Organisational self-evaluation and teacher education for community relations in a transforming society?

Alan McCully, Ron Smith

    Research output: Contribution to journalArticle

    7 Citations (Scopus)

    Abstract

    During 2004, the School of Education at the University of Ulster embarked on an innovative three-year project designed to embed community relations objectives within initial teacher education. With the advent of more peaceful times in Northern Ireland, this was a precipitous time for initial teacher educators to review the preparation given to beginner teachers for teaching in an increasingly pluralist society emerging from conflict. The present paper reports on one very specific and time-limited element of the broader project. That is, development work designed to investigate the possibilities of using processes of self-review and evaluation as a lever for improvements in initial teacher education for community relations. Following a brief contextualisation, the background to, and the development of, a set of materials designed to support rigorous and systematic self-review of all aspects of provision in a university-based initial teacher education department is described. The Community Relations Index for Initial Teacher Education (Cr-ITE) was envisaged as being of use to initial teacher education establishments in order to help teacher educators take responsibility for rigorous learning from their practice, whilst placing inclusive values at the centre of organisational development. The final section includes further critical reflection on the role of organisational self-review in transforming teacher education for inclusion in a society emerging from longstanding communal conflict.
    LanguageEnglish
    JournalEuropean Journal of Teacher Education
    Volumeonline
    DOIs
    Publication statusPublished - 4 Feb 2013

    Fingerprint

    teacher
    evaluation
    community
    education
    educator
    Society
    organizational development
    inclusion
    responsibility
    university
    Teaching
    school
    learning
    time
    Values

    Keywords

    • Northern Ireland
    • initial teacher education
    • Index for Inclusion
    • community relations education
    • organisational review and self-evaluation
    • democratic practice

