What does it mean to be a community relations professional in Northern Irish education? Some research-based answers

Alan McCully, Una O'Connor, Ron Smith, Clodagh Kelly, Brendan Hartop

Research output: Contribution to journalArticle

Abstract

An impressive evidence- base concerning teacher professionalism allied to community relations education in Northern Ireland (N. Ireland) has been derived from research conducted at the UNESCO Centre, School of Education, University of Ulster. Reflective learning by the authors on three recent projects allowed them to construct a professional profile setting out what one might expect to see and hear in classrooms that foster effective community relations education. A brief description of the background research and the derived professional profile (the CR-Profile) are included here. Our research speaks to the need for a more critical school pedagogy alongside changes in the professional development of teachers. We argue that professional development, at all levels, needs to be a transformative project underpinned by critical reflective practice. Against a backdrop of slow progress towards a more peaceful and plural society in Northern Ireland and the continuing need for education to play its part in developing a new peace culture, this paper appears very timely.
LanguageEnglish
Pages215-231
JournalReflective Practice
Volume7
Issue number2
Publication statusPublished - 2006

Fingerprint

Community Relations
Education
Northern Ireland
Professional Development
Reflective Practice
Ulster
University Education
Professionalism
Pedagogy
Reflective Learning
Peace

Keywords

  • Teacher Education
  • Critical Reflection
  • Conflict

Cite this

McCully, Alan ; O'Connor, Una ; Smith, Ron ; Kelly, Clodagh ; Hartop, Brendan. / What does it mean to be a community relations professional in Northern Irish education? Some research-based answers. In: Reflective Practice. 2006 ; Vol. 7, No. 2. pp. 215-231.
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abstract = "An impressive evidence- base concerning teacher professionalism allied to community relations education in Northern Ireland (N. Ireland) has been derived from research conducted at the UNESCO Centre, School of Education, University of Ulster. Reflective learning by the authors on three recent projects allowed them to construct a professional profile setting out what one might expect to see and hear in classrooms that foster effective community relations education. A brief description of the background research and the derived professional profile (the CR-Profile) are included here. Our research speaks to the need for a more critical school pedagogy alongside changes in the professional development of teachers. We argue that professional development, at all levels, needs to be a transformative project underpinned by critical reflective practice. Against a backdrop of slow progress towards a more peaceful and plural society in Northern Ireland and the continuing need for education to play its part in developing a new peace culture, this paper appears very timely.",
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note = "Reference text: References Allport, G.,W. (1954) The Nature of Prejudice (Cambridge MA, Addison-Wesley) Ball, S.J. (1990) Politics and Policy Making in Education (London: Routledge) Ball, S.J. (2003) The Teacher’s Soul and the Terrors of Performativity, Journal of Education Policy, 18(2) pp. 215-228. Beckmann, A., & Cooper, C. (2004) Globalisation, The New Managerialism and Education: Rethinking the Purpose of Education in Britain, Journal for Critical Education Policy Studies, 2(2) pp.1-32. Available online at http : // www. jceps. com (accessed by first author, December 2004) Bernstein, B. (1990) The Structuring of Pedagogic Discourse (New York, Routledge, Kegan Paul) Best, R., & Rose, R, (2003) Ethics and the Teaching Profession-A Discussion (Paper presented to the First International Conference on Teaching Applied and Professional Ethics in Higher Education, University of Surrey, Roehampton). Bhabha, H. (1994) The Location of Culture (London,Routledge) Bottery, M & Wright, N. (2000) Teachers and the State (London, Routledge) Bowe, R. Ball, S.J., & Gold, A. (1994) Education, Consumption and Parental Choice, British Journal of Educational Studies, 42(2).pp 1-8. Cairns, E.