The Experience of Intergroup Contact in Primary-School 'Shared Education' Classrooms: Evidence from Northern Ireland

Autor/inn/en	Donnelly, Caitlin; Burns, Stephanie
Titel	The Experience of Intergroup Contact in Primary-School 'Shared Education' Classrooms: Evidence from Northern Ireland
Quelle	In: Research Papers in Education, 37 (2022) 4, S.520-541 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2020.1849378
Schlagwörter	Intergroup Relations; Elementary School Students; Case Studies; Comparative Analysis; Elementary School Teachers; Partnerships in Education; Principals; Administrator Attitudes; Teacher Attitudes; Controversial Issues (Course Content); Outcomes of Education; Learning Activities; Foreign Countries; Protestants; Catholics; Time Management; Interpersonal Competence; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Intergruppenbeziehungen; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; Principal; Schulleiter; Lehrerverhalten; Controversial issues; Kontroverse; Lernleistung; Schulerfolg; Lernaktivität; Ausland; Protestantism; Protestantismus; Katholik; Zeitmanagement; Interpersonale Kompetenz
Abstract	The purpose of this paper is to explore the experiences of pupils and teachers within two primary school Shared Education partnerships in Northern Ireland; in particular, how intergroup contact is experienced within such contexts. A comparative, instrumental case study design was employed, which included document review, observation of Shared Education activities, interviews with school principals and teachers, and arts-based group interviews with children. While the paper supports existing research from secondary schools which suggests the potential of Shared Education to create spaces for building positive relations between pupils, the findings also highlighted several key issues which further extend understanding of Shared Education. Firstly, it emphasised the importance of planning, time and structure in Shared Education activity in order to dispel negativity and social awkwardness; secondly, it suggested the need for teachers to 'model' positive cross-group relations in their relationships between each other; and thirdly, it revealed a lack of clarity around how to deal with controversial issues as part of Shared Education activity. The paper concludes by suggesting that there is a need for additional guidance for schools around the intended aims and outcomes of Shared Education in relation to its potential to promote positive intergroup contact. (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	2024/1/01