    Cite this

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    title = "Organisational self-evaluation and teacher education for community relations in a transforming society?",
    abstract = "During 2004, the School of Education at the University of Ulster embarked on an innovative three-year project designed to embed community relations objectives within initial teacher education. With the advent of more peaceful times in Northern Ireland, this was a precipitous time for initial teacher educators to review the preparation given to beginner teachers for teaching in an increasingly pluralist society emerging from conflict. The present paper reports on one very specific and time-limited element of the broader project. That is, development work designed to investigate the possibilities of using processes of self-review and evaluation as a lever for improvements in initial teacher education for community relations. Following a brief contextualisation, the background to, and the development of, a set of materials designed to support rigorous and systematic self-review of all aspects of provision in a university-based initial teacher education department is described. The Community Relations Index for Initial Teacher Education (Cr-ITE) was envisaged as being of use to initial teacher education establishments in order to help teacher educators take responsibility for rigorous learning from their practice, whilst placing inclusive values at the centre of organisational development. The final section includes further critical reflection on the role of organisational self-review in transforming teacher education for inclusion in a society emerging from longstanding communal conflict.",
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    author = "Alan McCully and Ron Smith",
    note = "Reference text: Argyris, C., and D. Sch{\"o}n. 1978. Organizational Learning: a Theory of Action Perspective. New York, NY: McGraw-Hill. Arlow, M. 2004. “Citizenship Education in a Divided Society: The Case of Northern Ireland.” In Education, Conflict and Social Cohesion, edited by S. Tawil and A. Harley. Geneva: UNESCO International Bureau of Education. Ball, S. J. 2003. “The Teacher’s Soul and the Terrors of Performativity.” Journal of Educational Policy 18 (2): 215–228. Barber, M. 1996. The Learning Game: Arguments for an Education Revolution. London: Victor Gollancz. Booth, T., and M. Ainscow. 2002. Index for Inclusion: developing learning and participation in schools. Bristol: Centre for Studies on Inclusive Education (CSIE). Booth, T., K. Nes, and M. Stromstad. 2003. “Developing Inclusive Teacher Education: Drawing the book together.” In Developing Inclusive Teacher Education, ed. T. Booth, N. Kari, and M. Stromstad. London: Routledge. Bottery, M., and N. Wright. 2000. Teachers and the State. London: Routledge. Brighouse, T., and D. Woods. 1999. How to Improve Your School. London: Routledge. Carr, D. 1993. “Questions of Competence.” British Journal of Educational Studies 41 (3): 253–271. Cochran-Smith, M. 2004. Walking the Road: Race, Diversity and Social Justice in Teacher Education. New York, NY: Teacher’s College, Columbia University. Corbett, J. 1999. “Inclusivity and School Culture: the Case of Special Education.” In School Culture, ed. J. Prosser. London: Paul Chapman. Council for the Curriculum, Examinations and Assessment. 1987. Developing the Northern Ireland Curriculum to meet the Needs of Young People, Society and the Economy in the 21Century. Belfast: CCEA. Darby, J., D. Batts, S. Dunn, J. Harris, and S. Farren. 1977. Education and Community in Northern Ireland: Schools Apart? Coleraine: New University of Ulster. Department of Education in Northern Ireland. 1989. The Education Reform Order (Northern Ireland). Belfast: HMSO. Department of Education in Northern Ireland. 1999. Towards a culture of tolerance. education for diversity (report of a Working Group on the Strategic Promotion of Education for Northern Ireland). Bangor, ME: Department of Education for Northern Ireland. 18 R. Smith and A. McCully Downloaded by [University of Ulster at Coleraine] at 02:23 07 March 2013 Department of Education in Northern Ireland. 2011. Community Relations, Equality ad Diversity in Education Policy. Bangor, ME: Department of Education for Northern Ireland. Dunn, S., J. Darby, and K. Mullan. 