KVIDELAND, R. (ed.), Folklore Processed (Helsinki 1992).
ALMQVIST, Bo, ‘The Irish Folklore Commission. Achievement and Legacy’ in Béaloideas. The
Journal of the Folklore of Ireland Society 45-47 (1977-1979), 6-26.
BURKE, P., Popular Culture in Early Modern Europe, revised edition (Aldershot: Scolar Press,
1994).
CHAPMAN, M., The Celts: The Construction of a Myth (New York: St. Martin’s Press, 1992).
DORSON, R., Folklore and Folklife: an introduction (Chicago & London 1972) [Introduction].
---- , The British Folklorists. A History (London 1968).
DUNDES, Alan, International Folkloristics (Lanham, MD 1999).
EVANS, E. E., ‘The Early Development of Folklife Studies in Northern Ireland’ in Gailey 1988,
91-96.
GAILEY, Alan, ‘Folk-life Study and the Ordnance Survey Memoirs’ in Alan Gailey & Dáithí Ó
hÓgáin (ed.), Gold Under the Furze: Studies in Folk Tradition Presented to Caoimhín Ó
Danachair (Dublin 1982).
GAILEY, A., The Use of Tradition. Essays Presented to G. B. Thompson (Cultra 1988).
GARCÍA CANCLINI, N., Hybrid Cultures: Strategies for Entering and Leaving Modernity,
translated by Christopher L. Chiappari and Silvia L. López (Minneapolis & London: University of
Minnesota, 1995).
GELLNER, Ernest, Nations and Nationalism (Oxford UK and Cambridge USA: Blackwell, 1983).
HOBSBAWM, E. and RANGER, T., The Invention of Tradition (Cambridge 1983) –selection.
HYDE, D., Language, Lore and Lyrics: Essays and Lectures, edited with a preface and
introduction by Breandán Ó Conaire (Dublin: Irish Academic Press, 1986): chapter ‘On the
Necessity for De-anglicizing Ireland’.
KIRSHENBLATT-GIMBLETT, B., ‘Objects of Ethnography’ in Ivan Karp and Stephen D. Lavine
(ed.), Exhibiting Cultures: The Poetics and Politics of Museum Display (Washington and London:
Smithsonian Institution Press, 1991).
LÖFGREN, O., ‘The Cultural Grammar of Nation-building: The Nationalization of Nationalism’ in
Pertti J. Anttonen and Reimund Kvideland (ed.), Nordic Frontiers (Turku: Nordic Institute of
Folklore, 1993).
MAC CONGHAIL, M., The Blaskets: A Kerry Island Library (Dublin: Country House, 1987).
MAHON, Bríd, Where Green Grass Grows (Dublin 1998).
MARTÍN-BARBERO, J., Communication, Culture and Hegemony, translated by Elizabeth Fox
and Robert A. White (London, Newbury Park, New Delhi: Sage, 1993) – selection.
Ó DUILEARGA, S., ‘Ó’n bhFear Eagair’ in Béaloideas 1:1 (Meitheamh 1927) [bilingual first
editorial].
---- , ‘Volkskundliche Arbeit in Irland von 1850 bis zur Gegenwart mit besonderer
Berücksichtigung der “Irischen Volkskunde-Kommission”’ in Zeitschrift für keltische Philologie
und Volksforschung, XXIII (1943), 1-38.
O’LEARY, P., The Prose Literature of the Gaelic Revival, 1881-1921: Ideology and Innovation
(University Park, Pennsylvania: The Pennsylvania State University Press, 1994) – selection.
Page 12 of 35
O SULLIVAN, S., Folktales of Ireland (London 1966) - foreword and introduction.
Background and Reference:
BREATHNACH, D. and Ní Mhurchú, M., 1882-1982: Beathaisnéis, 5 vols.(Dublin: An
Clóchomhar Tta, 1986, 1990, 1992, 1994, 1997).
FOSTER, J. Wilson, Fictions of the Irish Literary Revival: A Changeling Art (Syracuse, New York:
Syracuse University Press, 1987).
HUTCHINSON, J., The Dynamics of Cultural Nationalism: The Gaelic Revival and the Creation of
the Irish Nation State (London: Allen and Unwin, 1987).
KIBERD, D., Inventing Ireland: The Literature of the Modern Nation (London: Vintage, 1996).
LEERSSEN, J., Remembrance and Imagination (Cork: Cork University Press, 1996).
Ó TUAMA, S. (ed.), The Gaelic League Idea (Cork: Mercier Press, 1972).
RANKE, K. et al. (ed.), Enzyklopädie des Märchens (Berlin and New York), 1977 - ).
SCHENK, H. G., The Mind of the European Romantics (Oxford, New York, Toronto and
Melbourne: Oxford University Press, 1979).
WELCH, R. (ed.), The Oxford Companion to Irish Literature (Oxford: Clarendon Press, 1996).
WILLIAMS, R., Keywords: A Vocabulary of Culture and Society (London 1983).
Additional Reading Material may be distributed at Lectures and Posted on BlackBoard.
FL2002 Festival, Belief and Ritual in Folklore
Beattie, John (1964), Other Cultures, London; RKP, Chap. 12 and Chap. 13 ‘The Field of Ritual’.
Black, Ronald I. (1985), ‘The Gaelic Calendar Months: Some Meanings and Derivations’ in
Shadow, Vol. 2, No. 1, pp. 3-13.
Cohen, P.S. (1969), ‘Theories of Myth’, Man 4, pt. 3, pp. 337-353.
Danaher, Kevin, (1972), The Year in Ireland, Cork: Mercier Press.
El Guindi, Fadwa. (1986) The Myth of Ritual: A Native's Ethnography of Zapotec Life-Crisis
Rituals. Tucson, Arizona: University of Arizona Press.
Erikson, T.H. (1995), Small Places, Large Issues, London; Pluto Pr., Chap. 13 ‘Religion and
Rituals’; Chap 14 ‘Modes of Thought’.
Geertz, C. (1966), ‘Religion as a Cultural System’ in Banton, M. (ed.), Anthropological
Approaches to the Study of Religion, London; Tavistock Publications.
Hammond, P.B. (1978), An Introduction to Cultural and Social Anthropology, London; Collier
Macmillan Publishers, Chap. 12 ‘Belief and Ritual’.