(1996) Children and Political Violence (Oxford, Blackwell) Carr, W. & Kemmis, S (1986) Becoming Critical: Educational Knowledge and Action Research (London, Falmer Press). CCEA, (2000). Developing The Northern Ireland Curriculum (Advice to the N.I. Minister of Education on curriculum review). (Belfast, Council for the Curriculum, Examinations and Assessment). Connolly, P. (2000) What Now for the Contact Hypothesis? Towards a New Research Agenda, Race, Ethnicity and Education, l3,(2) pp.169-193. Department of Education Northern Ireland (1989) The Education Reform Order (Northern Ireland) (Bangor, Department of Education for Northern Ireland). Department of Education in Northern Ireland (1999a) Towards a Culture of Tolerance: Education for Diversity (Report of a Working Group on the Strategic Promotion of Education for Northern Ireland) (Bangor, Department of Education for Northern Ireland). Department of Education in Northern Ireland (1999b) Towards a Culture of Tolerance: Education for Diversity. Commentary on Recommendations (Bangor, Department of Education for Northern Ireland). Department of Education Northern Ireland (2002) A Review of the Schools Community Relations Programme 2002, (Bangor, Department of Education for Northern Ireland). de Los Reyes, E., & Gozemba, P.(2002) Pockets of Hope: How Students and Teachers Change the World (Westport CT, Bergin & Garvey) Dweck. C., S.(2000) Self -Theories: Their Role in Motivation, Personality and Development (Hove, E Sussex, Psychology Press). Ellison, C.G., & Powers, D.A. (1994) The Contact Hypothesis and Racial Attitudes among Black Americans, Social Science Quarterly, 75 pp.385-400. Foucault, M (1980) Power-Knowledge: Selected Interviews and Writings (New York, Pantheon Books). Freire, P.(1972) Pedagogy of the Oppressed (Harmondsworth: Penguin Education) Gallagher, A. M. (1992) Education in a Divided Society, The Psychologist 5, (8 ) pp. 353-356. Gallagher, A,M. (1995) Education in a Divided Society: A Review of Research and Policy (Coleraine, Centre for the Study of Conflict, University of Ulster). Gallagher, A.M. (1998) Schools for Justice, Schools for Hate: The Role of Education in Social Conflict (Invited paper presented to the Annual Conference of the Northern Ireland branch of the British Psychological Society). Gergen, K.J.(1999) An Invitation to Social Construction (London, Sage) General Teaching Council Northern Ireland (2005) GTCNI Reviews of Teacher Competencies and Continuing Professional Development: Draft Final Report (Belfast, GTCNI). Gewirtz,, S., Ball, S. J. & Bowe, R.(1995) Markets Choice and Equity in Education(Buckingham, Open University Press). Giroux, H A (1992) Border Crossings: Cultural Workers and the Politics of Education (New York, Routledge). Glaser, B.G. & Strauss, A. L. (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research (New York, Aldine). Greene, M, (1995) Releasing the Imagination (San Francisco, Jossey-Bass). Hagan, M, Mc Glynn, C.W. & Wylie, K. (2003) Moving Barriers: Promoting Learning for Diversity in Initial Teacher Education (Paper presented at the European Conference on Educational Research, University of Hamburg) Heron, J (1992) Feeling and Personhood: Psychology in Another Key (London, Sage). Hoyle, E, (1974) Professionality, Professionalism and Control in Teaching, London Education Review, 3(2) pp1-32. King, J.T. (2004) Leaving Home Behind: Learning to Negotiate Borderlands in the Classroom (College of Education, University of Washington). Lee, V E., Bryk, A.S., & Smith, J.B. (1993) The Organisation of Effective Secondary Schools, Review of Research in Education, 19, pp171-267. Leitch, R. & Kilpatrick, R. (1999) Inside the Gates: Schools and the Troubles. (Belfast, Save the Children) Lincoln, Y. S. & Guba, E. G. (1985) Naturalist Enquiry (Beverly Hills, CA, Sage Publications). Mayo, P. (2003) A Rationale for a Transformative Approach to Education, Journal of Transformative Education, 1 (1) pp. 38-57. McCully, A (in press) Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: A Northern Irish experience , Educational Review. McNiff, J. & Neill, J. (1998) Education for Mutual Understanding through Action Research (Queen’s University Belfast, Summary document presented at the British Educational Research Association Annual Conference,27-30th August). Morrow, D. (2004) Shared Future: The Findings (Belfast, Community Relations Council) Montgomery, A & Mc Cully, A. (2000) What have values got to do with it ? in Eastdown, G (Ed) Innovation and Methodology: Opportunities and Constraints in History Teacher Education (Lancaster, SCHTE). Naylor, Y. (2003) Spreading the Pollen of Peace: Sustainable Reconciliation and Peacebuilding in Northern Ireland’s Schools (Dublin, Ireland: Irish School of Ecumenics) Pettigrew, T.F.