Caitlin Donnelly

In Pursuit of School Ethos

The purpose of this paper is to examine the linkages and relationships between the officially prescribed school ethos and that which emerges from social interaction. Qualitative data drawn from one Grant-Maintained-Integrated and one Catholic primary school in Northern Ireland show how school ethos, defined as the observed practices and interactions of school members, often departs considerably from school ethos defined as those values and beliefs which the school officially supports. On the basis of the data it is argued that much of what we understand of school ethos is superficial and contradictory. With this in mind the paper concludes by presenting a new angle on ethos which, when taken in conjunction with the other perspectives, further enhances our understanding of how schools work.

What price harmony? Teachers’ methods of delivering an ethos of tolerance and respect for diversity in an integrated school in Northern Ireland

The aim of the paper is to explore teachers’ methods of delivering an ethos of tolerance, respect and mutual understanding in one integrated secondary school in Northern Ireland. Drawing on interviews with 18 teachers in the school, it is argued that most teachers make ‘critical choices’ which both reflect and reinforce a ‘culture of avoidance’, whereby politically or religiously contentious issues are avoided rather than explored. Although teachers are well-intentioned in making these choices, it is shown that they have the potential to create the conditions that maintain or even harden psychological boundaries between Catholics and Protestants rather than dilute them.

Community Relations in Northern Ireland: a shift in Attitudes?

Under the terms of the Belfast Agreement (1998), community relations policy and practice have progressed from tackling symptoms of the conflict towards adopting a more holistic approach that aims to also address its root causes. In an effort to gauge the impact of political and policy developments on relations between the Protestant and the Catholic communities, this paper examines longitudinal survey evidence of attitudes towards community relations issues amongst a representative sample of the Northern Ireland population. The data (collected in 1989, 1996 and 1999) reveal a growing disparity between Protestant and Catholic responses over time that reflect a Catholic community growing in confidence and a Protestant community feeling increasingly marginalised by wider political developments. In the final analysis we argue that the increasingly negative Protestant response reflects a perception that the current conflict resolution model promotes a Nationalist/Republican agenda that de-legitimises Unionist concerns and political aspirations.

The integrated school in a conflict society: a comparative analysis of two integrated primary schools in Northern Ireland

The purpose of this paper is to compare the approach to promoting positive relationships between Catholics and Protestants in two types of integrated primary school in Northern Ireland. Drawing on qualitative interviews with teachers, governors and parents in one transforming school and one grant maintained integrated school, i.e. one representative of each of the two types, the paper shows that whilst there are distinctions in the ways that the schools promote their image and ethos, the ‘lived reality’ of the schools, as reported by the research participants, is almost indistinguishable. The paper suggests that both schools tend not to refer to or explore cultural difference and that this tendency to ‘minimise difference’ seems to have the potential to silence school members who do wish to explore their own and other cultures. It is argued that such practices are likely to impede rather than facilitate the progress of good inter‐community relations.

Is the Policy Sufficient? An Exploration of Integrated Education in Northern Ireland and Bilingual/Binational Education in Israel

For the past few decades contact interventions have played an important role in efforts to manage conflict and promote better relations between Protestants and Catholics in Northern Ireland (Shared Future Document, 2003) and Arabs and Jews in Israel (Bar-Tal, 2000). The target for many such initiatives has been children and young people. Reflecting on this and in parallel developments, it is found that both countries have seen the creation of new and innovative approaches to educating, together, children of diverse religious, political, and national backgrounds. In Northern Ireland integrated schools emerged in the 1980s as an alternative to existent segregated schools. At around the same time, bilingual, binational schools were first established in Israel as an experiment in Arab/Jewish coeducation. In both contexts the schools reflect an ideological commitment to a more peaceful society and are based on the theoretical premises of the contact hypothesis (Allport, 1954). Based on qualitative research in four schools, this chapter examines the nature of the contact experience in two integrated schools in Northern Ireland and two bilingual/binational schools in Israel. Through comparative analysis, it illuminates some of the contextual and process variables that seemingly mediate the quality and moderate the effectiveness of contact in each school setting. The final section highlights some issues that may be of relevance to policymakers and practitioners.

School Ethos and Governor Relationships

This paper argues that an understanding of ethos is essential for appreciating the process of policy implementation in schools. Whilst educational literature consistently refers to the importance of ethos as a means of understanding the distinctive nature of schools, there is little exploration of school ethos as an effective mediator of policy. Drawing on qualitative data collected in three primary schools it will be demonstrated how ethos can act as a bridge or a barrier to the successful construction of the model of collaborative relationships between school governors and heads, as set out by the education reform legislation of the late 1980s.

Devolution, Social Policy and Education: Some Observations from Northern Ireland

Many commentaries on social policy in the UK assume that policy as developed in England applies to the constituent countries of Wales, Scotland and Northern Ireland. However, the advent of political devolution in the last five years is slowly being reflected in the literature. This paper takes education policy in Northern Ireland and discusses recent policy developments in the light of the 1998 Belfast Agreement. The Agreement, it is suggested, is providing a framework which promotes equality, human rights and inclusion in policy making. Some early indications of this are discussed and some of the resultant policy dilemmas are assessed. The paper concludes that accounts of policy development in the UK, which ignore the multi-level policy-making contexts created by devolution, do a disservice to the subject.

ATTITUDES TO COMMUNITY RELATIONS IN NORTHERN IRELAND: SIGNS OF OPTIMISM IN THE POST CEASE-FIRE PERIOD?

This article uses attitudinal data to explore Catholic and Protestant perspectives on community relations and equality since the paramilitary cease fires in 1994. Although attitudes tend to fluctuate with the ‘headline grabbing’ events of the day, the article argues that there are signs that some fundamental changes have taken place in the post cease fire period. Of particular importance in this regard is the positive response recorded by the Catholic community towards government measures to tackle disadvantage and inequality. Equally significant is the protestant response to many of these measures which is often one of ambivalence rather than derision. In so far as the data appear to challenge the ‘zero-sum’ game that traditionally underpins relations between the two communities in Northern Ireland, they provide some grounds for optimism. Yet such optimism is tempered somewhat by the seeds of discontent which are manifest within the protestant community, particularly around issues of equality in employment and cultural traditions. Despite the more positive assessment of community relations and equality in 2002, it is argued that further monitoring will be required to determine the long-term effects of policy reform on relationships between the two communities.

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

Abstract 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 suggest that no one school setting has supremacy in promoting social cohesion. The implications of these findings are discussed.

Defending Identity and Ethos: an analysis of teacher perceptions of school collaboration in Northern Ireland

The purpose of this article is to examine the process of collaborative working between teachers located in separate faith-based schools in Northern Ireland. Drawing on theories of intergroup relations, and with reference to in-depth interviews with teachers in post-primary schools, the article shows that despite earlier research which identified a reluctance amongst teachers in the different sectors to work together, most Catholic and Protestant teachers are motivated to collaborate to develop a more broadly based curriculum for pupils. However, it has also been shown that teachers tend to studiously avoid discussing their differences in mixed-faith contexts, and it is argued that this may have the potential to constrain collaborative relations. It is concluded that without strategic direction from policy makers to assist teachers in negotiating and exploring their differences it will be difficult to build the trust which is likely to sustain collaborative relations.