Hendry, J. (1999), An Introduction To Social Anthropology: Other People’s Worlds, London;
Macmillan, Chaps 7 and 8 ‘Cosmology I, II’.
Lehmann, A.C. and J.E. Myers (1989), Magic, Witchcraft and Religion, Calif; Mayfield Publishing
Co., Chap. 2 ‘Myth, Ritual, Symbolism and Taboo’.
Lenihan, Edmund (1987), In Search of Biddy Early, Cork; Mercier Press.
Lessa, William A. and Evon Z. Vogt (1979 4th ed.), Reader in Comparative Religion: An
Anthropological Approach, New York: Harper and Row, Section 5 ‘The Symbolic Analysis of
Ritual’, pp. 220-300.
Lysaght, Patricia (1986), The Banshee: The Irish Supernatural Death-Messenger, Dublin; The
Glendale Press.
Mac Cana, Proinsias (1983), Celtic Mythology, London; Newnes Books.
Mac Cana, Proinsias (1985), ‘Early Irish Ideology and the Concept of Unity’ in Kearney, Rich.
(Ed.), The Irish Mind: Exploring Intellectual Traditions, Dublin; Wolfhound Press.
McKillop, James (1998), Dictionary of Celtic Mythology, Oxford; Oxford University Press.
Malinowski, Bronislaw (1948), ‘Myth in Primitive Psychology’ in Magic, Science and Religion
and Other Essays, London; Souvenir Press.
Page 13 of 35
Messenger, J. (1972), ‘Folk Religion’ in Dorson (ed.), Folklore and Folklife, Chicago; Univ. of
Chicago.
Morris, Brian (1987), Anthropological Studies of religion, Cambridge Universitry Press, Chap. 5
pp. 235-263 ‘Ritual Symbolism and Social Structure’.
Müller, Sylvie (1988), ‘Samhain, the Dead Centre of Time’ in Sinsear, Vol. 5, pp. 88-99.
Narvaez Peter ed. (1991) The Good People. New York and London: Garland, 1991.
Ó hAodha, Donncha, ‘The lament of the Old Woman of Beare’ in Ó Corráin, D., et al. (eds.),
Sages, Saints and Storytellers, Maynooth; An Sagart (1989).
Ó Crualaoich, G. (1988), ‘Continuity and Adaptation in Legends of Cailleach Bhéarra’, Béaloideas
56, pp. 153-178.
Ó Crualaoich, G. (1995), ‘Non-sovereignty Queen Aspects of the Otherworld Female in Irish Hag
Legends: the case of the Cailleach Bhéara’, Béaloideas 62-3, pp. 147-162.
Ó Crualaoich, G. (2003), The Book of the Cailleach: Stories of the Wise-Woman Healer, Cork:
Cork University Press.
O’Flaherty, Wendy D. (1988), Other Peoples Myths (Macmillan) Chap. 2, ‘Other People’s Lies’,
Chap. 7 ‘Other People’s Lives’.
Ó Giolláin, Diarmuid (1988), ‘The Pattern’ in Donnelly & Miller (Eds.), Irish Popular Culture
1650-1850, Dublin: Irish Academic Press, pp. 201-221.
Rieti, Barbara, (1991), Strange Terrain. St John`s: ISER.
Rieti, Barbara, (2008), Making Witches Montreal: McGill UP.
Schmitz, Nancy (1977), ‘An Irish Wise Woman’, Journal of Folklore Inst. 14, pt. 3, pp. 169-179.
Smith, Robert J. (1972) ‘Festivals and Celebrations’ in Richard M. Dorson (ed.), Folklore and
Folklife: An Introduction, Chicago: University of Chicago Press, pp. 159-172.
Turner, Victor (1982) ed., Celebration: Studies in Festivity and Ritual, Washington D. C.:
Smithsonian Institution Press, Chap. 4 ‘Religious Celebrations’ (Turner and Turner).
Van Gennep, Arnold. (1960) The Rites of Passage. Trans. Manika B. Vizedom and Gabrielle L.
Caffee. Chicago: University of Chicago Press,
Additional Reading Material may be distributed at Lectures and Posted on BlackBoard.
FL2003: The Archive and Folklore
Almqvist, B. (1979), The Irish Folklore Commission: Achievement and Legacy, Comhairle
Béaloideas Éireann (Baile Átha Cliath).
Agar, Michael (1980), The Professional Stranger (London) XXX.
Barley, Nigel (1983), The Innocent Anthropologist (Harmondsworth).
Bauman, Richard, and Joel Sherzer, ed. (1975), Explorations in the ethnography of speaking
(London).
Bausinger, Hermann. (1990), Folk Culture in a World of Technology (Bloomington).
Ben-Amos, Dan. (1976), Folklore Genres. (Austin).
Ben-Amos, Dan and Kenneth S. Goldstein, eds (1975), Folklore : Performance And
Communication (La Hague).
Bernard, H. Russell (1988), Research Methods in Cultural Anthropology (Newbury Park, Ca.).
Briggs, Charles. (1989), Competence in Performance: The Creativity of Tradition in Mexicano
Verbal Art (University of Pennsylvania Press).
Clifford, James and George E. Marcus. eds. (1986) Writing Culture. (Berkeley: U of California
Press).
Cronin Nessa, Seán Croson and John Eastlake eds. ,Anáil An Bhéil Bheo : Orality And Modern Irish
Culture. Newcastle upon Tyne, U.K. : Cambridge Scholars Pub., 2009.
Curtin, Chris (1993), Hastings Donnan and Thomas M. Wilson (ed.), Irish Urban Cultures
(Belfast).
Page 14 of 35
Denzin, Norman, K. (1997) Interpretive Ethnography. (Thousand Oaks: Sage Publications)
Erickson, Ken and Donald Stull. (1998) Doing Team Ethnography, Warnings and Advice
(Thousand Oaks: Sage Publications).
Feintuch, Burt. (1995), “Common Ground: Keywords for the Study of Expressive Culture.” Special
Issue of the Journal of American Folklore.
Finnegan, Ruth (1992), Oral Traditions and the Verbal Arts (London & New York).
Georges, Robert A. & Jones, Michael Owen, (1995) Folkloristics. An Introduction (Bloomington
Indiana).
Goldstein, Kenneth (1964), A Guide for Field Workers in Folklore (Hartboro).
Hannerz, Ulf (1980), Exploring the City: Inquiries towards an Urban Anthropology (New York).
