Contact and Context: Sharing Education and Building Relationships in a Divided Society

Autor/in	Hughes, Joanne
Titel	Contact and Context: Sharing Education and Building Relationships in a Divided Society
Quelle	In: Research Papers in Education, 29 (2014) 2, S.193-210 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2012.754928
Schlagwörter	Foreign Countries; Partnerships in Education; Rural Schools; Urban Schools; School Segregation; Intergroup Education; Intergroup Relations; Social Theories; Friendship; Protestants; Catholics; Primary Education; Secondary Education; Curriculum; Sharing Behavior; Student Participation; Semi Structured Interviews; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Hochschulpartnerschaft; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Multinationale Lerngruppe; Intergruppenbeziehungen; Gesellschaftstheorie; Freundschaft; Protestantism; Protestantismus; Katholik; Primarbereich; Sekundarbereich; Curricula; Lehrplan; Rahmenplan; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	One approach to tackling problems of division in society has been to promote collaboration and engagement between schools separated on ethno-religious lines. Based on some variant of contact theory, the received wisdom is that inter-group encounters can contribute to prejudice reduction and promote more harmonious relationships. Evidence to support this analysis is convincing; however, relatively little is known about the environmental factors that impede or enhance the potential for contact in different contexts. The importance of understanding such factors is underscored in divided jurisdictions, where separate education has been linked to the perpetuation of division and hostility. This paper adopts a qualitative approach to exploring the impact of two inter-school initiatives in Northern Ireland. The projects are located in contrasting socio-political and demographic environments, and research findings point to very different contact outcomes for participants in each. Seemingly relevant factors include the degree of congruence between school and community norms and values, the opportunity to develop relationships outside the school context, the relationships developed between the schools and local communities and the historical, political and social referents used by individuals to navigate the contact experience. The paper concludes with some reflections on factors that may help foster social harmony and on potential policy implications of the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10