Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: a Northern Irish experience.

Alan McCully

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    38 Citations (Scopus)

    Abstract

    This paper examines the role adopted by teacher and youth work practitioners engaged in a project to carry forward practice in the handling of controversial issues in the contested society of Northern Ireland. First, It briefly outlines the development of work in the field during the thirty-four years of the present conflict, suggesting that to date too great an emphasis has been placed on the cognitive as opposed to the affective dimension of learning. It then describes the framework of the project and offers a model by which to overcome obstacles to inclusive discourse. Finally, it analyses data from a series of twenty semi-structured interviews carried out with experienced practitioners and draws conclusions from the results. A set of draft principles emerge as a framework for sensitive practice.
    LanguageEnglish
    Pages51-56
    JournalEducational Review
    Volume58
    Issue number1
    Publication statusPublished - 2006

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    youth work
    society
    experience
    discourse
    present
    teacher
    interview
    learning
    Society

    Keywords

    • Controversial Issues
    • Youth work
    • Educational responses to Conflict
    • Northern Ireland

    Cite this

    @article{e795818231054e09ada3febb5ddc045f,
    title = "Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: a Northern Irish experience.",
    abstract = "This paper examines the role adopted by teacher and youth work practitioners engaged in a project to carry forward practice in the handling of controversial issues in the contested society of Northern Ireland. First, It briefly outlines the development of work in the field during the thirty-four years of the present conflict, suggesting that to date too great an emphasis has been placed on the cognitive as opposed to the affective dimension of learning. It then describes the framework of the project and offers a model by which to overcome obstacles to inclusive discourse. Finally, it analyses data from a series of twenty semi-structured interviews carried out with experienced practitioners and draws conclusions from the results. A set of draft principles emerge as a framework for sensitive practice.",
    keywords = "Controversial Issues, Youth work, Educational responses to Conflict, Northern Ireland",
    author = "Alan McCully",
    note = "Reference text: References ARLOW M. (2004) Citizenship Education in a divided Society: the case of Northern Ireland In: S.TOWIL and A. HARLEY (eds), Education, Conflict and Social Cohesion (Geneva, International Bureau of Education, UNESCO) pp. 255-314 COUNCIL FOR THE CURRICULUM, EXAMINATIONS AND ASSESSMENT (1997) Mutual Understanding and Cultural Heritage: Cross-curricular Guidance Materials (Belfast, CCEA). CUNNINGHAM, J. (2000) Democratic practice in a Secondary School In: A. OSLER (ed) Citizenship and Democracy in Schools; Diversity, identity, equality (Stoke-on-Trent, Trentham), pp.133-142. DEPARTMENT OF EDUCATION FOR NORTHERN IRELAND (1992) Educational (Cross-Curricular) Themes, (Belfast, HMSO). COMISKY, F. (1997) Old Dogs, new tricks? In: K. FEARON, K. DONNELLY, T. GALLAGHER, F. COMISKY and B. LOMAS (eds) Politics: the next generation, (Belfast, Democratic Dialogue) pp. 67-71. See also http://cain.ulst.ac.uk/dd/report6/report6i.htm. EBYEN K., MORROW D., WILSON D. and ROBINSON B. (2002) The Equity, Diversity and Interdependence Framework: A Framework for Organisational learning and Change, (Coleraine, Future Ways, University of Ulster). GALLAGHER, C. (1998). The future of history: A plea for relevance?, Schools History Project Information Bulletin (Leeds, Trinity and All Saints College). GIROUX H. (1996) Fugitive culture: race, violence and youth (London, Routledge). HARWOOD D. (1998) The Teacher’s Role in democratic pedagogies In: C. Holden and N. Clough, Children as Citizens: Education for Participation (London, Jessica Kingsley) pp.154-170. HESS D. (2002) Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers, Theory and research in Social Education, 30,1 pp. 293-296 HUMANITIES CURRICULUM PROJECT (1970) The Humanities Project: an introduction, (London, Heinemann Educational). JOINED IN EQUITY DIVERSITY AND INTERDEPENDENCE (2001) Audit: Community Relations and Education for Citizenship within the Northen Ireland Youth Service (Belfast, JEDI). JOINED IN EQUITY DIVERSITY AND INTERDEPENDENCE (2002) A Framework for Reflection in Practice: Guidelines for embedding EDI principles in youth work practice (Belfast, JEDI). JEFFS T. and SMITH M. (1999) Informal Education: conversation, democracy and learning (Ticknall, Education Now). JOHNSON, P. (1998) 'Understanding the Role of Emotion in Anti-Racist Education' In: Holden C. and Clough N., Children as Citizens: Education and Interpretation, (London, Jessica Kingsley), pp.141-153. LEDERACH, J-P. (1995) Preparing for Peace: Conflict Transformation Across Cultures, (Syracuse, University Press). LOCKWOOD, A.L. (1996) Controversial Issues: The Teacher’s Crucial Role, Social Education, 60:1, pp. 28-31 McCULLY A., SMYTH P. and O’DOHERTY M. (1999) ‘Exploring Controversial Issues in Northern Ireland’, Irish Educational Studies, 18, Spring. MCKERNAN J. (1976) Feeling the reality of Ulster: the Teacher’s role on Controversial Issues, Schools Cultural Studies Project, working paper 10, unpublished, School of Education, University of Ulster MURRAY D. (1985) Worlds Apart: Segregated Schools in Northern Ireland (Belfast, Appletree Press). PARKER W.C and HESS D. (2001) Teaching with and for discussion, Teaching and Teacher Education 17, pp. 273-289. QUALIFICATIONS AND CURRICULUM AUTHORITY (1998) Education for citizenship and the teaching of democracy in schools (London, QCA). RICHARDSON N. (1992) Roots if not wings! Where did EMU come from? (Belfast, Churches Peace Education Centre). ROBINSON A. (1983) The Schools Cultural Studies Project: a contribution to peace in Northern Ireland (Coleraine, New University of Ulster). ROWE D. (1996) The Business of Schools: an investigation into democracy in schools, Draft Report (London, Citizenship Foundation). RUDDUCK J. (1986) A Strategy for Handling Controversial Issues in the Secondary School In: WELLINGTON JJ. (1986) Controversial Issues in the Curriculum (Oxford, Basil Blackwell), pp.6-18. SCHOOLS COUNCIL / NUFFIELD HUMANITIES PROJECT (1972) The Humanities Project: an Introduction (London, Heinemann). SHEMILT D. (1980) History 13-16 Evaluation Study: Schools’ Council History Project (Edinburgh, Holmes McDougal). SKILBECK M. (1973) The School and Cultural Development, The Northern Teacher, Winter. SMITH A. (1994) The EMU Promoting School: report of a conference on Education for Mutual Understanding and Cultural Heritage (Coleraine, Centre for the Study of Conflict, University of Ulster). Smith A. and Robinson A. (1992) Education for Mutual Understanding: Perceptions and Policy (Coleraine, Centre for the Study of Conflict, University of Ulster). SMITH A. and ROBINSON A. (1993) EMU in Transition (Coleraine, Centre for the Study of Conflict, University of Ulster). SMITH A. and ROBINSON A. (1996) Education for Mutual Understanding: The Initial Statutory Years (Coleraine, University of Ulster). STRADLING R., NOCTOR N., BAINES B. (1984) Teaching Controversial Issues (London, Edward Arnold). WELLINGTON JJ. (1986) Controversial Issues in the Curriculum (Oxford, Basil Blackwell).",
    year = "2006",
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    T1 - Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: a Northern Irish experience.