(1997) Generalised Intergroup Contact Effects on Prejudice Personality and Social Psychology Bulletin, 23,pp.173-185. Richardson, N. (1997) What’s Right About Education For Mutual Understanding…and what can we do to make it better? (Paper presented at the ENCORE Conference in Stranmillis University College, Belfast). Robson, B., Bradford, M & Dean, I.(1994). Relative Deprivation in Northern Ireland. PPRU Occasional Paper 28, (Belfast, PPRU) Rudduck, J. Chaplain, K & Wallace, G.(1996) School Improvement: What Can Pupils Tell Us? (London, David Fulton Publishers) Sachs, J.(2003) The Activist Teaching Profession (Buckingham, Open University Press) Salomon, G. (2002) The Nature of Peace Education: Not All Programs Are Created Equal, in: G. Salomon & B. Nevo. Peace Education: The Concepts, Principles and Practices Around the World (London, Lawrence Erlbaum Associates) Schon, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action (New York, Basic Books) 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). Smith, A. & Robinson (1996) Education for Mutual Understanding: The Initial Statutory Years (Coleraine, Centre for the Study of Conflict) Smith, R. A. L. (2001a) Schools as Institutions for Peace in Northern Ireland: Pupils’, Parents’ and Teachers’ Perspectives on the Community Relations Dimension (An Institutional Study submitted as part of the requirements for the Doctor in Education Programme at the Institute of Education, University of London) Smith, R. A.L. (2001b). Professional Educational Psychology and Community Relations Education in Northern Ireland, Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 18(4), pp. 275-295. 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 of Education programme (EdD), University of London, Institute of Education, January, 2003). Smith, R.A.L. (in progress) Teacher as Performing Functionary, or Professional who Makes a Difference? policy scholarship applied to the Northern Irish model of teacher competence (UNESCO Centre, School of Education, University of Ulster, Coleraine, Northern Ireland) Smith, R.A.L.& Neill, J. (forthcoming) Developing Frameworks for School Self –Evaluation: With Reference to Improving School Effectiveness for Peace in Northern Ireland, Journal of Peacebuilding and Development, 2(1). Steinhouse, L (1970) The Humanities Project: An Introduction (London, Heinemann Educational Books). Stradling, R. Noctor, N. & Baines B.(1984)Teaching Controversial Issues (London, Edward Arnold) Turner, J. (1999) Social Identity and the Concept of Prejudice (Paper presented at the British Psychological Society (BPS) Annual Conference, Waterfront Hall, Belfast) Usher, R. & Edwards (1994) Postmodernism and Education (London, Routledge) Whitty, G. (2003) Making Sense of Educational Policy (London, Paul Chapman) Vaughan, S., Schumm, J. S. & Sinagub, J.(1996). Focus Group Interviews in Education and Psychology (London, Sage Publications). Watkins, C. (1999a). Personal - Social Education: Beyond the National Curriculum, British Journal of Guidance and Counselling, 27,(1) pp. 71-73. Watkins, C. (1999b) The Case for Restructuring the UK Secondary School, Pastoral Care in Education, 17(4) pp. 3-10. Watkins, C (2000) Under what conditions might performance management lead to professional learning? (Paper presented at the Management Development Centre Annual Conference, University of London). Watkins, C. (2001) Developing a Language for Talking about Learning: Towards a Narrative View (Paper presented at the ESRC Meta Seminar, Institute of Education, University of London) Watkins, C (2004) Classrooms as Learning Communities (NSIN Research Matters No 24, Institute of Education, University of London). Watkins, C., Carnell, E., Lodge, C & Whalley, C. (1996) Effective Learning (The School Improvement Network Bulletin No 5, Institute of Education University of London). Yates, P. (2002) Education for Peace (Paper presented at the Ninth Annual Conference on Education, Spirituality and the Whole Child, 20-22nd June, 2002. University of Surrey, Roehampton).",
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What does it mean to be a community relations professional in Northern Irish education? Some research-based answers. / McCully, Alan; O'Connor, Una; Smith, Ron; Kelly, Clodagh; Hartop, Brendan.

