Matthew Milliken

Bio: Matthew Milliken is an academic researcher from Ulster University. The author has contributed to research in topics: Cultural diversity & Agency (sociology). The author has an hindex of 2, co-authored 4 publications receiving 23 citations.

Education policies and teacher deployment in Northern Ireland: ethnic separation, cultural encapsulation and community cross-over

Abstract: Education is a key mechanism for the restoration of inter-community relations in post-conflict societies. The Northern Ireland school system remains divided along sectarian lines. Much research has...

Teaching across the divide: perceived barriers to the movement of teachers across the traditional sectors in northern ireland

Abstract: The community separation of the school system in Northern Ireland limits opportunities for daily cross-community interaction between young people. The deployment pattern of teachers is largely cons...

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

Abstract: 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 ...

The post conflict generation in Northern Ireland: Citizenship education, political literacy and the question of sovereignty

Abstract: Twenty years ago, Northern Ireland’s previously prominent presence in the headlines of the yellow press dwindled to virtual non-existence. As the region’s three-decade long conflict went into abeyance and the daily death tally dropped, the vagaries of the region’s little-understood, political tensions were assigned to little-read columns hidden deep inside broadsheets. Brexit has, however, re-exposed the deep scars and political acrimony that still blight Northern Ireland. Northern Irish schools have seen the introduction of series of educational initiatives aimed at ameliorating enduring inter-community hostility, including the creation of a model of citizenship education designed to enhance pupils’ political understanding and literacy. Drawing on recent survey data on the attitudes and perspectives of 16-year-olds, this paper explores how citizenship is being delivered in schools in Northern Ireland and exposes young people’s level of engagement with current political issues, including the possibility of a united Ireland. Although results are largely in line with expectations, there are some indications that this generation may not be simply marching in step with the same drumbeat that has been followed by generations of their forebearers.

Constructing Grounded Theory: A Practical Guide through Qualitative Analysis

Abstract: การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน

Narrative Methods for the Human Sciences

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Teaching across the divide: perceived barriers to the movement of teachers across the traditional sectors in northern ireland

Abstract: The community separation of the school system in Northern Ireland limits opportunities for daily cross-community interaction between young people. The deployment pattern of teachers is largely cons...

Lessons learned from 10 Years of citizenship education in Northern Ireland: A critical analysis of curriculum change

Abstract: Curriculum change is an intricate, lengthy process, requiring commitment, co-operation and compromise amongst the agencies and stakeholders involved; its development is more complex in divided societies, particularly when the subject content is open to contention. The addition of Local and Global Citizenship to the Northern Ireland curriculum in 2007 was intended to prepare students for life in a post-conflict and increasingly diverse society, and the precariousness of current events locally and globally have reinforced its relevance. Yet, the initial curricular aspirations underpinning citizenship education have been largely unfulfilled and its diminished status within the education system reflects the divergences that beset its development and implementation. This paper employs Fullan’s change model of implementation to critically reflect on the interplay of factors that informed and influenced the design and introduction of the Local and Global Citizenship curriculum in Northern Ireland. Using Fullan’s framework as an analytic tool, interviews with key stakeholders directly involved in curriculum reform at the time illustrate how the complexity of change motivated and undermined in equal measure. Whilst the paper assesses the implications of a dislocated citizenship curriculum and identifies lessons learned for Northern Ireland, the findings have wide-ranging relevance for education systems generally.

Managerialism and human rights in a post-conflict society: challenges for educational leaders in Northern Ireland

Abstract: International human rights instruments provide a legal basis for an agreed set of human values globally. These ‘values’ are expected to underpin the purposes and content of education. This paper ai...