1984. Schools Together? Coleraine: Centre for the Study of Conflict, University of Ulster. Dunn, S., and V. Morgan. 1999. “‘A Fraught Path’- Education as a Basis for Developing Community Relations in Northern Ireland.” Oxford Review of Education 25 (1): 141–153. Dweck, C. S., and L. Sorich. 1999. “Mastery Orientated Thinking.” In Coping, edited by C. R. Snyder. New York, NY: Oxford University Press. Elwood, J., P. McKeown, T. Gallagher, R. Kilpatrick, C. Murphy, and K. Carlisle. 2004. Equality Awareness in Teacher Education and Training in NI. Belfast: Equality Commission for Northern Ireland. European University Association. 2005. Developing an Internal Quality Culture in European Universities: Report on the Quality Culture Project 2003–2005. Brussels: EUA. Florian, L. 2009. “Preparing Teachers to work in ‘Schools for All’ (Editorial).” Teaching and Teacher Education 25: 533–534. Fullan, M. G. 1992. Successful School Improvement. Milton Keynes, UK: Open University Press. Fullan, M., and S. Stiegelbauer. 1991. The New Meaning of Educatinal Change. London: Cassell. Gale, K., and J. Wyatt. 2008. Two men talking two: Therapy-A Story. Fourth International Congress on Qualitative Inquiry. University of Illinois at Urbana-Champaign. Gallagher, A. M. 1995. Education in a Divided Society: A Review of Research and Policy. Centre for the Study of Conflict, University of Ulster at Coleraine. Gerwirtz, S. 2002. The Managerial School: Post -Welfarism and Social Justice in Education. London: Routledge. Gewirtz, S., S. J. Ball, and R. Bowe. 1995. Markets Choice and Equity in Education. Buckingham: Open University Press. Hall, C., and A. Noyes. 2009. “New Regimes of Truth: The Impact of Performative School Evaluation systems on Teacher’s professional Identities.” Teaching and Teacher Education 25: 850–856. Hopkins, D., M. Ainscow, and M. West. 1994. School Improvement in an Era of Change. London: Cassell. Huberman, A. M., and M. B. Miles. 1984. Innovation up Close: How School Improvement Works. New York, NY: Plenum Press. Liechty, J., and C. Clegg. 2001. Moving Beyond Sectarianism: Religion, Conflict and Reconciliation in Northern Ireland. Dublin: The Columba Press. MacBeath, J. 2003. “A Role for Parents, Students and Teachers in School Self-Evaluation and Development Planning.” In Measuring Quality: Educational Indicators United Kingdom and International perspectives, edited by Kathryn A. Riley and Desmond. L. Nuttall. London: Falmer. MacBeath, J. 1999. Schools Must Speak for Themselves: The Case for School Self-Evaluation. London: Routledge. MacBeath, J., and Mortimore, P. 1999. “Improving School Effectiveness: A Scottish Approach.” Paper presented at the British Educational Research Association, Oxford, September, 1999. MacBeath, J., B. Boyd, J. Rand, and S. Bell. 1995. Schools Speak for Themselves. Glasgow: Quality in Education Centre, University of Strathclyde and National Union of Teachers. MacBeath, J., and P. Mortimore. 2000. Improving School Effectiveness. Buckingham: Open University Press. Marshall, J., S. Ralph, and S. Palmer. 2002. “‘I wasn’t trained to work with them’: Mainstream teachers’ Attitudes to Children with Speech and Language Difficulties.” International Journal of Inclusive Education 6 (3): 199–215. Mayo, P. 2003. “A Rationale for a Transformative Approach to Education.” Journal of Transformative Education 1: 38–57. European Journal of Teacher Education 19 Downloaded by [University of Ulster at Coleraine] at 02:23 07 March 2013 McCully, A. 2006. “Practitioner Perceptions of their Role in Facilitating the Handling of Controversial Issues in Contested Societies: A Northern Irish Experience.” Educational Review 7 (2): 171–267. McCully, A. 2010. Better Embedding Community Relations Principles in Initial Teacher Education: final report to funders. Coleraine: UNESCO Centre, University of Ulster. McLean, A. 2003. The Motivated School. London: Paul Chapman Publishing. Melnick, S. L., and K. M. Zeichner. 1998. “Teacher Education’s Responsibility to Address Diversity Issues: Enhancing Institutional Capacity.” Theory into Practice 37 (2): 87–95. Montgomery, A., and A. Smith. 