Kicking the Can down the Road? Educational Solutions to the Challenges of Divided Societies: a Northern Ireland Case Study

Stephen Roulston, Ulf Hansson

Research output: Contribution to journalArticle

Abstract

There is considerable literature concerning the impact of education in divided societies. Some seek to defend separate schools, often for different faith groups, while others stress the benefits of school integration on social cohesiveness. Contact theory has been employed in efforts in many countries to address social discord. Northern Ireland is a deeply divided multicultural society with a largely separate system of education for its two main communities. There is also a small but growing Integrated schools sector, where the communities learn together and where contact is maintained. A more recent intervention in Northern Ireland is that of Shared Education where separate schools are retained but shared classes and other opportunities for sharing are offered. This paper examines these models of educational provision and evaluates them in light of political developments. This is of particular importance as the structure of education is key to social cohesion for the people in Northern Ireland, as well as in other jurisdictions across the world contemplating educational solutions for divided societies.

LanguageEnglish
JournalDiscourse
DOIs
Publication statusPublished - 28 Mar 2019

Fingerprint

road
society
school
education
contact
political development
social cohesion
multicultural society
community
faith
jurisdiction
Group
literature

Keywords

  • Northern Ireland, segregation, Shared Education, integrated education, creative ambiguity, contact theory
  • integrated education
  • contact theory
  • creative ambiguity
  • Shared education
  • Northern Ireland
  • segregation

Cite this

@article{f0d93e597b5c404ebe9d9f3918ea8de5,
title = "Kicking the Can down the Road? Educational Solutions to the Challenges of Divided Societies: a Northern Ireland Case Study",
abstract = "There is considerable literature concerning the impact of education in divided societies. Some seek to defend separate schools, often for different faith groups, while others stress the benefits of school integration on social cohesiveness. Contact theory has been employed in efforts in many countries to address social discord. Northern Ireland is a deeply divided multicultural society with a largely separate system of education for its two main communities. There is also a small but growing Integrated schools sector, where the communities learn together and where contact is maintained. A more recent intervention in Northern Ireland is that of Shared Education where separate schools are retained but shared classes and other opportunities for sharing are offered. This paper examines these models of educational provision and evaluates them in light of political developments. This is of particular importance as the structure of education is key to social cohesion for the people in Northern Ireland, as well as in other jurisdictions across the world contemplating educational solutions for divided societies.",
keywords = "Northern Ireland, segregation, Shared Education, integrated education, creative ambiguity, contact theory, integrated education, contact theory, creative ambiguity, Shared education, Northern Ireland, segregation",
author = "Stephen Roulston and Ulf Hansson",
note = "Dr Stephen Roulston is a PGCE Course Director at Ulster University. His research interests include education in divided societies, educational leadership and the use of ICT in teaching and in teacher education. Dr Ulf Hansson is a lecturer at Dalarna University, Falun, Sweden. His research interests include education in societies undergoing conflict or recently post-conflict and he has written widely on the education system in Northern Ireland.",
year = "2019",
month = "3",
day = "28",
doi = "10.1080/01596306.2019.1594171",
language = "English",
journal = "Discourse",
issn = "0159-6306",

}

TY - JOUR

T1 - Kicking the Can down the Road? Educational Solutions to the Challenges of Divided Societies: a Northern Ireland Case Study

AU - Roulston, Stephen

AU - Hansson, Ulf

N1 - Dr Stephen Roulston is a PGCE Course Director at Ulster University. His research interests include education in divided societies, educational leadership and the use of ICT in teaching and in teacher education. Dr Ulf Hansson is a lecturer at Dalarna University, Falun, Sweden. His research interests include education in societies undergoing conflict or recently post-conflict and he has written widely on the education system in Northern Ireland.

PY - 2019/3/28

Y1 - 2019/3/28

N2 - There is considerable literature concerning the impact of education in divided societies. Some seek to defend separate schools, often for different faith groups, while others stress the benefits of school integration on social cohesiveness. Contact theory has been employed in efforts in many countries to address social discord. Northern Ireland is a deeply divided multicultural society with a largely separate system of education for its two main communities. There is also a small but growing Integrated schools sector, where the communities learn together and where contact is maintained. A more recent intervention in Northern Ireland is that of Shared Education where separate schools are retained but shared classes and other opportunities for sharing are offered. This paper examines these models of educational provision and evaluates them in light of political developments. This is of particular importance as the structure of education is key to social cohesion for the people in Northern Ireland, as well as in other jurisdictions across the world contemplating educational solutions for divided societies.

AB - There is considerable literature concerning the impact of education in divided societies. Some seek to defend separate schools, often for different faith groups, while others stress the benefits of school integration on social cohesiveness. Contact theory has been employed in efforts in many countries to address social discord. Northern Ireland is a deeply divided multicultural society with a largely separate system of education for its two main communities. There is also a small but growing Integrated schools sector, where the communities learn together and where contact is maintained. A more recent intervention in Northern Ireland is that of Shared Education where separate schools are retained but shared classes and other opportunities for sharing are offered. This paper examines these models of educational provision and evaluates them in light of political developments. This is of particular importance as the structure of education is key to social cohesion for the people in Northern Ireland, as well as in other jurisdictions across the world contemplating educational solutions for divided societies.

KW - Northern Ireland, segregation, Shared Education, integrated education, creative ambiguity, contact theory

KW - integrated education

KW - contact theory

KW - creative ambiguity

KW - Shared education

KW - Northern Ireland

KW - segregation

UR - http://www.scopus.com/inward/record.url?scp=85063453626&partnerID=8YFLogxK

U2 - 10.1080/01596306.2019.1594171

DO - 10.1080/01596306.2019.1594171

M3 - Article

JO - Discourse

T2 - Discourse

JF - Discourse

SN - 0159-6306

ER -