Hannerz, Ulf (1992), Cultural Complexity, Studies in the Social Organization of Meaning (New
York).
Honko, Lauri (1977), 'The Role of Fieldwork in Tradition Research' in Ethnologia Scandinavia.
Honko, Lauri, 'The Final Text of the Recommendation for the Safeguarding of Folklore' in NIF
Newsletter 2-3/ 1989, 3-12.
Keating, Elizabeth, “The Ethnography of Communication” in Atkinson, Paul Amanda Coffey, Sara
Delamont, John Lofland and Lyn Lofland Eds. (2001) Handbook of Ethnography. (Thousand
Oaks: Sage Publications) pp 285-301.
Kvideland Reimund, ed. (1992), Folklore Processed (Turku), [particularly Gullveig Alver, 'Ethical
Issues in Folkloristic Research' and Mihály Hoppál, 'Ethnohermeneutics in the Theory of
Tradition'.
MacDonald, D.A. (1972), 'Fieldwork: Collecting Oral Literature' in Dorson (ed.), Folklore and
Folklife: An Introduction (Chicago), pp. 407-430.
Mahon, Bríd, (1998) While Green Grass Grows. (Cork: Mercier).
McAuley, L. (1993), The Fountain (Belfast).
Ó Giolláin, Diarmuid, (2000) Locating Irish Folklore. (Cork: CU P).
Ó Súilleabháin, S. (1942), A Handbook of Irish Folklore (Dublin).
Pershing, Linda and M. Jane Young. (1993), Theory And The Study Of Folklore (Urbana).
Roberts, W.E. (1972), 'Fieldwork: Recording Material Culture' in Dorson (ed.), Folklore and
Folklife: An Introduction (Chicago), pp. 431-444.
Spradley, James P. (1979), The Ethnographic Interview (New York).
Tedlock, Barbara, 'From participant observation to the observation of participation: the emergence
of narrative ethnography' in Journal of Anthropological Research 47, 1, pp. 69-94.
Tilley, Christopher. “Ethnography and Material Culture” in Atkinson, Paul Amanda Coffey, Sara
Delamont, John Lofland and Lyn Lofland Eds. (2001) Handbook of Ethnography. (Thousand
Oaks: Sage Publications) pp 258-272.
Turner, Terence "Defiant Images; The Kayapo appropriation of video" Anthropology Today 8:6
(1992) 5-16.
Vaz, Kim Marie, ed. Oral narrative research with Black women (Thousand Oaks).
Whyte, W.F. (1943), Street Corner Society (Chicago).
Wolf, Diane L. ed. (1996) Feminist dilemmas in fieldwork (Boulder).
Additional Reading Material may be distributed at Lectures and Posted on BlackBoard.
FL2004 Folklore and Gender
Apo, S/Nenola, A/Stark-Arola L. (1998) Gender and Folklore, Studia Fennica Folkloristica 4.
Barnard A/Spencer J (eds) Encyclopedia of Social and Cultural Anthropology, Routledge. Q+1
R306 Barn.
Duchen, C (1994) ‘Gender’, Paragraph 17:3.Q+1 Serials.
De Caro F.A/ Jordan R.A (1986) ‘Women and the Study of Folklore’, Signs 11:3.
The Field Day Anthology of Irish Writing, Vol 4 ‘Irish Women’s Writing and Traditions’. Q+3
820.8 Fiel.
Page 15 of 35
Handoo, L/ Bottigheimer R. B. (1999) Folklore and Gender, Zooni .Q+1 398 han.
Illich, I (1983) Gender, Marion Books.
Kodish, Deborah (1987) ‘Absent Gender, Silent Encounter’, Journal of American Folklore 100:
573-578. Q+1 Serials.
Nenola, Aili (1999) ‘Gender, Culture and Folklore’ Estudos de Literatura Oral 5: 21-43. Notes.
(1993) ‘Folklore and the Genderdized World’ in Nordic Frontiers, P.J. Anttonen, R. Kvideland
(eds), Nordic Institute of Folklore. Q+1 Serials.
Visweswaran, Kamala (1997) ‘Histories of Feminist Ethnography’, Annual Rev of Anthropology
26:591-621. Q+1 Serials.
Verbal
Bottigheimer, Ruth B. (1999) ‘Gender and Folk Narrative’ in Folklore and Gender, L. Handoo and
R. B Bottigheimer (eds) Zooni. Q+1 398 han.
Bourke, A (2003) “The Virtual Reality Of Irish Fairy Legend”, in C. Connolly (ed) Theorizing
Ireland (Palgrave) 27-40.Q+3 941.5 Conn (1999) The Burning of Bridget Cleary, Pimlico. Q+1
364.1 Bour
BRENNAN-HARVEY, Clodagh Contemporary Irish Traditional Narrative: The English
Language Tradition Uni of California. Q+1, 398.1, HARV.
Harvey, C.B. (1989) ‘Some Irish Women Storytellers and Reflections on the Role of Women in
Storytelling Tradition’, Western Folklore 48:2. Notes.
Hull, E (1927) ‘Legends and Traditions of the Cailleach Bhéarra’ Folklore 38:3, 225-254.Q+1
Serials
Lenihan, E (1987) In Search of Biddy Early Mercier. Q+1 398.2 Earl.
Lynch, Geraldine (1977/9) ‘the Lore of a Wicklow Schoolgirl’, Béaloideas 45-7: 46-63.
Lysaght, P (1986) The Banshee, Glendale. Q+1 398 Lysa.
Murphy, M. J. (1967) “Four Folktales About Women”, Ulster Folklife 13: 1-14.
Ó Crualaoich, G (2000) ‘Irish Storytelling’ in N.Buttimer, C. Rynne and H. Guerin (eds) The
Heritage of Ireland, Cork, 171-178. Q+3 U941.5 Butt (2003) The Book of the Cailleach (Cork
Uni Press). Q+1 398.2 oCrua.
Jenkins, R (1991) ‘Witches and Fairies: Supernatural Agression and Deviance Among the Irish
Peasantry’ in Narváev (ed) The Good People, Garland.Q+1 398.2 Narv.
Radner, J (1989) ‘The Woman Who Went to Hell’, Midwestern Folklore 15. Notes. (1993)
Feminist Messages: Coding in Women’s Folk Culture, Illinois Uni Press.Q+1 398 Radn.