1996. Values in Education in Northern Ireland. Belfast: CCEA. Moran, A. 2009. “Can a Competence or Standards Model Facilitiate an Inclusive Approach to Teacher Education?” International Journal of Inclusive Education 13 (1): 45–61. Morrow, D. 2004. Preparing for Pluralism: Teaching and Learning in a Diverse Society. Keynote address at the Conference, ‘Education for Mutual Understanding and Cultural Heritage: Opportunities and Challenges’. Belfast: Stranmillis University College. Northern Ireland Curriculum Council. 1990. Cross-Curricular Themes Guidance Materials. Belfast: NICC. Office of the First Minister and Deputy First Minister. 2005. A Shared Future: Policy and Strategic Framework for Good Relations in Northern Ireland. Belfast: OFMDFM. O’Connor, U., B. Hartop, and A. McCully. 2002. A Review of the School’s Community Relations Programme. Bangor, ME: Department of Education. Pearson, S. 2009. “Using Activity Theory to Understand Prospective Teachers’ Attitudes to and Construction of Special Educational Needs and/or Disabilities.” Teaching and Teacher Education 25: 559–568. Salomon, G. 2002. “The Nature of Peace Education: Not all Programmes Are Created As Equal.” In Peace Education: The Concepts, Principles and Practices Around the World, edited by G. Salomon and B. Nevo. New Jersey: Lawrence Erlbaum Associates. Sirotnik, K. A. 1987. The School as the Centre of Change. Occasional Paper No 5, Centre for Educational Renewal. Seattle: USA. Smith, R. A. L. 2001a. “Schools as Institutions for Peace in Northern Ireland: Pupils, Parent’s and Teacher’s Perceptions on the Community Relations Dimension.” Educate: The London Journal of Doctoral Research in Education 1: 123–153. Smith, R. A. L. 2001b. Schools as Institutions for Peace in Northern Ireland: Pupils, Parent’s and Teacher’s Perceptions on the Community Relations Dimension. Paper submitted as part of the requirements for the Doctor in Education Programme, EdD, Institute of Education, University of London. Smith, A. 2003. “Citizenship Education in Northern Ireland: beyond national identity?” Cambridge Journal of Education 3 (1): 15–32. Smith, R. A. L. 2003. Poetic Narratives and Poetic Activism: Implications for Improving School Effectiveness for Peace in Northern Ireland. Thesis submitted as part of the requirements for the Doctor in Education Programme, EdD., Institue of Education, University of London. Smith, R. A. L. 2005. “Bringing Narrative Psychology to School Improvement for Peace. Some Implications for the Role of the Educational Psychologist in Social Conflict.” Education and Child Psychology Special Issue, Vol 22, No 1. Smith, R. A. L., and J. E. Neill. 2005. “Examining the Possibilities of School Improvement for Peace in Northern Ireland from a Narrative Perspective.” The Journal of Transformative Education 3 (1): 6–32. Smith, A., and A. Robinson. 1996. Education for Mutual Understanding: The Initial Statutory Years. Coleraine: Centre for the Study of Conflict, University of Ulster. Stoll, L. 1999a. “Developing School Capacity for Lasting Improvement.” Improving Schools 2 (3): 32–39. Tajfel, H. and J. C. Turner. 1986. “The Social Identity Theory of Intergroup Behaviour.” In Psychology of Intergroup Relations, edited by S. Worchel and W. G. Austin. Chicago: Nelson- Hall. 20 R. Smith and A. McCully Downloaded by [University of Ulster at Coleraine] at 02:23 07 March 2013 Tronya, B. 1992. “Can you see the join? An Historical Analysis of Multicultural and Antiracist Education Policies” In Racism and Education: Structures and Strategies, edited by D. Gill, B Mayor, and M. Blair. London: Sage. Turner, J. 1999. Social Identity and the Concept of Prejudice. Paper presented at the British Psychological Society (BPS) Annual Conference 8th-11th April, Waterfront Hall, Belfast. Usher, R., and R. Edwards. 1994. Postmodernism and Education. Abingdon, UK: Taylor & Francis. Watkins, C. 1999a. “Personal -Social Education: Beyond the National Curriculum.” British Journal of Guidance & Counselling 27 (1): 71–73. Watkins, C. 1999b. “The Case for Restructuring the UK Secondary School.” Pastoral Care in Education 17 (4): 3–10. Wilson, D., and K. Eyben. 2005. A Pilot (Assisted) Self -Evaluation Framework for Core Funded Community Relations Groups. Future Ways Programme, University of Ulster. European Journal of Teacher Education 21 Downloaded",
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    Organisational self-evaluation and teacher education for community relations in a transforming society? / McCully, Alan; Smith, Ron.

