The role of LEGO bricks in supporting community cohesion: a case study of Shared Education in Northern Ireland.

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Abstract

Using a matrix of factors which might enhance positive contact between groups, we analysed the role of LEGO bricks in enabling 11-year-old pupils from two schools in Northern Ireland to build their town of the future. Qualitative data showed that the teachers from these two schools, working in partnership with each other and with colleagues from a University, played a pivotal role not only in planning the activity but in modelling a respectful working relationship. Other contributory factors included equal numbers of pupils taking part, the construction of small cross-community teams and the use of facilities in a neutral location. The use of LEGO bricks was seen as critical in providing all of the pupils with an attainable 3D goal in which their own team contribution was visibly part of a wider cooperative task.
Original languageEnglish
PublisherEducation Authority
Number of pages25
Publication statusPublished (in print/issue) - 2023

Keywords

  • Northern ireland
  • Education
  • shared education
  • Contact Hypothesis
  • Lego
  • blended learning

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