Bobby Sands - Early Years and Family

Early Years and Family

Sands was born into a Roman Catholic family in Abbots Cross, but also lived in a house in Doonbeg Drive, Newtownabbey, County Antrim, Northern Ireland, and lived there until 1960 whereupon the family were forced to move to Rathcoole, Newtownabbey. His first sister, Marcella, was born in April 1955 and second sister, Bernadette, in November 1958. His parents, John and Rosaleen, had another son, John, in 1962. On leaving school, Bobby became an apprentice coach-builder until he was forced out at gunpoint by loyalists..

In June 1972, at the age of 18, Bobby moved with his family to the Twinbrook housing estate in west Belfast, and had to leave Rathcoole due to loyalist intimidation.

He married Geraldine Noade. His son, Gerard, was born 8 May 1973. Noade soon left to live in England with their son.

Sands' sister Bernadette Sands McKevitt is also a prominent Irish Republican. Along with her husband Michael McKevitt she helped to form the 32 County Sovereignty Movement and is accused of involvement with the Real Irish Republican Army. Sands McKevitt is opposed to the Belfast Agreement, stating that "Bobby did not die for cross-border bodies with executive powers. He did not die for nationalists to be equal British citizens within the Northern Ireland state."

Read more about this topic:  Bobby Sands

Famous quotes containing the words early, years and/or family:

    Two sleepy people by dawn’s early light, and two much in love to say goodnight.
    Frank Loesser (1910–1969)

    Quintilian [educational writer in Rome around A.D. 100] thought that the earliest years of the child’s life were crucial. Education should start earlier than age seven, within the family. It should not be so hard as to give the child an aversion to learning. Rather, these early lessons would take the form of play—that embryonic notion of kindergarten.
    C. John Sommerville (20th century)

    Productive collaborations between family and school, therefore, will demand that parents and teachers recognize the critical importance of each other’s participation in the life of the child. This mutuality of knowledge, understanding, and empathy comes not only with a recognition of the child as the central purpose for the collaboration but also with a recognition of the need to maintain roles and relationships with children that are comprehensive, dynamic, and differentiated.
    Sara Lawrence Lightfoot (20th century)