Integrated Education, Intergroup Relations, and Political Identities in Northern Ireland

Hayes, Bernadette C.; McAllister, Ian; Dowds, Lizanne

doi:10.1525/sp.2007.54.4.454

Cited by 79 publications

(59 citation statements)

References 33 publications

(34 reference statements)

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“…In line with the findings of Hayes et al (2007), Table 5 shows that adults who were in mixed-religion partnerships were more likely than those who were not to reject traditional identities and political allegiances. Significantly more of the former (17%) than the latter (6%) said they support the Alliance party which is regarded as a moderate 'middle of the road' political party rather than what are traditionally perceived to be more polarised Catholic (e.g.…”

Section: Party Support and Identitysupporting

confidence: 77%

“…They were also much more likely than their counterparts who live in same religion partnerships to say they were neither Nationalist nor Unionist (59% and 27% respectively; χ 2 =340.22, df=2, p<0.001). This is a major difference and one which has also been reported by researchers examining, retrospectively with adults in Northern Ireland, the association between attendance at a mixed school and party support and national identity (Hayes et al 2007). The findings from both these studies merit further exploration in future research.…”

Section: Party Support and Identitymentioning

confidence: 65%

“…Another factor is whether respondents had attended mixed or segregated schools in Northern Ireland. Using a similar methodology to the one adopted for this paper, Hayes et al (2007) reported that adults who had attended formally integrated or mixed-religion schools in Northern Ireland appeared to have less sectarian views in terms of their attitudes towards the 'other' community than those who attended schools with pupils only of the same religion as themselves. They were also more likely to reject traditional identities (Nationalist and Unionist) and political allegiances (Nationalist and Unionist parties) than those who had attended a segregated one.…”

Section: Insert Table 2 About Here Employmentmentioning

confidence: 89%

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Intimate mixing – bridging the gap? Catholic-Protestant relationships in Northern Ireland

Robinson

2011

Ethnic and Racial Studies

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Section: Party Support and Identitysupporting

confidence: 77%

Section: Party Support and Identitymentioning

confidence: 65%

Section: Insert Table 2 About Here Employmentmentioning

confidence: 89%

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Intimate mixing – bridging the gap? Catholic-Protestant relationships in Northern Ireland

Robinson

2011

Ethnic and Racial Studies

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“…Some research seemingly confirms this possibility. Hayes et al (2007) for example showed that adults who had experienced an integrated education were choosing the identity category of 'Northern Irish' to define themselves, thus representing a possible mutation of traditional identity classifications. The question of identity construction and maintenance in different school settings is at the heart of this paper.…”

Section: Schools and Identity In Northern Irelandmentioning

confidence: 99%

Interpretations of national identity in post-conflict Northern Ireland: a comparison of different school settings

Furey

Donnelly

Hughes

et al. 2016

Research Papers in Education

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It is generally accepted that education has a significant role to play in any society transitioning from conflict to a more peaceful dispensation. Indeed, some have argued that the education system potentially represents the single most effective agent of social change with the capacity to bridge ethnic division in conflict affected countries. Despite the potential, educational policy makers grapple with the dilemma as to precisely how school systems can best facilitate this agenda. This paper thus attempts to shed light upon the dilemma by exploring pupil identity and associated intergroup attitudes across various school types in Northern Ireland. Five schools were selected for the study with each one representing a particular sector within the Northern Irish education system (maintained grammar, maintained secondary, controlled grammar, controlled secondary, integrated). This led to a total sample size of 265 pupils. The main findings show that children across separate Catholic, separate Protestant, and mixed Catholic and Protestant educational contexts construct and interpret identity differently. At the same time, our data suggests that no one school setting has supremacy in promoting social cohesion. The implications of these findings are discussed.

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“…Contacts characterized by equality in status, common goals, cooperation and support from institutions shown to be especially effective. However, as Yahya et al (2012), among others, have noted, while several studies emphasize the positive bene ts of integrated schooling, particularly in promoting cross-community friendships, others are more ambiguous, suggesting that it has little or no impact in terms of promoting shared cultural outlooks (Hayes, et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

Monitoring the effects of an education for peace program: An Israeli perspective

Arnon

Galily²

2014

Human Affairs

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Abstract:The aim of the current study was to monitor the changes that individual participants experienced as a result of taking part in a peace education program. The findings of prior analyses led to the understanding that participating in a peace program does not always ensure positive changes and may even cause a regression in attitudes. The present study was conducted in two stages. In the first stage, the researchers learned about the processes that participants underwent during a peace education program and accordingly, a reinforcement program to restore/rehabilitate any negative attitudes was formed. In the second stage, the effectiveness over time of this reinforcement program was evaluated. The study's findings show that engaging in reflection about the workshop content, especially when it is oriented towards positive thinking, is effective in reinforcing attitudes among participants who underwent a positive change in attitudes, and at the same time helps to rehabilitate attitudes among those participants who underwent a negative change. It is recommended that future peace education programs include at least three parts: preliminary preparation, the program itself, and follow-up/reinforcement activity after completion of the program.

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Integrated Education, Intergroup Relations, and Political Identities in Northern Ireland

Cited by 79 publications

References 33 publications

Intimate mixing – bridging the gap? Catholic-Protestant relationships in Northern Ireland

Intimate mixing – bridging the gap? Catholic-Protestant relationships in Northern Ireland

Interpretations of national identity in post-conflict Northern Ireland: a comparison of different school settings

Monitoring the effects of an education for peace program: An Israeli perspective

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