    In: European Journal of Teacher Education, Vol. online, 04.02.2013.

    Research output: Contribution to journalArticle

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    T1 - Organisational self-evaluation and teacher education for community relations in a transforming society?

    AU - McCully, Alan

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    N1 - Reference text: Argyris, C., and D. Schön. 1978. Organizational Learning: a Theory of Action Perspective. New York, NY: McGraw-Hill. Arlow, M. 2004. “Citizenship Education in a Divided Society: The Case of Northern Ireland.” In Education, Conflict and Social Cohesion, edited by S. Tawil and A. Harley. Geneva: UNESCO International Bureau of Education. Ball, S. J. 2003. “The Teacher’s Soul and the Terrors of Performativity.” Journal of Educational Policy 18 (2): 215–228. Barber, M. 1996. The Learning Game: Arguments for an Education Revolution. London: Victor Gollancz. Booth, T., and M. Ainscow. 2002. Index for Inclusion: developing learning and participation in schools. Bristol: Centre for Studies on Inclusive Education (CSIE). Booth, T., K. Nes, and M. Stromstad. 2003. “Developing Inclusive Teacher Education: Drawing the book together.” In Developing Inclusive Teacher Education, ed. T. Booth, N. Kari, and M. Stromstad. London: Routledge. Bottery, M., and N. Wright. 2000. Teachers and the State. London: Routledge. Brighouse, T., and D. Woods. 1999. How to Improve Your School. London: Routledge. Carr, D. 1993. “Questions of Competence.” British Journal of Educational Studies 41 (3): 253–271. Cochran-Smith, M. 2004. Walking the Road: Race, Diversity and Social Justice in Teacher Education. New York, NY: Teacher’s College, Columbia University. Corbett, J. 1999. “Inclusivity and School Culture: the Case of Special Education.” In School Culture, ed. J. Prosser. London: Paul Chapman. Council for the Curriculum, Examinations and Assessment. 1987. Developing the Northern Ireland Curriculum to meet the Needs of Young People, Society and the Economy in the 21Century. Belfast: CCEA. Darby, J., D. Batts, S. Dunn, J. Harris, and S. Farren. 1977. Education and Community in Northern Ireland: Schools Apart? Coleraine: New University of Ulster. Department of Education in Northern Ireland. 1989. The Education Reform Order (Northern Ireland). Belfast: HMSO. Department of Education in Northern Ireland. 1999. Towards a culture of tolerance. education for diversity (report of a Working Group on the Strategic Promotion of Education for Northern Ireland). Bangor, ME: Department of Education for Northern Ireland. 18 R. Smith and A. McCully Downloaded by [University of Ulster at Coleraine] at 02:23 07 March 2013 Department of Education in Northern Ireland. 2011. Community Relations, Equality ad Diversity in Education Policy. Bangor, ME: Department of Education for Northern Ireland. Dunn, S., J. Darby, and K. Mullan. 1984. Schools Together? Coleraine: Centre for the Study of Conflict, University of Ulster. Dunn, S., and V. Morgan. 1999. “‘A Fraught Path’- Education as a Basis for Developing Community Relations in Northern Ireland.” Oxford Review of Education 25 (1): 141–153. Dweck, C. S., and L. Sorich. 1999. “Mastery Orientated Thinking.” In Coping, edited by C. R. Snyder. New York, NY: Oxford University Press. Elwood, J., P. McKeown, T. Gallagher, R. Kilpatrick, C. Murphy, and K. Carlisle. 2004. Equality Awareness in Teacher Education and Training in NI. Belfast: Equality Commission for Northern Ireland. European University Association. 2005. Developing an Internal Quality Culture in European Universities: Report on the Quality Culture Project 2003–2005. Brussels: EUA. Florian, L. 2009. “Preparing Teachers to work in ‘Schools for All’ (Editorial).” Teaching and Teacher Education 25: 533–534. Fullan, M. G. 1992. Successful School Improvement. Milton Keynes, UK: Open University Press. Fullan, M., and S. Stiegelbauer. 1991. The New Meaning of Educatinal Change. London: Cassell. Gale, K., and J. Wyatt. 2008. Two men talking two: Therapy-A Story. Fourth International Congress on Qualitative Inquiry. University of Illinois at Urbana-Champaign. Gallagher, A. M. 1995. Education in a Divided Society: A Review of Research and Policy. Centre for the Study of Conflict, University of Ulster at Coleraine. Gerwirtz, S. 2002. The Managerial School: Post -Welfarism and Social Justice in Education. London: Routledge. Gewirtz, S., S. J. Ball, and R. Bowe. 1995. Markets Choice and Equity in Education. Buckingham: Open University Press. Hall, C., and A. Noyes. 2009. “New Regimes of Truth: The Impact of Performative School Evaluation systems on Teacher’s professional Identities.” Teaching and Teacher Education 25: 850–856. Hopkins, D., M. Ainscow, and M. West. 1994. School Improvement in an Era of Change. London: Cassell. Huberman, A. M., and M. B. Miles. 1984. Innovation up Close: How School Improvement Works. New York, NY: Plenum Press. Liechty, J., and C. Clegg. 2001. Moving Beyond Sectarianism: Religion, Conflict and Reconciliation in Northern Ireland. Dublin: The Columba Press. MacBeath, J. 2003. “A Role for Parents, Students and Teachers in School Self-Evaluation and Development Planning.” In Measuring Quality: Educational Indicators United Kingdom and International perspectives, edited by Kathryn A. Riley and Desmond. L. Nuttall. London: Falmer. MacBeath, J. 1999. Schools Must Speak for Themselves: The Case for School Self-Evaluation. London: Routledge. MacBeath, J., and Mortimore, P. 1999. “Improving School Effectiveness: A Scottish Approach.” Paper presented at the British Educational Research Association, Oxford, September, 1999. MacBeath, J., B. Boyd, J. Rand, and S. Bell. 1995. Schools Speak for Themselves. Glasgow: Quality in Education Centre, University of Strathclyde and National Union of Teachers. MacBeath, J., and P. Mortimore. 