Education policies and teacher deployment in Northern Ireland: ethnic separation, cultural encapsulation and community cross-over
TL;DR: In this article, the Northern Ireland school system remains divided along sectarian lines, and education is a key mechanism for the restoration of inter-community relations in post-conflict societies.
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...
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TL;DR: The community separation of the school system in Northern Ireland limits opportunities for daily cross-community interaction between young people as mentioned in this paper, and the deployment pattern of teachers is largely con
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...
10 citations
TL;DR: In this article, the authors employ 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.
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.
9 citations
TL;DR: In this paper, international human rights instruments provide a legal basis for an agreed set of human values globally, and these values are expected to underpin the purposes and content of education, which is the case in many countries.
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...
9 citations
Cites background from "Education policies and teacher depl..."
...…a certificate in Catholic Education and, whilst religious tests are not otherwise applied directly in the recruitment process, it appears that they may be applied indirectly through questions asking how the applicant could contribute to the ‘ethos’ of the school (Milliken, Bates, and Smith 2019)....
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TL;DR: A proliferation of research which explores its efficacy in insti cation education has been a feature of the school curricula in many western democracies since the 1990s as discussed by the authors and there is a proliferation of studies which explore its efficacy.
Abstract: Citizenship education has been a feature of the school curricula in many western democracies since the 1990s. Consequently, there is a proliferation of research which explores its efficacy in insti...
9 citations
TL;DR: In this article, a sound and equitable education provision for conflict-disparity is discussed, and the authors suggest that these divisions can cause, and may be perpetuated by, disunity in educational provision.
Abstract: Divided societies emerging from conflict are found around the globe, and these divisions can cause, and may be perpetuated by, disunity in educational provision. Establishing sound and equitable ed...
8 citations
Cites background from "Education policies and teacher depl..."
...Catholic church schools did not cede control to the state and became Catholic Maintained schools (Milliken et al., 2019)....
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Book•
01 Jan 1999
TL;DR: We Can't Teach What We Don't Know: White Teachers, Multiracial Schools as mentioned in this paper is a powerful revelation of one man's journey from mainstream White values to a multicultural perspective, where Howard's voyage began in the 1960's in the inner city of New Haven, Connecticut, where he worked as a volunteer teacher and mentor for poor, ethnic minority youth.
Abstract: We Can't Teach What We Don't Know: White Teachers, Multiracial Schools, by Gary R. Howard. New York: Teachers College Press, 1999, 160 pp. $20.95, paper. We Can't Teach What We Don't Know: White Teachers, Multiracial Schools is a powerful revelation of one man's journey from mainstream White values to a multicultural perspective. Gary R. Howard's voyage began in the 1960's in the inner city of New Haven, Connecticut, where he worked as a volunteer teacher and mentor for poor, ethnic minority youth. This experience gave him insight into the socioeconomic plight of his students and their families. It was a difficult experience that took him through three stages of development: an adolescence and young adulthood bathed in the ignorance of White dominance belief, to the role of an antiracist evangelist, and finally the executive director of the Reach Program. This program was established in the 1980's to train teachers of all races, particularly White teachers, in the tenets and philosophy of multiculturalism to help them become culturally competent in their work with students of color. The end goal is to create teachers who understand and appreciate the cultures and values of indigenous people and who are purged of racist feelings and values. Thus, the prevailing purpose of the book is to alert educators of the need for multicultural school curriculums in light of the growing numbers of ethnic minority children enrolled in public schools who are taught by White teachers. The scope of the book is broad, personally and theoretically. On a personal level, the author dwells considerably on his journey to a multicultural perspective. It started with what he called a period of encapsulation in which he was totally unaware of this own state of Whiteness. However, meeting a young African American woman allowed him to break the cycle of racial isolation that he had previously experienced. The second predominate view is the author's theoretical explanation of the "dominance paradigm." This paradigm claims the racial superiority of Whites based upon their status as the bearers of "truth and rightness." Hegemonic groups don't see themselves as being influenced by cultural conditioning or membership in a particular group. Moreover, they don't perceive of themselves as having a culture or a perspective. They simply hold the "truth." The dominance paradigm is buttressed by the notion that people of color are invisible and that White skin carries privilege and status. The organization of the book is relatively straightforward. In the opening chapter, the author takes the reader through his personal transformation from what he calls "encapsulation" or blindness with respect to his White status to his current philosophy of multiculturalism. Howard writes about his experiences with poor Black families on "The Hill" and with members of the Black Panthers. He was embraced by these individuals and thus became baptized by the fire which burned away his "wall of encapsulation." He described it as an involvement with real people in a context totally different from his former life in the suburbs. Chapter 2 outlines the author's White dominance theory. This theory allows Whites to place systems of dominance and subordination in an evolutionary context and argue that such group based arrangements are inevitable in human experience. Historically, the dominate group used a number of different methodologies to establish control and dominance. These include disease, warfare, land theft, religion, education, alienation, and alcohol. In the case of disease, the European settlers in America brought diseases which killed many of the Native Americans including the Eastern Algonquin Nation, The Mandan Nation on the banks of the Missouri River, and the Nez Perce people. Violence and warfare were also used to exterminate indigenous people. Additionally, the land of the Native people was illegally appropriated by the European settlers. …
942 citations
Book•
01 Mar 1997
TL;DR: Reconstructing Citizenship Education Teaching Social Studies for Decision Making and Citizen Action Epistemological Issues Ethnicity, Social Science, Research and Education the Persistence of Ethnicity - Research and Teaching Implications Multicultural education and Curriculum Transformation Equity Pedagogy and Multicultural Education Democratic Racial Attitudes Educating Teachers, Leaders and Citizens Teaching Multicultural Literacy to Teachers Goals for the 21st Century as discussed by the authors.
