Sharing education in divided societies: Transferring the learning from Northern Ireland to Macedonia

Author(s):

Joanne Hughes(presenting / submitting)Ruth Leitch(presenting)

Conference:

ECER 2012

Network:

20. Research in Innovative Intercultural Learning Environments

Format:

Paper

Session Information

20 SES 04, Crossing Borders - International Collaborations

Parallel Paper Session

Time:

2012-09-19

09:00-10:30

Room:

ESI 3 - Aula 1

Chair:

Maria-Àngels Subirats

Contribution

Recent ethnic and racial disturbances in Britain, and more serious inter-ethnic conflicts in other parts of the world, have been reflected in more fragmented education systems (the former Yugoslavian states offer a good example). The challenge for Governments and educators is how to maximize the potential that schools can provide for enhancing inter-group relations, whilst at the same time, protecting the rights of minority groups to have their children educated within a particular faith or ideological tradition (Flint, 2009). In this paper we examine the transferability of a programme for Sharing Education that has been established in Northern Ireland to promote more harmonious relations between Protestant and Catholic pupils attending schools that are separated on ethno-religious lines. Drawing on contact theory, which proposes positive affective intergroup experience and protecting identity distinctiveness in intergroup encounters as important mediators in ameliorating prejudice (Brown & Hewstone, 2005; Pettigrew & Tropp, 2008), and based on our experience of working to develop and implement a similar programme in the Republic of Macedonia, we argue that the defining characteristics of the Sharing Education Programme (offering pupils from different school types an opportunity for sustained contact; the prioritisation of educational (rather than reconciliation) outcomes; and the maintenance of identity salience during the contact process) are aspects of the Programme that enhance its transfer potential. We also reflect on contextual factors in both jurisdictions that are likely to mediate the potential for effectiveness.

Method

The methods employed to examine the Sharing Education programme in Northern Ireland were both qualitative and quantitative and included a large scale survey that compared responses of pupils participating in the Sharing Education Programme with those of a matched peer group of non-participating pupils. In addition, a series of qualitative case studies were undertaken using interview and observation methods to examine some of the contextual factors that might influence contact outcomes. Based on the findings of this research, and learning gained from the implementation of the Sharing Education Programme in Northern Ireland, we have been involved in a process of applied knowledge transfer, wherein we are assisting the Ministry of Education in Macedonia to implement a similar Programme for Sharing Education. Engagement in this process allows us to reflect on the policy transferability of a contact intervention that was developed in the Northern Ireland context in response to division between Protestants and Catholics, to the Macedonian context where groups are also divided on ethno-religious lines.

Expected Outcomes

We argue that the essential characteristics of the Sharing Education initiative hold appeal in both jurisdictions for similar reasons. Hence, foregrounding educational outcomes, rather than focusing on reconciliation per se, offers an opportunity for schools to work together on educational issues of mutual concern. The value of this approach is underpinned by the reluctance amongst educators in both Macedonia and Northern Ireland to directly address issues relating to inter-group tensions, and by the limited effectiveness of previous initiatives that have sought to promote reconciliation. Second, no attempt is made to subjugate identities in the Programme; quite the reverse is true. In both societies, where the separate education system is a visible representation of the culture and identity of distinctive ethno-religious groups, and where separate education is linked to equality and rights issues, an initiative that operates within the separate rubric, without seeking structural change is appealing. In addition to outlining the features of the Programme that are likely to mediate its effectiveness, we examine the local level contingencies that may present implementation hurdles.

References

Allport, G. W. (1954). The nature of prejudice. Reading, MA: Addison-Wesley. Brown, R. J. & Hewstone, M. (2005). An integrative theory of intergroup contact. In M. Zanna (Ed.), Advances in experimental social psychology (Vol. 37, pp. 255-343). San Diego, CA: Academic Press. Flint, J. (2009). Faith-based schools: institutionalising parallel lives? In A. Dinham, R. Furbey & V. Lowndes (Eds.), Faith in the public realm: Controversies, policies and practices (pp. 163-182). Bristol: Policy Press. Pettigrew, T. F., & Tropp, L.R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90, 751-783. doi: 10.1037/0022-3514.90.5.751 Pettigrew, T. F., & Tropp, L. R. (2008). How does contact reduce prejudice? A meta-analytic test of three mediators. European Journal of Social Psychology, 38, 922-934. doi: 10.1002/ejsp.504

Author Information

Joanne Hughes (presenting / submitting)

University

School of Education

Belfast

Ruth Leitch (presenting)

Queen's University Belfast

Education