2000. Improving School Effectiveness. Buckingham: Open University Press. Marshall, J., S. Ralph, and S. Palmer. 2002. “‘I wasn’t trained to work with them’: Mainstream teachers’ Attitudes to Children with Speech and Language Difficulties.” International Journal of Inclusive Education 6 (3): 199–215. Mayo, P. 2003. “A Rationale for a Transformative Approach to Education.” Journal of Transformative Education 1: 38–57. European Journal of Teacher Education 19 Downloaded by [University of Ulster at Coleraine] at 02:23 07 March 2013 McCully, A. 2006. “Practitioner Perceptions of their Role in Facilitating the Handling of Controversial Issues in Contested Societies: A Northern Irish Experience.” Educational Review 7 (2): 171–267. McCully, A. 2010. Better Embedding Community Relations Principles in Initial Teacher Education: final report to funders. Coleraine: UNESCO Centre, University of Ulster. McLean, A. 2003. The Motivated School. London: Paul Chapman Publishing. Melnick, S. L., and K. M. Zeichner. 1998. “Teacher Education’s Responsibility to Address Diversity Issues: Enhancing Institutional Capacity.” Theory into Practice 37 (2): 87–95. Montgomery, A., and A. Smith. 1996. Values in Education in Northern Ireland. Belfast: CCEA. Moran, A. 2009. “Can a Competence or Standards Model Facilitiate an Inclusive Approach to Teacher Education?” International Journal of Inclusive Education 13 (1): 45–61. Morrow, D. 2004. Preparing for Pluralism: Teaching and Learning in a Diverse Society. Keynote address at the Conference, ‘Education for Mutual Understanding and Cultural Heritage: Opportunities and Challenges’. Belfast: Stranmillis University College. Northern Ireland Curriculum Council. 1990. Cross-Curricular Themes Guidance Materials. Belfast: NICC. Office of the First Minister and Deputy First Minister. 2005. A Shared Future: Policy and Strategic Framework for Good Relations in Northern Ireland. Belfast: OFMDFM. O’Connor, U., B. Hartop, and A. McCully. 2002. A Review of the School’s Community Relations Programme. Bangor, ME: Department of Education. Pearson, S. 2009. “Using Activity Theory to Understand Prospective Teachers’ Attitudes to and Construction of Special Educational Needs and/or Disabilities.” Teaching and Teacher Education 25: 559–568. Salomon, G. 2002. “The Nature of Peace Education: Not all Programmes Are Created As Equal.” In Peace Education: The Concepts, Principles and Practices Around the World, edited by G. Salomon and B. Nevo. New Jersey: Lawrence Erlbaum Associates. Sirotnik, K. A. 1987. The School as the Centre of Change. Occasional Paper No 5, Centre for Educational Renewal. Seattle: USA. Smith, R. A. L. 2001a. “Schools as Institutions for Peace in Northern Ireland: Pupils, Parent’s and Teacher’s Perceptions on the Community Relations Dimension.” Educate: The London Journal of Doctoral Research in Education 1: 123–153. Smith, R. A. L. 2001b. Schools as Institutions for Peace in Northern Ireland: Pupils, Parent’s and Teacher’s Perceptions on the Community Relations Dimension. Paper submitted as part of the requirements for the Doctor in Education Programme, EdD, Institute of Education, University of London. Smith, A. 2003. “Citizenship Education in Northern Ireland: beyond national identity?” Cambridge Journal of Education 3 (1): 15–32. Smith, R. A. L. 2003. Poetic Narratives and Poetic Activism: Implications for Improving School Effectiveness for Peace in Northern Ireland. Thesis submitted as part of the requirements for the Doctor in Education Programme, EdD., Institue of Education, University of London. Smith, R. A. L. 2005. “Bringing Narrative Psychology to School Improvement for Peace. Some Implications for the Role of the Educational Psychologist in Social Conflict.” Education and Child Psychology Special Issue, Vol 22, No 1. Smith, R. A. L., and J. E. Neill. 2005. “Examining the Possibilities of School Improvement for Peace in Northern Ireland from a Narrative Perspective.” The Journal of Transformative Education 3 (1): 6–32. Smith, A., and A. Robinson. 1996. Education for Mutual Understanding: The Initial Statutory Years. Coleraine: Centre for the Study of Conflict, University of Ulster. Stoll, L. 1999a. “Developing School Capacity for Lasting Improvement.” Improving Schools 2 (3): 32–39. Tajfel, H. and J. C. Turner. 1986. “The Social Identity Theory of Intergroup Behaviour.” In Psychology of Intergroup Relations, edited by S. Worchel and W. G. Austin. Chicago: Nelson- Hall. 20 R. Smith and A. McCully Downloaded by [University of Ulster at Coleraine] at 02:23 07 March 2013 Tronya, B. 1992. “Can you see the join? An Historical Analysis of Multicultural and Antiracist Education Policies” In Racism and Education: Structures and Strategies, edited by D. Gill, B Mayor, and M. Blair. London: Sage. Turner, J. 1999. Social Identity and the Concept of Prejudice. Paper presented at the British Psychological Society (BPS) Annual Conference 8th-11th April, Waterfront Hall, Belfast. Usher, R., and R. Edwards. 1994. Postmodernism and Education. Abingdon, UK: Taylor & Francis. Watkins, C. 1999a. “Personal -Social Education: Beyond the National Curriculum.” British Journal of Guidance & Counselling 27 (1): 71–73. Watkins, C. 1999b. “The Case for Restructuring the UK Secondary School.” Pastoral Care in Education 17 (4): 3–10. Wilson, D., and K. Eyben. 2005. A Pilot (Assisted) Self -Evaluation Framework for Core Funded Community Relations Groups. Future Ways Programme, University of Ulster. European Journal of Teacher Education 21 Downloaded

