Addressing Conflict and Tolerance through the Curriculum

Gallagher, Tony

doi:10.1007/978-94-6300-860-0_9

Cited by 2 publications

(2 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Through analysing these constraints and missed opportunities, we also uncovered a blind spot in the organization and implementation of LGC: because it is a separate subject from history and teachers from a range of disciplinary background teach LGC, teachers can avoid difficult conversations about the violent past and its enduring legacies. To this point, Gallagher (2017) suggests that a prescribed curriculum might relieve this but only if the curriculum engages with difficult issues. The LGC framework calls students to understand conflict, sectarianism, and prejudices, but the focus is on the present and future.…”

Section: Discussionmentioning

confidence: 99%

Teaching for democracy in the absence of transitional justice: the case of Northern Ireland

Worden

Smith

2017

Comparative Education

View full text Add to dashboard Cite

In Northern Ireland, the 1998 Good Friday Agreement ended thirty years of civil conflictknown as 'the Troubles'-by achieving nominal peace between the opposing factions. It did so, however, through a political power-sharing formula that had no provisions for state-sponsored transitional justice mechanisms. We ask to what extent education can promote the goals of transitional justice in the absence of a formal process. Drawing from qualitative data and using a new citizenship education programme in Northern Ireland as our case study, we argue that organizational constraints within the education system limit the potential of the programme. We also identify missed opportunities, such as the de-emphasis on the importance of teaching political literacy. Our findings have implications for other societies undergoing transition from violent conflict by highlighting the potential opportunities for citizenship education to aid in transitional justice efforts.

show abstract

Section: Discussionmentioning

confidence: 99%

Teaching for democracy in the absence of transitional justice: the case of Northern Ireland

Worden

Smith

2017

Comparative Education

View full text Add to dashboard Cite

show abstract

“…The curriculum was reviewed again in the early 2000s, leading to the implementation of the Northern Ireland Revised Curriculum in 2007. Gallagher (2017) argued that overall the new curriculum was intended to be less prescriptive and offered teachers more autonomy over their subjects. As for how this impacted on history, according to Terra (2014) much of the prescribed historical content and specific unit requirements were removed.…”

Section: Revised Curriculum To the Presentmentioning

confidence: 99%