Behavioural
Bourke, A (1988) ‘The Irish Traditional Lament and the Grieving Process’, Women’s Studies
International Forum 11:4, 287-291. Q+1 Serials.
Danaher, K (1975) The Year in Ireland Mercier Press. Q+1 u398 Dana.
Ní Shuibhne, F (1992) ‘On the “Straw” and Other Aspects of Pregnancy and Childbirth from the
Oral Tradition of Women in Ulster’, Ulster Folklife 38. Q+1 Serials.
Ó Catháin, Séamas (1982), “Hags and Hares”, in Irish Life and Lore (Corcaigh, Mercier Press).
O’Connor, A (1990) ‘Women and Irish Folklore: The Testimony Regarding Illegitimacy, Abortion
and Infanticide’, M. MacCurtain and M. O’Dowd (eds) Women in Early Modern Ireland,
Wolfhound Press.Q+1 U305.4 Macc.
Ó Crualaoich, G (1990) ‘Contest in the Cosmology and Ritual of the Irish ‘Merry’ Wake’, Cosmos
6: 145-160. See also Irish Popular Culture (Dublin 1998) Q+1 306.4 Donn.
Material
Dunleavy, M (1999) Dress in Ireland: A History Cork: Collins Press. Q+1 f391 dunl.
Jones, Laura (1978) ‘Dress in Nineteenth-Century Ireland”, Folk Life 16: 42-53. Q+1 serials.
Kwolek-Folland, a (1995) ‘Gender as a Category of Analysis in Vernacular Architecture’ in E.C.
Cromley (ed) Gender, Class and Shelter, Univ Tenn, Knoxville. Notes.
Welters, L (1999) Folk Dress in Europe and Antolia Berg: Oxford and New York. Notes.
Additional Reading Material may be distributed at Lectures and Posted on BlackBoard.
Page 16 of 35
FL3003 Fieldwork and Folklore
A. Folklore collection in Ireland
Almqvist, B. (1979) The Irish Folklore Commission: Achievement and Legacy. Dublin: Comhairle
Béaloideas Éireann.
Arensberg, C. (1937) The Irish Countryman: an anthropological study. London: Mcmillan Co.
Ballard, L.M. (1994) ‘Out of the Abstract: The Development of the Study of Irish Folklife’, New
York Folklore, 20, 1-2, pp. 1-13.
Delaney, J. (1976), ‘Fieldwork in South Roscommon’, in Ó Danachair (ed.), Folk and Farm.
Dublin: Royal Society of Antiquaries.
Murphy, M.J. (1973), Tyrone Folk Quest Belfast.
Ó Danachair, C. (1983) ‘The Progress of Irish Ethnology 1783-1982’ Ulster Folklife 29:3-17.
----- (1978) A Bibliography of Irish Ethnology and Folk Tradition Cork; Mercier (continued in
Béaloideas 48/49 (1980-81).
Ó Súilleabháin, S. (1942), A Handbook of Irish Folklore Dublin: An Roinn Oideachais.
uí Ógáin, R. (ed.) (2007) Mise an fear ceoil: Seamus Ennis – Dialann Taistil 1942-1946. Clo IarChonnachta Teo.
__________ (ed.) (2009) Going to the well for water: the Sémus Ennis field diary 1942-1946.
Cork: Cork University Press.
B. Methodology
Alver, Bente Gullveig, (1992) ‘Ethical Issues in Folkloristic Research’, in Reimund Kvideland,
(ed.) Folklore Processed. Helsinki: Suomalaisen KIirjallisuuden Seura.
Anderson, K. and Jack, D.C. (1991) ‘Learning to Listen: Interview Techniques and Analyses’, in
Berger Gluck, S. and Patai, D. (eds) Women’s Words. New York and London: Routledge.
Bailey, C.A. (1996) A Guide to Field Research. Thousand Oaks, California; London; New Delhi:
Pine Forge Press.
Barley, N. (1983) The Innocent Anthropologist. Harmondsworth: Penguin.
Bruner, J. (1987) ‘Life as Narrative’, Social Research, 54.1: 11-32.
Comhairle Chontae Na Gaillimhe (2006) Ag Bailiú agus ag Caomhnú an Bhéaloidis agus Stair ó
Bhéal: Teicníochtaí Bunúsacha. Gailleamh: Comhairle Chontae Na Gaillimhe agus Fóram
Oidhreachta Chontae na Gaillimhe.
Desplanques, Marie-Annick and O’Carroll, Clíona (2006) ‘Cultures of Cork: Community, Ethnicity
and Broadcasting.’, in Carlo Ferrás Sexto (eag) Sociedade da Información en Espacios Periféricos.
Novas Formas de Exclusión Social. Santiago de Compostela: Servizo de Edición Dixital da
Universidade de Santiago de Compostela.
Desplanques, Marie-Annick (2000) ‘Folklore and Ethics’, in Neil Buttimer, Colin Rynne and Helen
Guerin (eds) The Heritage of Ireland. Cork: Collins.
Ely, M.; Anzul, M.; Friedman, T.; Garner, D. and McCormack Steinmetz, A. (1991) Doing
Qualitative Research: Circles Within Circles. London, New York and Philadelphia: the Falmer
Press.
Flick, U. (1998) An Introduction to Qualitative Research. London, Thousand Oaks, New Delhi:
Sage.
Galway County Council (2006) Collecting and Presetving Folklore and Oral History: Basic
Techniques. Galway: Galway County Council and Galway County Heritage Forum.
Hannerz, U. (1980) Exploring the City: Inquiries towards an Urban Anthropology. New York.
Kvale, S. (1996) InterViews: an Introduction to Qualitative Research Interviewing. Thousand
Oaks, California: Sage.
Kvideland, R. (ed.) (1992) Folklore Processed. Turku. (Particularly Gullveig Alver, ‘Ethical Issues
in Folkloristic Research’ and Mihàly Hoppál, ‘Ethnohermeneutics in the Theory of Tradition’)
Nakhleh, K. (1979) ‘On Being a Native Anthropologist’, in G Huizer and B. Mannheim (eds) The
Politics of Anthropology. The Hague and Paris: Muton Publishers.
Page 17 of 35
Rubin, H.J. and Rubin, I.S. (1995) Qualitative Interviewing: The Art of Hearing Data. Thousand
Oaks, London, New Delhi: Sage.