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    N2 - During 2004, the School of Education at the University of Ulster embarked on an innovative three-year project designed to embed community relations objectives within initial teacher education. With the advent of more peaceful times in Northern Ireland, this was a precipitous time for initial teacher educators to review the preparation given to beginner teachers for teaching in an increasingly pluralist society emerging from conflict. The present paper reports on one very specific and time-limited element of the broader project. That is, development work designed to investigate the possibilities of using processes of self-review and evaluation as a lever for improvements in initial teacher education for community relations. Following a brief contextualisation, the background to, and the development of, a set of materials designed to support rigorous and systematic self-review of all aspects of provision in a university-based initial teacher education department is described. The Community Relations Index for Initial Teacher Education (Cr-ITE) was envisaged as being of use to initial teacher education establishments in order to help teacher educators take responsibility for rigorous learning from their practice, whilst placing inclusive values at the centre of organisational development. The final section includes further critical reflection on the role of organisational self-review in transforming teacher education for inclusion in a society emerging from longstanding communal conflict.

    AB - During 2004, the School of Education at the University of Ulster embarked on an innovative three-year project designed to embed community relations objectives within initial teacher education. With the advent of more peaceful times in Northern Ireland, this was a precipitous time for initial teacher educators to review the preparation given to beginner teachers for teaching in an increasingly pluralist society emerging from conflict. The present paper reports on one very specific and time-limited element of the broader project. That is, development work designed to investigate the possibilities of using processes of self-review and evaluation as a lever for improvements in initial teacher education for community relations. Following a brief contextualisation, the background to, and the development of, a set of materials designed to support rigorous and systematic self-review of all aspects of provision in a university-based initial teacher education department is described. The Community Relations Index for Initial Teacher Education (Cr-ITE) was envisaged as being of use to initial teacher education establishments in order to help teacher educators take responsibility for rigorous learning from their practice, whilst placing inclusive values at the centre of organisational development. The final section includes further critical reflection on the role of organisational self-review in transforming teacher education for inclusion in a society emerging from longstanding communal conflict.

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    KW - Index for Inclusion

    KW - community relations education

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    KW - democratic practice

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