In: Reflective Practice, Vol. 7, No. 2, 2006, p. 215-231.

Research output: Contribution to journalArticle

TY - JOUR

T1 - What does it mean to be a community relations professional in Northern Irish education? Some research-based answers

AU - McCully, Alan

AU - O'Connor, Una

AU - Smith, Ron

AU - Kelly, Clodagh

AU - Hartop, Brendan

N1 - Reference text: References Allport, G.,W. (1954) The Nature of Prejudice (Cambridge MA, Addison-Wesley) Ball, S.J. (1990) Politics and Policy Making in Education (London: Routledge) Ball, S.J. (2003) The Teacher’s Soul and the Terrors of Performativity, Journal of Education Policy, 18(2) pp. 215-228. Beckmann, A., & Cooper, C. (2004) Globalisation, The New Managerialism and Education: Rethinking the Purpose of Education in Britain, Journal for Critical Education Policy Studies, 2(2) pp.1-32. Available online at http : // www. jceps. com (accessed by first author, December 2004) Bernstein, B. (1990) The Structuring of Pedagogic Discourse (New York, Routledge, Kegan Paul) Best, R., & Rose, R, (2003) Ethics and the Teaching Profession-A Discussion (Paper presented to the First International Conference on Teaching Applied and Professional Ethics in Higher Education, University of Surrey, Roehampton). Bhabha, H. (1994) The Location of Culture (London,Routledge) Bottery, M & Wright, N. (2000) Teachers and the State (London, Routledge) Bowe, R. Ball, S.J., & Gold, A. (1994) Education, Consumption and Parental Choice, British Journal of Educational Studies, 42(2).pp 1-8. Cairns, E.(1996) Children and Political Violence (Oxford, Blackwell) Carr, W. & Kemmis, S (1986) Becoming Critical: Educational Knowledge and Action Research (London, Falmer Press). CCEA, (2000). Developing The Northern Ireland Curriculum (Advice to the N.I. Minister of Education on curriculum review). (Belfast, Council for the Curriculum, Examinations and Assessment). Connolly, P. (2000) What Now for the Contact Hypothesis? Towards a New Research Agenda, Race, Ethnicity and Education, l3,(2) pp.169-193. Department of Education Northern Ireland (1989) The Education Reform Order (Northern Ireland) (Bangor, Department of Education for Northern Ireland). Department of Education in Northern Ireland (1999a) Towards a Culture of Tolerance: Education for Diversity (Report of a Working Group on the Strategic Promotion of Education for Northern Ireland) (Bangor, Department of Education for Northern Ireland). Department of Education in Northern Ireland (1999b) Towards a Culture of Tolerance: Education for Diversity. Commentary on Recommendations (Bangor, Department of Education for Northern Ireland). Department of Education Northern Ireland (2002) A Review of the Schools Community Relations Programme 2002, (Bangor, Department of Education for Northern Ireland). de Los Reyes, E., & Gozemba, P.(2002) Pockets of Hope: How Students and Teachers Change the World (Westport CT, Bergin & Garvey) Dweck. C., S.(2000) Self -Theories: Their Role in Motivation, Personality and Development (Hove, E Sussex, Psychology Press). Ellison, C.G., & Powers, D.A. (1994) The Contact Hypothesis and Racial Attitudes among Black Americans, Social Science Quarterly, 75 pp.385-400. Foucault, M (1980) Power-Knowledge: Selected Interviews and Writings (New York, Pantheon Books). Freire, P.(1972) Pedagogy of the Oppressed (Harmondsworth: Penguin Education) Gallagher, A. M. (1992) Education in a Divided Society, The Psychologist 5, (8 ) pp. 353-356. Gallagher, A,M. (1995) Education in a Divided Society: A Review of Research and Policy (Coleraine, Centre for the Study of Conflict, University of Ulster). Gallagher, A.M. (1998) Schools for Justice, Schools for Hate: The Role of Education in Social Conflict (Invited paper presented to the Annual Conference of the Northern Ireland branch of the British Psychological Society). Gergen, K.J.(1999) An Invitation to Social Construction (London, Sage) General Teaching Council Northern Ireland (2005) GTCNI Reviews of Teacher Competencies and Continuing Professional Development: Draft Final Report (Belfast, GTCNI). Gewirtz,, S., Ball, S. J. & Bowe, R.(1995) Markets Choice and Equity in Education(Buckingham, Open University Press). Giroux, H A (1992) Border Crossings: Cultural Workers and the Politics of Education (New York, Routledge). Glaser, B.G. & Strauss, A. L. (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research (New York, Aldine). Greene, M, (1995) Releasing the Imagination (San Francisco, Jossey-Bass). Hagan, M, Mc Glynn, C.W. & Wylie, K. (2003) Moving Barriers: Promoting Learning for Diversity in Initial Teacher Education (Paper presented at the European Conference on Educational Research, University of Hamburg) Heron, J (1992) Feeling and Personhood: Psychology in Another Key (London, Sage). Hoyle, E, (1974) Professionality, Professionalism and Control in Teaching, London Education Review, 3(2) pp1-32. King, J.T. (2004) Leaving Home Behind: Learning to Negotiate Borderlands in the Classroom (College of Education, University of Washington). Lee, V E., Bryk, A.S., & Smith, J.B. (1993) The Organisation of Effective Secondary Schools, Review of Research in Education, 19, pp171-267. Leitch, R. & Kilpatrick, R. (1999) Inside