Sacks, H. (1986) ‘Some considerations of a story told in everyday conversation’, Poetics, 15: 127138.
C. Urban ethnology and contemporary cultural change.
Appadurai, A. (1991) ‘Global Ethnoscapes: Notes and Queries for a Transnational Anthropology’,
in R.G. Fox (ed.) Recapturing Anthropology. Santa Fe, New Mexico: School of American Research
Press.
Curtin, C/Donnan, H./Wilson, T.M. (1993), Irish Urban Cultures, Belfast, Institute of Irish Studies.
Féach leat Stephen Gaetz, “Who Comes First? Teenage Girls, Youth Culture and the Provision of
Youth Services in Cork.”
Desplanques, Marie-Annick (2000) ‘Folklore and Ethics’, in Neil Buttimer, Colin Rynne and Helen
Guerin (eds) The Heritage of Ireland. Cork: Collins.
De Barra, Eibhlís (1997), Bless ‘em All: The Lanes of Cork. Cork. Mercier Press.
Donoghue, S. (1994), Get a life, Girl! Cork. Knocknaheeney Oral Hist. Arch.Collections.
Gmelch, G. (1977), The Irish Tinkers: The Urbanization of an Itinerant People. Menlo Pk. Calif;
Cummings.
Hannerz, Ulf (1992), Cultural Complexity. Studies in The Social Organization of Meaning. New
York.
Hannerz, U. (1996) Transnational Connections. London and New York: Routledge. Chapter 2.
O’Carroll, C. (2006) How’s it goin’, boy? Dublin: Nonsuch.
This list may be supplemented by readings given out in class.
Page 18 of 35
Websites of Interest

Center for Folklife and Cultural Heritage, Smithsonian Institution, Washington, DC, Safeguarding
Traditional Cultures: A Global Assessment of the 1989 UNESCO Recommendation on the Safeguarding
of Traditional Culture and Folklore.
http://www.folklife.si.edu/unesco/
Read the ‘Recommendation on the Safeguarding of Traditional Culture and Folklore’, and Anthony McCann
et al., ‘The 1989 Recommendation Ten Years On: Towards a Critical Analysis’, both in this document.
 Cultural Analysis special issue on this theme: Cultural Analysis. An Interdisciplinary Forum on Folklore
and Popular Culture, Vol. 3 (2002).
http://socrates.berkeley.edu/~caforum/current.html
 Kirshenblatt-Gimblett, Barbara, ‘Objects of Ethnography’ in Ivan Karp and Stephen D. Lavine (ed.),
Exhibiting Cultures: The Poetics and Politics of Museum Display (Washington and London:
Smithsonian Institution Press, 1991).
 McCann, Anthony, Beyond the Commons: The Expansion of the Irish Music Rights Organisation, the
Elimination of Uncertainty, and the Politics of Enclosure (University of Limerick 2002)
http://www.beyondthecommons.com
This website ‘is a developing research project dedicated to the study of enclosure as a social dynamic of
relevance to ethnomusicology, anthropology, and the social sciences, with a particular emphasis on the
analysis of the role of intellectual property and commodification in social life’.
Archives


The American Folklore Society website is an excellent resource for folklorists. http://www.afsnet.org/
Archives of Folklore and Folklife, University of Pennsylvania
http://www.sas.upenn.edu/folklore/grad_program/handbook/archive.html
 Estonian Foslklore Archives of the Estonian Literary Museum, Tartu. These are the Estonian national
folklore archives.
http://haldjas.folklore.ee/rli/insti/erai.htm
 Finnish Literature Society Folklore Archives, Helsinki. These are the Finnish national folklore archives.
Their English pages do not seem to be operational at the moment. The following nevertheless is a good
account by the former director. This same website, http://www.folklorefellows.org/, is an important
resource for folklorists.
http://www.folklorefellows.org/netw/ffn15/fls.html
 North East Folklore Archive, Aberdeenshire, Scotland
http://www.nefa.net/index2.htm
 University of California Berkeley Folklore Archive
http://ls.berkeley.edu/dept/folklore/archive-policy.html
 University of California Los Angeles Folklore and Mythology Archives
http://www.humnet.ucla.edu/humnet/folklore/archives/
Page 19 of 35
TEACHING AND LEARNING
Students’ knowledge and understanding of the above is facilitated through regular illustrated
lectures, assessment feedback, practical workshops (for fieldwork recording and oral
presentations). Field-based projects and dissertations in Year 3 are supervised by individual staff
members. Field trips form an important element of the teaching and learning provision.
Class Work
NB Students must not make substantial use of the same material in more than one piece of written
work, including Class Examinations. Use of internet sources must be verifiable and
referenced fully.
ASSESSMENT
Success in the Department of Folklore and Ethnology is judged on performance in the written work
and final examination according to the marking scheme outlined in Appendix IV. Failure to
submit written work will normally prevent a student from sitting the final examination. Students
are expected to hand in essays by the set dates, unless an extension has been obtained from the
Course Organiser. This will normally only be granted on health grounds upon production of a
Medical Certificate or, in cases of illness lasting less than the 7 days immediately before the
submission deadline. Where an essay is handed in late, and no extension has been granted, 1%
will be deducted for each working day (Monday to Friday inclusive) the essay is overdue
beyond the set date, so that a total of 5% will be deducted if the essay is one week late. If you are
unable to submit work you must immediately contact the Department or provide a Formal
Medical Certificate. This must be submitted by the deadline. Thereafter essays will be
assigned a mark of 0 (zero) which will count towards the student’s overall assessment. Marks will
also be deducted from any essay which does not adhere to the required length or does not
include a proper bibliography or list of sources with references.
Any student encountering problems with aspects of the course or the required written work should
have no hesitation in speaking to the Lecturer, Tutor, or Course Organiser. Students should feel
free to discuss their marks on essays or examination scripts with the appropriate lecturer. Office
hours for staff members will be posted on the front hall notice board and on office doors.
At the end of the year all students are assigned a mark which is an aggregate of the classwork and
Degree Examination marks. The pass mark for the year is 40% (see Appendix IV, Marking
Scheme).
Anonymous marking is in operation.
SUBMISSION OF WORK
During term time we are required to keep students’ work (essays, exam papers etc.) in order that
these are made available to examiners. Therefore, in order to have one copy available to examiners
the student must hand in two copies of each assignment submitted.
NB If during the year you change your address, please inform the General Office
immediately.
