Sharing Classes between Separate Schools: A Mechanism for Improving Inter-Group Relations in Northern Ireland?

Autor/inn/en	Hughes, Joanne; Lolliot, Simon; Hewstone, Miles; Schmid, Katharina; Carlisle, Karen
Titel	Sharing Classes between Separate Schools: A Mechanism for Improving Inter-Group Relations in Northern Ireland?
Quelle	In: Policy Futures in Education, 10 (2012) 5, S.528-539 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2012.10.5.528
Schlagwörter	Foreign Countries; Protestants; Intergroup Relations; History; Conflict; Catholics; School Segregation; Religious Factors; Program Descriptions; Statistical Analysis; Trust (Psychology); Friendship; Peace; Interpersonal Relationship; Social Integration; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Protestantism; Protestantismus; Intergruppenbeziehungen; Geschichte; Geschichtsdarstellung; Konflikt; Katholik; Statistische Analyse; Freundschaft; Frieden; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Integration
Abstract	One manifestation of division and the history of conflict in Northern Ireland is the parallel education system that exists for Protestants and Catholics. Although recent decades have seen some advances in the promotion of integrated education, around 95% of children continue to attend schools separated on ethno-religious lines. In 2007 a programme for sharing education was established. Underpinned by intergroup contact theory, and reflecting educational priorities shared by all school sectors, the programme seeks to offer children from different denominational schools an opportunity to engage with each other on a sustained basis. In this article the authors adopt a quantitative approach to examining the impact of participation in the Sharing Education Programme on a range of outcomes (out-group attitudes, positive action tendencies and out-group trust) via, first, intergroup contact (cross-group friendships) and, second, intergroup anxiety. Their findings confirm the value of contact as a mechanism for promoting more harmonious relationships, and affirm the Sharing Education Programme as an initiative that can help promote social cohesion in a society that remains deeply divided. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10