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    N1 - Reference text: References ARLOW M. (2004) Citizenship Education in a divided Society: the case of Northern Ireland In: S.TOWIL and A. HARLEY (eds), Education, Conflict and Social Cohesion (Geneva, International Bureau of Education, UNESCO) pp. 255-314 COUNCIL FOR THE CURRICULUM, EXAMINATIONS AND ASSESSMENT (1997) Mutual Understanding and Cultural Heritage: Cross-curricular Guidance Materials (Belfast, CCEA). CUNNINGHAM, J. (2000) Democratic practice in a Secondary School In: A. OSLER (ed) Citizenship and Democracy in Schools; Diversity, identity, equality (Stoke-on-Trent, Trentham), pp.133-142. DEPARTMENT OF EDUCATION FOR NORTHERN IRELAND (1992) Educational (Cross-Curricular) Themes, (Belfast, HMSO). COMISKY, F. (1997) Old Dogs, new tricks? In: K. FEARON, K. DONNELLY, T. GALLAGHER, F. COMISKY and B. LOMAS (eds) Politics: the next generation, (Belfast, Democratic Dialogue) pp. 67-71. See also http://cain.ulst.ac.uk/dd/report6/report6i.htm. EBYEN K., MORROW D., WILSON D. and ROBINSON B. (2002) The Equity, Diversity and Interdependence Framework: A Framework for Organisational learning and Change, (Coleraine, Future Ways, University of Ulster). GALLAGHER, C. (1998). The future of history: A plea for relevance?, Schools History Project Information Bulletin (Leeds, Trinity and All Saints College). GIROUX H. (1996) Fugitive culture: race, violence and youth (London, Routledge). HARWOOD D. (1998) The Teacher’s Role in democratic pedagogies In: C. Holden and N. Clough, Children as Citizens: Education for Participation (London, Jessica Kingsley) pp.154-170. HESS D. (2002) Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers, Theory and research in Social Education, 30,1 pp. 293-296 HUMANITIES CURRICULUM PROJECT (1970) The Humanities Project: an introduction, (London, Heinemann Educational). JOINED IN EQUITY DIVERSITY AND INTERDEPENDENCE (2001) Audit: Community Relations and Education for Citizenship within the Northen Ireland Youth Service (Belfast, JEDI). JOINED IN EQUITY DIVERSITY AND INTERDEPENDENCE (2002) A Framework for Reflection in Practice: Guidelines for embedding EDI principles in youth work practice (Belfast, JEDI). JEFFS T. and SMITH M. (1999) Informal Education: conversation, democracy and learning (Ticknall, Education Now). JOHNSON, P. (1998) 'Understanding the Role of Emotion in Anti-Racist Education' In: Holden C. and Clough N., Children as Citizens: Education and Interpretation, (London, Jessica Kingsley), pp.141-153. LEDERACH, J-P. (1995) Preparing for Peace: Conflict Transformation Across Cultures, (Syracuse, University Press). LOCKWOOD, A.L. (1996) Controversial Issues: The Teacher’s Crucial Role, Social Education, 60:1, pp. 28-31 McCULLY A., SMYTH P. and O’DOHERTY M. (1999) ‘Exploring Controversial Issues in Northern Ireland’, Irish Educational Studies, 18, Spring. MCKERNAN J. (1976) Feeling the reality of Ulster: the Teacher’s role on Controversial Issues, Schools Cultural Studies Project, working paper 10, unpublished, School of Education, University of Ulster MURRAY D. (1985) Worlds Apart: Segregated Schools in Northern Ireland (Belfast, Appletree Press). PARKER W.C and HESS D. (2001) Teaching with and for discussion, Teaching and Teacher Education 17, pp. 273-289. QUALIFICATIONS AND CURRICULUM AUTHORITY (1998) Education for citizenship and the teaching of democracy in schools (London, QCA). RICHARDSON N. (1992) Roots if not wings! Where did EMU come from? (Belfast, Churches Peace Education Centre). ROBINSON A. (1983) The Schools Cultural Studies Project: a contribution to peace in Northern Ireland (Coleraine, New University of Ulster). ROWE D. (1996) The Business of Schools: an investigation into democracy in schools, Draft Report (London, Citizenship Foundation). RUDDUCK J. (1986) A Strategy for Handling Controversial Issues in the Secondary School In: WELLINGTON JJ. (1986) Controversial Issues in the Curriculum (Oxford, Basil Blackwell), pp.6-18. SCHOOLS COUNCIL / NUFFIELD HUMANITIES PROJECT (1972) The Humanities Project: an Introduction (London, Heinemann). SHEMILT D. (1980) History 13-16 Evaluation Study: Schools’ Council History Project (Edinburgh, Holmes McDougal). SKILBECK M. (1973) The School and Cultural Development, The Northern Teacher, Winter. SMITH A. (1994) The EMU Promoting School: report of a conference on Education for Mutual Understanding and Cultural Heritage (Coleraine, Centre for the Study of Conflict, University of Ulster). Smith A. and Robinson A. (1992) Education for Mutual Understanding: Perceptions and Policy (Coleraine, Centre for the Study of Conflict, University of Ulster). SMITH A. and ROBINSON A. (1993) EMU in Transition (Coleraine, Centre for the Study of Conflict, University of Ulster). SMITH A. and ROBINSON A. (1996) Education for Mutual Understanding: The Initial Statutory Years (Coleraine, University of Ulster). STRADLING R., NOCTOR N., BAINES B. (1984) Teaching Controversial Issues (London, Edward Arnold). WELLINGTON JJ. (1986) Controversial Issues in the Curriculum (Oxford, Basil Blackwell).