the Gates: Schools and the Troubles. (Belfast, Save the Children) Lincoln, Y. S. & Guba, E. G. (1985) Naturalist Enquiry (Beverly Hills, CA, Sage Publications). Mayo, P. (2003) A Rationale for a Transformative Approach to Education, Journal of Transformative Education, 1 (1) pp. 38-57. McCully, A (in press) Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: A Northern Irish experience , Educational Review. McNiff, J. & Neill, J. (1998) Education for Mutual Understanding through Action Research (Queen’s University Belfast, Summary document presented at the British Educational Research Association Annual Conference,27-30th August). Morrow, D. (2004) Shared Future: The Findings (Belfast, Community Relations Council) Montgomery, A & Mc Cully, A. (2000) What have values got to do with it ? in Eastdown, G (Ed) Innovation and Methodology: Opportunities and Constraints in History Teacher Education (Lancaster, SCHTE). Naylor, Y. (2003) Spreading the Pollen of Peace: Sustainable Reconciliation and Peacebuilding in Northern Ireland’s Schools (Dublin, Ireland: Irish School of Ecumenics) Pettigrew, T.F.(1997) Generalised Intergroup Contact Effects on Prejudice Personality and Social Psychology Bulletin, 23,pp.173-185. Richardson, N. (1997) What’s Right About Education For Mutual Understanding…and what can we do to make it better? (Paper presented at the ENCORE Conference in Stranmillis University College, Belfast). Robson, B., Bradford, M & Dean, I.(1994). Relative Deprivation in Northern Ireland. PPRU Occasional Paper 28, (Belfast, PPRU) Rudduck, J. Chaplain, K & Wallace, G.(1996) School Improvement: What Can Pupils Tell Us? (London, David Fulton Publishers) Sachs, J.(2003) The Activist Teaching Profession (Buckingham, Open University Press) Salomon, G. (2002) The Nature of Peace Education: Not All Programs Are Created Equal, in: G. Salomon & B. Nevo. Peace Education: The Concepts, Principles and Practices Around the World (London, Lawrence Erlbaum Associates) Schon, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action (New York, Basic Books) 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). Smith, A. & Robinson (1996) Education for Mutual Understanding: The Initial Statutory Years (Coleraine, Centre for the Study of Conflict) Smith, R. A. L. (2001a) Schools as Institutions for Peace in Northern Ireland: Pupils’, Parents’ and Teachers’ Perspectives on the Community Relations Dimension (An Institutional Study submitted as part of the requirements for the Doctor in Education Programme at the Institute of Education, University of London) Smith, R. A.L. (2001b). Professional Educational Psychology and Community Relations Education in Northern Ireland, Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 18(4), pp. 275-295. 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 of Education programme (EdD), University of London, Institute of Education, January, 2003). Smith, R.A.L. (in progress) Teacher as Performing Functionary, or Professional who Makes a Difference? policy scholarship applied to the Northern Irish model of teacher competence (UNESCO Centre, School of Education, University of Ulster, Coleraine, Northern Ireland) Smith, R.A.L.& Neill, J. (forthcoming) Developing Frameworks for School Self –Evaluation: With Reference to Improving School Effectiveness for Peace in Northern Ireland, Journal of Peacebuilding and Development, 2(1). Steinhouse, L (1970) The Humanities Project: An Introduction (London, Heinemann Educational Books). Stradling, R. Noctor, N. & Baines B.(1984)Teaching Controversial Issues (London, Edward Arnold) Turner, J. (1999) Social Identity and the Concept of Prejudice (Paper presented at the British Psychological Society (BPS) Annual Conference, Waterfront Hall, Belfast) Usher, R. & Edwards (1994) Postmodernism and Education (London, Routledge) Whitty, G. (2003) Making Sense of Educational Policy (London, Paul Chapman) Vaughan, S., Schumm, J. S. & Sinagub, J.(1996). Focus Group Interviews in Education and Psychology (London, Sage Publications). Watkins, C. (1999a). Personal - Social Education: Beyond the National Curriculum, British Journal of Guidance and Counselling, 27,(1) pp. 71-73. Watkins, C. (1999b) The Case for Restructuring the UK Secondary School, Pastoral Care in Education, 17(4) pp. 3-10. Watkins, C (2000) Under what conditions might performance management lead to professional learning? (Paper presented at the Management Development Centre Annual Conference, University of London). Watkins, C. (2001) Developing a Language for Talking about Learning: Towards a Narrative View (Paper presented at the ESRC Meta Seminar, Institute of Education, University of London) Watkins, C (2004) Classrooms as Learning Communities (NSIN Research Matters No 24, Institute of Education, University of London). Watkins, C., Carnell, E., Lodge, C & Whalley, C. (1996) Effective Learning (The School Improvement Network Bulletin No 5, Institute of Education University of London). Yates, P. (2002) Education for Peace (Paper presented at the Ninth Annual Conference on Education, Spirituality and the Whole Child, 20-22nd June, 2002. University of Surrey, Roehampton).

