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

Alan McCully

    Research output: Contribution to journalArticlepeer-review


    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 languageEnglish
    JournalHistory in Teaching (Journal of the Society for Croatian History).
    Issue number2
    Publication statusPublished (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.


    • History education
    • Conflict
    • Divided societies


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