History Education’s Responses to a Divided Community: the example of Northern Ireland

Alan McCully

History Education’s Responses to a Divided Community: the example of Northern Ireland

Alan McCully

Research output: Contribution to journal › Article › peer-review

Abstract

This paper examines the response of the history curriculum, and history teaching, in Northern Ireland to the challenges posed by conflict, and post conflict reconciliation in the period, 1968-2001 and discusses the implications for other vsocieties emerging from conflict.

Original language	English
Journal	History in Teaching (Journal of the Society for Croatian History).
Volume	2
Issue number	2
Publication status	Published (in print/issue) - Oct 2003

Bibliographical note

Reference text: Barton K.C., McCully A. (2003) ‘History Teaching and the Perpetuation of Memories: the Northern Ireland Experience’, Cairns E. and Roe M.D. The Role of memory in Ethnic Conflict, Basingstoke, Palgrave-MacMillan, pp. 105-123

Barton K.C, McCully A.W. and Conway M. (2004) ‘History and National Identity in Northern Ireland’, International Journal of History Learning, Teaching and Research, Vol. 3 no. 2

Gallagher C. (1986) ‘Irish History in the Classroom’ in DENI, Irish History in the classroom: Research, Resources and Realisation, Bangor, DENI.

McCully A., Hartop B. and Barton K.C. (2003) Teaching History in Societies Recently Emerged from Conflict: a report of a international seminar held in Coleraine, N.I., Sept. 2002, Coleraine, UNESCO Centre.

Murray D. (1985) Worlds Apart: Segregated Schools in Northern Ireland, Belfast, Appletree Press

O’Connor U., Hartop B. and McCully A. (2002) A Review of the Schools Community Relations Programme, Bangor, DE.

Keywords

History education
Conflict
Divided societies

Access to Document

http://uir.ulster.ac.uk/14826/1/Croatia_article.DOC

Cite this

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title = "History Education{\textquoteright}s Responses to a Divided Community: the example of Northern Ireland",

abstract = "This paper examines the response of the history curriculum, and history teaching, in Northern Ireland to the challenges posed by conflict, and post conflict reconciliation in the period, 1968-2001 and discusses the implications for other vsocieties emerging from conflict.",

keywords = "History education, Conflict, Divided societies",

author = "Alan McCully",

note = "Reference text: Barton K.C., McCully A. (2003) {\textquoteleft}History Teaching and the Perpetuation of Memories: the Northern Ireland Experience{\textquoteright}, Cairns E. and Roe M.D. The Role of memory in Ethnic Conflict, Basingstoke, Palgrave-MacMillan, pp. 105-123 Barton K.C, McCully A.W. and Conway M. (2004) {\textquoteleft}History and National Identity in Northern Ireland{\textquoteright}, International Journal of History Learning, Teaching and Research, Vol. 3 no. 2 Gallagher C. (1986) {\textquoteleft}Irish History in the Classroom{\textquoteright} in DENI, Irish History in the classroom: Research, Resources and Realisation, Bangor, DENI. McCully A., Hartop B. and Barton K.C. (2003) Teaching History in Societies Recently Emerged from Conflict: a report of a international seminar held in Coleraine, N.I., Sept. 2002, Coleraine, UNESCO Centre. Murray D. (1985) Worlds Apart: Segregated Schools in Northern Ireland, Belfast, Appletree Press O{\textquoteright}Connor U., Hartop B. and McCully A. (2002) A Review of the Schools Community Relations Programme, Bangor, DE.",

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AB - This paper examines the response of the history curriculum, and history teaching, in Northern Ireland to the challenges posed by conflict, and post conflict reconciliation in the period, 1968-2001 and discusses the implications for other vsocieties emerging from conflict.

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KW - Conflict

KW - Divided societies

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VL - 2

JO - History in Teaching (Journal of the Society for Croatian History).

JF - History in Teaching (Journal of the Society for Croatian History).

IS - 2

ER -

History Education’s Responses to a Divided Community: the example of Northern Ireland

Abstract

Bibliographical note

Keywords

Access to Document

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Cite this