In Western Europe, "diversity and equality are valued as core-elements of the European collective identity" (Centre for Research in Ethnic Relations, [CRER], 2002). Respect for diversity is normally interpreted as according equal respect to the beliefs and values of different cultures. Tensions have arisen however between the diversity agenda and another cherished ideal, social inclusion. The social inclusion agenda places an emphasis on what is common or shared between these various cultures. An important ingredient in the social inclusion agenda is the idea of an entitlement to a common curriculum which includes citizenship education. Citizenship education therefore is increasingly seen as a means of reconciling the tensions between the ideals of diversity and inclusion. This paper explores some of the issues arising from these conflicting expectations of citizenship education with particular reference to Northern Ireland. The paper will argue that there are lessons to be learned by other European countries from the Northern Ireland experience. In some countries such as France, a common curriculum is clearly seen as a means of initiating children into a common culture and national identity (Osler and Starkey, 2001). In England, the Crick Report (1998) places rather less emphasis on national identity. In Northern Ireland, the idea of a common curriculum reinforcing a common identity is much more problematic. Not only are their sectarian divisions but the different cultures have conflicting political aspirations, disagreeing fundamentally about the right of the state to exist at all. Policy makers need to consider the extent to which schools are, or can become, inclusive institutions, providing models of tolerant, pluralist, democratic practices. The structure and organization of schooling in Northern Ireland mirrors the cultural, religious and political divisions in society at large. The school system is perceived by many as reinforcing rather than healing divisions. If schools are to be genuinely inclusive institutions, then integrated education seems to be one possible option. Some research, for example Weinreich (1989) suggests that integrated education has an effect on pupils' perception of their social identity. But extending Integrated education conflicts with the right of parents to choose an appropriate education for their children and has been strongly resisted by the Catholic church. A recent proposal contained in the Burns Report (2001) offered another alternative route. Burns envisaged creating a system of collegiates throughout Northern Ireland. Each collegiate would contain about six or seven schools representative of different management systems, Catholic maintained, integrated, Irish medium and state controlled (mainly Protestant) schools. Each school would retain its independence but work in partnership with other schools in the collegiate. In the words of the Burns Report, the introduction of such a system would facilitate "educational provision that is inclusive, that respects and caters for, and is enriched through, cultural diversity" (Burns Report, 2001, p.144). In the specific context of citizenship education, such a system would provide opportunities for inter-communal contact and dialogue which the present system of post- primary education doesn't easily facilitate. If working effectively, the collegiate system could provide a model of democracy in action. Reference Centre for Research in Ethnic Relations [CRER], (2002) Citizenship and Discrimination in Europe http://www.warwick.ac.uk/fac/soc/CRER_RC/events/cde.html Osler, A. & Starkey, H. (2001) Citizenship Education and National Identities in France and England: inclusive or exclusive? Oxford Review of Education, 27(2), pp. 287- 305. Post-Primary Review Body (2001), Education in the 21st Century, Belfast: CCEA (also known as the Burns Report). Qualifications and Curriculum Authority (QCA), (1998), Education for Citizenship and the Teaching of Democracy in Schools, London: QCA (also known as the Crick Report). Weinreich in Liebkind K. (1989), New Identities in Europe, Aldershot: Gower.