Summer Examinations
The dates of the Summer Examination will be made available on the UCC website closer to the
Summer Examinations. On the UCC homepage this page can be accessed under information for
current students.
Page 20 of 35
http://www.ucc.ie/
Past Examination Papers
Past Folklore & Ethnology examination papers can be found on the following website:
http://booleweb.ucc.ie/
Page 21 of 35
ARCHIVAL RESOURCES
Roinn an Bhéaloidis: The Department of Folklore and Ethnology’s Archival facilities include the
The University College Cork Béaloideas, Folklore and Ethnology Archive (UCCFEA) and the
Cork Northside Folklore Project (CNFP). The UCC Folklore and Ethnology Archive is situated at
5 Elderwood, College Road whereas the Cork Northside Folklore Project, which combines a
community archive and a “field station” is located at the Northside Community Enterprises, St.
Finbarr’s College. The two branches are integrated into the Multimedia Centre for Urban and
Regional Ethnology (MCURE) which has actively participated in major research programmes such
as Documents of Ireland with HEA funding.
The University College Cork Béaloideas, Folklore and Ethnology Archive is initially and primarily
a research facility within the department of Folklore and Ethnology. Its holdings consist of
multimedia material arising from the work of both staff and students of An Léann Dúchais/Folklore
together with other relevant material from external depositors. Catalogues and indexes to the
holdings can be consulted at the Archive. The collections, which cover all aspects of rural and
urban folklore, folklife and popular culture are available for consultation on site.
The Cork Northside Folklore Project was founded in partnership with Roinn an Bhéaloidis /
Department of Folklore and Ethnology at University College Cork, Northside Community
Enterprises and FÁS. Since its beginnings in August 1996 researchers at the Project as well as
students and staff of the Department have been at work collecting folklore and oral histories on a
wide array of topics, documenting the everyday lives of the people of Cork. The CNFP archive
contains hundreds of hours of sound and video recordings and over 6000 photographs.
The Project publishes its own annual journal The Archive and has produced a number of videos
which are shown regularly at conferences and in educational contexts. The project is currently
completing a series of ethnographic radio programmes for Cork European Capital of Culture 2005.
The project is opened to the public and to students. It can be contacted through its website
http://www.ucc.ie/research/nfp/
or directly by phoning Mary O’ Driscoll, on-site coordinator at 021 4228102.
ADDITIONAL OPPORTUNITIES
Seminars and Lectures
Students are warmly invited and encouraged to attend events for which notices are posted in 5
Elderwood, College Road. In addition, there are regular Research Seminars organised for all
students. Check noticeboard for details.
Societies
The Folklore society is set up and run by the students. If you want to become involved in the
Folklore society please contact the Secretary of the Folklore Society c/o Department of Folklore, 5
Elderwood, College Road.
Page 22 of 35
Careers Advice
The Folklore and Ethnology courses provide students with a range of transferable skills relevant to
many careers and it is important to think ahead.
On the Careers Service website you can find information on careers, vacation work, graduate jobs,
postgraduate study, working or studying abroad and information on CVs/Application
Forms/Interviews etc. The website at http://www.ucc.ie/services/careers/ gives full details of all
the services available. To make an appointment with the careers office please contact Aoife
Murphy at 4903193 or email a.murphy@ucc.ie
Cork Northside Folklore Project
Students are welcome to contribute to the Cork Northside Folklore Project located in the Northside
Community Enterprises, St. Finbarr’s College, Farranferris, Redemption Road, Cork.
Student Employment Service
This is students union service may help students find suitable part-time work and to advise on their
rights and other matters relating to the mix of work and study.
Please contact the students union building located on 54 College Road.
Tel: 4903218
Page 23 of 35
Appendix I
The following are some of the locations where students have use of campus computers
Opening Hours:
In Term
Opening Hours:
Out of Term
Boole Basement,
near lecture theatre
M-F: 08:30 - 22:30
S-S: 09:00 - 21:00
M-F: 08:30 - 22:30
S-S: 09:00 - 18:00
Y
Block A, 4th Floor
Food Science Building
M-F: 08:30 - 18:00
S-S: Closed
M-F: 09:00 - 18:00
S-S: Closed
Y
Kane Building
3rd Floor
M-F: 08:30 - 19:00
S-S: Closed
M-F: 09:00 - 18:00
S-S: Closed
Y
Áras na Mac Léinn
3rd Floor
As per opening of
building
As per opening of
building
Áras na Mac Léinn
Café
As per opening of
building
As per opening of
building
Boole Library
Q, Q+1. Q+2, Q+3
As per opening of
building
As per opening of
building
Kampus Kitchen Basement
Kane Building
As per opening of
building
M-S: Closed
Old Pres
Connolly Building
Western Road
M-F: 08:30 - 18:00
S-S: Closed
M-S: Closed
Enterprise Centre
Unit 23
As per opening of
building
As per opening of
building
Mercy Hospital
As per opening of
building
As per opening of
building
M-F: 09:00 - 17:00
S-S: Closed
M-F: 09:00 - 17:00
S-S: Closed
Brookfield Health Sciences Café
As per opening of
building
As per opening of
building
Victoria Lodge Coffee Shop
As per opening of
building
As per opening of
building
Cork University Hospital
As per opening of
building
As per opening of
building
Location
Brookfield Health Sciences Library
For further information regarding location of computers for student use on campus, visit the
following link: http://www.ucc.ie/en/sit/about/open/
Page 24 of 35
Map of Student Computer Locations on Campus
Page 25 of 35
Appendix II
WRITTEN WORK
Essays, Projects, Dissertations & Other Written Assignments (Apart from Questionnaires)
should be Typed on a Word Processor.
Layout
The cover page must state your student number, course, year of study, name of lecturer, date of
submission and the title of the essay topic chosen.
Please note that TWO Copies of all written work, should be submitted, and that the Student’s
Number, NOT Name, must be clearly stated on the cover of all work submitted for assessment.
One copy (with a copy of the completed evaluation form) will be retained in the General Office for
inspection by the External Examiner.
Introduction
The introduction should define your topic, what you hope to demonstrate by it, the types of
evidence you will be using, related studies you will be referring to and any special terms or
techniques (e.g. transcription or translation) involved. The introduction should be separate in a
project or dissertation.