    PY - 2006

    Y1 - 2006

    N2 - This paper examines the role adopted by teacher and youth work practitioners engaged in a project to carry forward practice in the handling of controversial issues in the contested society of Northern Ireland. First, It briefly outlines the development of work in the field during the thirty-four years of the present conflict, suggesting that to date too great an emphasis has been placed on the cognitive as opposed to the affective dimension of learning. It then describes the framework of the project and offers a model by which to overcome obstacles to inclusive discourse. Finally, it analyses data from a series of twenty semi-structured interviews carried out with experienced practitioners and draws conclusions from the results. A set of draft principles emerge as a framework for sensitive practice.

    AB - This paper examines the role adopted by teacher and youth work practitioners engaged in a project to carry forward practice in the handling of controversial issues in the contested society of Northern Ireland. First, It briefly outlines the development of work in the field during the thirty-four years of the present conflict, suggesting that to date too great an emphasis has been placed on the cognitive as opposed to the affective dimension of learning. It then describes the framework of the project and offers a model by which to overcome obstacles to inclusive discourse. Finally, it analyses data from a series of twenty semi-structured interviews carried out with experienced practitioners and draws conclusions from the results. A set of draft principles emerge as a framework for sensitive practice.

    KW - Controversial Issues

    KW - Youth work

    KW - Educational responses to Conflict

    KW - Northern Ireland

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