Abstract: Reconstructing Citizenship Education Teaching Social Studies for Decision Making and Citizen Action Epistemological Issues Ethnicity, Social Science, Research and Education the Persistence of Ethnicity - Research and Teaching Implications Multicultural Education and Curriculum Transformation Equity Pedagogy and Multicultural Education Democratic Racial Attitudes Educating Teachers, Leaders and Citizens Teaching Multicultural Literacy to Teachers Goals for the 21st Century.
605 citations
Additional excerpts
...In his writings on multi-cultural teaching, Banks (1997) appropriated the term Cultural Encapsulation from the disciplines of psychology and counselling to describe those individuals who had had limited engagement outside of their own ethnic grouping....
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TL;DR: The authors overviews the evidence in support of using incentives to increase response rates and suggests areas for future research on the effects of differential incentives on response rates, and the general effects of incentives on measures of data quality.
Abstract: To address the issue of survey nonresponse, one critical best practice that has emerged is the increasing use of incentives for participation. Many critical surveys use incentives to reduce refusals to participate, and the effects have been consistently documented to produce an increase in response rates. However, less is known about the effects of incentives on data quality or the long-term effects of using incentives on the public’s willingness to participate in surveys. This chapter overviews the evidence in support of using incentives to increase response rates and suggests areas for future research on the effects of differential incentives on response rates and the general effects of incentives on measures of data quality.
402 citations
"Education policies and teacher depl..." refers methods in this paper
...Thus, to gain insight into the profile of the teachers employed in each of the various sectors, an internet-based survey was developed and structured using Qualtrics software in line with established best practice (Archer, 2008; Lauer et al., 2013; Singer and Ye, 2013; Warren et al., 2014)....
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TL;DR: This paper examined the role of intergroup contact in promoting support for peacebuilding and youth civic engagement in a post-accord generation in Northern Ireland and found that youth who are living with the legacy of protracted intergroup conflict can support and engage in constructive behaviours such as civic engagement.
Abstract: Focusing on the post-accord generation in Northern Ireland, this study aimed to examine the role of intergroup contact in promoting support for peacebuilding and youth civic engagement. The sample comprised 466 youth (aged 14-15; 51% Catholic, 49% Protestant) who were born after the 1998 Good Friday/Belfast Agreement and therefore represent a ‘post-accord’ generation. Recruited through their schools, youth completed scales on intergroup contact (quality and quantity), support for peacebuilding, and civic engagement. Hypotheses were tested using structural equation modelling and bootstrapped mediation in MPlus. Results found that support for peacebuilding partially mediated the association between higher quality and higher quantity contact and greater civic engagement (volunteering and political participation). Findings demonstrate that youth who are living with the legacy of protracted intergroup conflict can support peacebuilding and engage in constructive behaviours such as civic engagement. By recognising the peacebuilding potential of youth, especially in a post-accord generation, the findings may inform how to promote youth civic engagement and social reconstruction after conflict.
40 citations
"Education policies and teacher depl..." refers background in this paper
...Exploring controversial and contentious issues is widely recognised as being important in education for reconciliation (e.g. McKeown and Taylor, 2017) but research with pupil-participants on shared education projects identified that divisive issues are rarely explored (Loader and Hughes, 2017a)....
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