Main Body of the Work
You should make sure that there is a clear argument, or if you are writing a purely descriptive piece
at least a clearly defined theme, running throughout your piece. If you have a point of your own
which you think is worth making, but does not contribute to your main argument, put it in a
footnote or an appendix. Try out important sentences on a friend.
Conclusion
The piece should build up to a conclusion in which you sum up your findings and which gives a
clear answer to the question you set out to answer in the introduction.
Plagiarism
Students are asked to familiarise themselves with the University’s policy on plagiarism. Additional
information may be found in Appendix VI of this booklet. Please remember that copying someone
else’s material from the internet and representing it as your own is straightforward plagiarism and
will be dealt with as such.
References and Quotations
Include quotations and references to other work within your text only if they are relevant to your
main theme/argument. When you do use someone else’s writing to support or illustrate an
important point in your own argument the source should be acknowledged by a reference.
Titles
Italicise the titles of books, plays, long poems published as books, pamphlets, periodicals
(newspapers, magazines and journals)
Quotations and Quotation Marks
Single quotation marks should be used to enclose short (less than 40 words of prose or two
complete lines of verse) quotations within the body of your text. If two lines of verse are
quoted the line division should always be marked with an oblique stroke (/).
e.g. ‘You taught me language and my profit on’t/Is, I know how to curse.
Enclose within ‘single’ quotation marks, and do NOT italicise the titles of articles, essays,
short stories, short poems, songs, chapters of books, unpublished works (lectures, speeches
and dissertations).
Page 26 of 35
“Double” quotation marks should be used if the source you are citing itself includes a
quotation or a reference to another short text.
Long Quotations (more than 40 words of prose or 2 lines of verse) should be indented from
the main text with a blank line proceeding and following. Do not use quotation marks
around text set out in this way.
e.g. Prose – if you leave out some of the words of the passage indicate this by …
[oroonoko] was pretty tall, but of a shape the most exact that can be fancied. The
most famous statuary could not form the fugure of a man more admirably turned from
head to foot … The whole proportion and air of his face was so noble and exactly
formed that, bating his color, there could be nothing in nature more beautiful,
agreeable, and handsome.
Verse – always keep to the line layout of the verse
Then think, my dear, that you in me do read
Of lover’s ruin some sad tragedy.
I am not I; pity the tale of me.
Notes and References
References should appear in the body of your text within parentheses ( ) in the format (Author’s
Surname, Date: Page Numbers). If you incorporate the author’s name in the sentence you need only
cite the Date and Page in parentheses.
e.g. Grant (1961: 247-9) speaks of traveller crafts largely from personal experience.
These tinker made spoons are very crude…, but I have often wondered if it was the
tinkers, the cairdean [sic], who made the beautiful powder horns of the seventeenth
century with their interlaced patterns and spirited hunting scenes. (Grant 1961: 248)
[sic] is used to indicate that you realise the information in the original reference is incorrect.
In this case, that you realise that the Gaelic word is mis-spelt and should be “ceárdan”.
Words in languages other than the language of the piece should always be italicised.
Notes may be inserted in the form of footnotes or endnotes.
Bibliography
All essays should include a bibliography. The list of works cited shows the source of quotations
and ideas and it allows you to list all the works you have read when preparing the essay but from
which you have not quoted directly. The bibliography should follow the conclusion of your essay
or dissertation, and should come before any appendices and be divided into two sections – primary
sources and secondary sources.
Primary sources are the subject matter of the essay, usually a text or group of texts. Secondary
sources are the critical works about the subject matter.
Within each section your references should be listed alphabetically by author, and then by date
within authors. There are different forms for books and articles (see examples below). You will
need to include the author’s initial if you are quoting two people with the same surname, or give
two surnames for joint authors. For references to books you will also need to include the place of
publication and the publisher. Neither place, nor publisher, is required for references to journals.
Titles of books and journals should be italicised or, if you are hand writing your piece, underlined.
A book by a single author:
Author, Title, Place of Publication: Publisher, Date of Publication.
Dégh, Linda, Folktales and Society: Storytelling in a Hungarian Peasan Community, Bloomington:
Indiana University Press, 1965.
Page 27 of 35
An article in a periodical:
Author, ‘Title of Article’, Title of Journal, Volume Number (Date): Page Numbers.
Fenton, A., ‘Phases of Ethnology in Britain with Special Reference to Scotland’, Ethnologia
Europae, Vol. 20, No. 2 (1990): 177-188.
A work in an anthology or compilation:
Author, Title of Text, Title of Anthology/Compilation, Editor(s), Place of Publication: Publisher,
Date of Publication, Page Numbers.
Donne, John, ‘Death be not proud’, The Norton Anthology of English Literature, Ed. M.H. Abrams,
et al. New York and London: W. W. Norton, 1986, Vol. 1, 1099.
Oliphant, Margaret, ‘The Library Window’, The Other Voice: Scottish Women’s Writing Since
1808, Ed. Moira Burgess, Edinburgh: Polygon, 1987, 51-92
An edition:
Author, Title, Editor, Place of Publication: Publisher, Date of Publication.
Chaucer, Geoffrey, The Riverside Chaucer, Ed. Larry D. Benson, Oxford: Oxford UP, 1988.
Punctuation
The usual convention is to write words in full e.g. “they are” and “do not” rather than “they’re” and
“don’t”, unless you are transcribing spoken words. Remember that “its” has no apostrophe when it
means “of it”, but does have an apostrophe when it means “it is”. Use appropriate commas to break
up long sentences, but finish the sentence with a full stop. Aim to spell correctly. We will accept
either British or American spellings, but make sure you are consistent in whichever system you use.
Writing Style
Do not aim to write in an elaborately formal or academic style, or only use abstruse technical terms
where ordinary words will do.
The following books are available from the Boole library to aid students to write academic
essays:
How to Write Critical Essays: A Guide for Students of Literature, D. B. Pirie (808 PIRI),
How to write Essays, J. Clanchy (808 CLAN),
The MLA Style Manual, W. S. Achtert & J. Gibaldi (808ACHT).
Page 28 of 35
OTHER MEDIA
Even in an essay you may wish to quote a lecture you have heard or refer to a video or museum
display you have seen. Normally a simple description will do — “the lecturer said that…but I feel
that really…”, or “In the waulking song video we saw…”
If you have consulted material via the Internet give the title and website address in your
bibliography.
