Are Separate Schools Divisive? A Case Study from Northern Ireland

Autor/in	Hughes, Joanne
Titel	Are Separate Schools Divisive? A Case Study from Northern Ireland
Quelle	In: British Educational Research Journal, 37 (2011) 5, S.829-850 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2010.506943
Schlagwörter	Foreign Countries; Cultural Pluralism; Religious Conflict; Catholics; Protestants; School Role; Social Psychology; Social Reinforcement; Social Attitudes; Community Relations; Ethnicity; Self Concept; Religious Factors; Political Attitudes; Grade 7; School Culture; School Community Relationship; Political Socialization; Secondary School Students; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Kulturpluralismus; Religiöser Konflikt; Katholik; Protestantism; Protestantismus; Sozialpsychologie; Social attidude; Soziale Einstellung; Ethnizität; Selbstkonzept; Political attitude; Politische Einstellung; School year 07; 7. Schuljahr; Schuljahr 07; Schulkultur; Schulleben; Politische Sozialisation; Sekundarschüler
Abstract	In Northern Ireland, where the majority of children are educated at schools attended mainly by coreligionists, the debate concerning the role of schools in perpetuating intergroup hostilities has recently been reignited. Against questions regarding the efficacy of community relations policy in education, the research reported in this paper employs qualitative methods to examine social identity and intergroup attitudes amongst children attending a state controlled Protestant school and the school's response to dealing with issues of diversity and difference. Findings suggest a relationship between ethnic isolation experienced by children and negative intergroup social attitudes and the discussion focuses on issues germane to the separateness of the school that are likely to contribute to strong "own" group bias, stereotyping and prejudice. The implication of the school's separate status for its engagement with a policy framework for relationship building is also considered. The paper concludes with some policy reflections that are likely to have resonance beyond Northern Ireland. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10