Interpretations of National Identity in Post-Conflict Northern Ireland: A Comparison of Different School Settings

Autor/inn/en	Furey, Andrea; Donnelly, Caitlin; Hughes, Joanne; Blaylock, Danielle
Titel	Interpretations of National Identity in Post-Conflict Northern Ireland: A Comparison of Different School Settings
Quelle	In: Research Papers in Education, 32 (2017) 2, S.137-150 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1158855
Schlagwörter	Self Concept; Student Attitudes; Educational Policy; Intergroup Relations; Foreign Countries; Social Change; Sample Size; Catholics; Protestants; Educational Environment; Catholic Schools; Elementary School Students; Secondary School Students; Social Integration; Qualitative Research; Essays; Comparative Analysis; Institutional Characteristics; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Selbstkonzept; Schülerverhalten; Politics of education; Bildungspolitik; Intergruppenbeziehungen; Ausland; Sozialer Wandel; Katholik; Protestantism; Protestantismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Katholische Schule; Sekundarschüler; Soziale Integration; Qualitative Forschung; Essay; Aufsatzunterricht
Abstract	It is generally accepted that education has a significant role to play in any society transitioning from conflict to a more peaceful dispensation. Indeed, some have argued that the education system potentially represents the single most effective agent of social change with the capacity to bridge ethnic division in conflict affected countries. Despite the potential, educational policy-makers grapple with the dilemma as to precisely how school systems can best facilitate this agenda. This paper thus attempts to shed light upon the dilemma by exploring pupil identity and associated intergroup attitudes across various school types in Northern Ireland. Five schools were selected for the study with each one representing a particular sector within the Northern Irish education system (maintained grammar, maintained secondary, controlled grammar, controlled secondary, integrated). This led to a total sample size of 265 pupils. The main findings show that children across separate Catholic, separate Protestant and mixed Catholic and Protestant educational contexts construct and interpret identity differently. At the same time, our data suggest that no one school setting has supremacy in promoting social cohesion. The implications of these findings are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01