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Shared Education Initiatives in N orthern I reland: A Model for Effective Intergroup Contact in Divided Jurisdictions
Author(s) -
Blaylock Danielle,
Hughes Joanne
Publication year - 2013
Publication title -
studies in ethnicity and nationalism
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.204
H-Index - 8
eISSN - 1754-9469
pISSN - 1473-8481
DOI - 10.1111/sena.12044
Subject(s) - appeal , ideology , faith , democracy , ethnic group , value (mathematics) , sociology , northern ireland , political science , public relations , gender studies , law , politics , philosophy , ethnology , theology , machine learning , computer science
As Northern Ireland transitions from violence to sustainable peace, one area in particular that remains deeply divided is the parallel education system that operates for C atholic and P rotestant pupils. Working within the existing system of separate education, and underpinned by contact theory, the S haring E ducation P rogramme ( SEP ) was launched in 2007 to deliver shared classes for pupils from the different sectors. While SEP is a relatively new initiative, evidence suggests that the programme positively impacts intergroup attitudes and behaviours of participants, and contrary to existing polemic that denounces the separate faith schools as a site for reconciliation in divided societies, the effectiveness of the programme suggests that separate education can be harnessed to promote more positive intergroup relations. Indeed, we argue that the value of the shared education approach lies in the fact that it can balance the aspirations of those who advocate separate education as a fundamental right in liberal democratic societies, and those who see integrated or common education as the only solution to ethnic/racial divisions. This ideological bridging enhances the appeal of the shared education model in other similarly divided jurisdictions – a point taken up in the discussion.