For projects and dissertations you are encouraged to use sound-recordings (from the Archives or
made by yourself), photographs (new or old) and unpublished sources of all sorts as much as
possible. For ways in which to find them, and how to use them (e.g. whether to transcribe or
summarise recordings) classes at the beginning of Year 2 will give you detailed advice, and for the
purposes of your particular project you should consult your project adviser.
If possible, you should also include some comparisons with printed studies on similar themes.
Many of your references will be to different types of source. Photographs, maps and drawings
should be clearly captioned with details of their subject and source, and numbered for a separate
contents list. Recordings, photographs and manuscripts from our Archives and student projects
from earlier years are numbered according to our standard practice, but you will have to provide
your own references for your own recordings unless you have already given them to the Archive
Manager for numbering. Make sure names or numbers on the tape boxes correspond to those in the
text. A separate bibliography or bibliographies should be made for non-printed materials, and your
method of dealing with them should be outlined in your introduction.
Projects, dissertations and associated materials are kept and added to the Archives.
Page 29 of 35
Appendix III
Department of Folklore and Ethnology
Written Work Evaluation Form
STUDENT’S NAME: ________________________
LECTURER’S NAME: ___________________________
COURSE:
CENTRE:
___________________________
DATE SUBMITTED:
___________________________
________________________
ASSIGNMENT TITLE:
____________________
STRUCTURE / PRESENTATION:
_____________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
CONTENT:
_____________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
ANALYSIS:
_____________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
RESEARCH:
_____________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
GENERAL COMMENTS:
_____________________________________________________________
_____________________________________________________________________________________________
STRENGTHS:
_____________________________________________________________
_____________________________________________________________________________________________
WEAKNESSES:
_____________________________________________________________
_____________________________________________________________________________________________
MARK:
LECTURER’S SIGNATURE: _________________________________
Page 30 of 35
Appendix IV
ASSIGNMENT CHECKLIST
(for student use)
This appendix contains a Checklist for students to use when completing class work assignments.
Think carefully about the following objectives as you work on your assignment and as you
complete it. These will be taken into account in assessment (see Written Work Assessment Form 
Appendix III).
Cover Details
Have I completed my title/cover page with:
my examination number?
course title and year?
assignment title?
Introduction
Have I stated my aim clearly?
shown that I understand the question / topic?
defined any relevant terms or approaches?
Main Text
Have I presented my ideas clearly and logically?
provided examples or evidence to support the points I have made?
given accurate quotations, references and captions?
divided my writing into sections with headings and sub-headings for clarity if
appropriate?
Conclusion
Have I gathered my main points together?
tied my conclusion to my original aim?
expressed myself clearly?
Overall Style and Presentation
Have I checked my spelling, grammar and punctuation carefully?
run the spellchecker?
adhered to the word-limit set?
provided a bibliography of the works I have read and referred to in the text?
aimed for clarity of expression and presentation?
Page 31 of 35
Appendix V
MARKING SCHEME
All essays, projects, dissertations, Class Examinations and Degree Examinations will be graded
according to the following scheme:
National University of Ireland
REVISED MARKS BANDS
1st CLASS HONOURS
90 – 100%
80 – 89%
70 – 79%
2nd CLASS HONOURS (Grade 1)
60 – 69%
2nd CLASS HONOURS (Grade 2)
50 – 59%
3rd CLASS HONOURS (where awarded)
45 – 49%
PASS
40 – 49%
PASS (where 3rd Class Hons Awarded)
40 – 44%
PASS by Compensation
30 – 39%
Extended Grade Descriptions:
70%+ A Excellent An outstanding effort, showing originality and clarity of thought and expression.
The topic is well understood and the stated aims are fulfilled through the use of appropriate
examples and arguments. In content and presentation the work conforms well to the standards
set out in the Assignment Checklist in the Class Book.
60–69% B Very Good A commendable effort, demonstrating understanding of the subject and a capacity
to deal adequately and appropriately with relevant material. Overall, the argument is sound, and
the presentation largely conforms to the standards outlined in the Assignment Checklist.
50–59% C Good An acceptable effort with no major weaknesses. There may be insufficient detail to back
up arguments and some inaccuracy. The presentation and / or content falls short of complete
adherence to the Assignment Checklist.
40–49% D Satisfactory A satisfactory effort, but weak in the handling of material and arguments. Aims
are not sufficiently set out or, where set out, insufficiently fulfilled. Content and / or
presentation shows limitations.
30–39% E Marginal A less than satisfactory effort with inaccuracies in content and weaknesses in
presentation. Inadequate fulfilment of the standards in the Assignment Checklist.
Page 32 of 35
Appendix VI
PLAGIARISM STATEMENT
Students should note the University’s policy on plagiarism:
Plagiarism is the use of material taken from another writer’s work without proper
acknowledgement, presenting it as if it were your own. While it is perfectly proper in academic
study to make use of another person’s ideas, to do so under the pretence that they are your own is
deceitful. Plagiarism, whether in is always taken extremely seriously within the University as it is a
form of cheating. Work found to be plagiarised may be penalised, assessed at zero, or not
accepted, and in serious cases may lead to disciplinary action being initiated.
While deliberate plagiarism involves an intention to deceive and is easy to avoid, it is possible to
fall unawares into practices which could be mistaken for plagiarism if you are not familiar with the
proper means of using and acknowledging material from other writers. Inadequate referencing and
inappropriate use of others’ material could inadvertently lay you open to charges of plagiarism.
Since different subjects involve different uses of material, and may have different conventions
about how it should be acknowledged, it is important that in each of their subjects students consult
departmental guidelines about the purpose and presentation of written work in that discipline.
Léann Dúchais and Folklore students should study and put into practice in all their written work the
guidelines given in this book in Appendix II (Style Sheet) and Appendix IV (Assignment
Checklist).
Page 33 of 35
Appendix VII
July Appointments to View Examination Scripts
Student Name:
________________________________________________
Student Number:
________________________________________________
Examination Number:
________________________________________________
Year:
________________________________________________
Contact No.:
________________________________________________
A
P
P
O
I
N
T
M
E
N
T
Date:
________________________________________________
Time:
________________________________________________
Reason:
_______________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Result:
_______________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Name of Lecturer:
________________________________________________
Date:
________________________________________________
Student’s Signature:
________________________________________________
Date:
________________________________________________
Appointments must be made ahead of time to review examination scripts.
Page 34 of 35