Activities per year
The ethnic separation of the school system in Northern Ireland along Catholic and Protestant community lines limits opportunities for daily cross-community interaction between young people. Recent research has shown that, whilst the deployment pattern of teachers is largely consistent with this divide, a small proportion of teachers has diverted from the community-consistent path and are teaching in a school not associated with their own community background. Narrative interviews with a purposive sample of these cross-over teachers has provided rich insights into their experiences. The research presented here explores the extent to which these cross-over teachers felt able to reveal and engage their ethnic identity in their teaching. A mixed pattern is observed; whilst some had endeavoured to hide or disguise their identity, others had embraced their otherness and were consequently better placed to achieve agency in their practice.
Bibliographical noteFunding Information:
This work was supported by the Department for Employment and Learning, Northern Ireland through a funded PhD studentship.
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
- Northern Ireland
- Teacher identity
- ethnic division
- segregated education
- teacher agency
FingerprintDive into the research topics of 'Teaching on the Other Side: how identity affects the capacity for agency of teachers who have crossed the community divide in the Northern Ireland educational system'. Together they form a unique fingerprint.
Press / Media
1 Media contribution
Press/Media: Expert Comment