PY - 2006

Y1 - 2006

N2 - An impressive evidence- base concerning teacher professionalism allied to community relations education in Northern Ireland (N. Ireland) has been derived from research conducted at the UNESCO Centre, School of Education, University of Ulster. Reflective learning by the authors on three recent projects allowed them to construct a professional profile setting out what one might expect to see and hear in classrooms that foster effective community relations education. A brief description of the background research and the derived professional profile (the CR-Profile) are included here. Our research speaks to the need for a more critical school pedagogy alongside changes in the professional development of teachers. We argue that professional development, at all levels, needs to be a transformative project underpinned by critical reflective practice. Against a backdrop of slow progress towards a more peaceful and plural society in Northern Ireland and the continuing need for education to play its part in developing a new peace culture, this paper appears very timely.

AB - An impressive evidence- base concerning teacher professionalism allied to community relations education in Northern Ireland (N. Ireland) has been derived from research conducted at the UNESCO Centre, School of Education, University of Ulster. Reflective learning by the authors on three recent projects allowed them to construct a professional profile setting out what one might expect to see and hear in classrooms that foster effective community relations education. A brief description of the background research and the derived professional profile (the CR-Profile) are included here. Our research speaks to the need for a more critical school pedagogy alongside changes in the professional development of teachers. We argue that professional development, at all levels, needs to be a transformative project underpinned by critical reflective practice. Against a backdrop of slow progress towards a more peaceful and plural society in Northern Ireland and the continuing need for education to play its part in developing a new peace culture, this paper appears very timely.

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