Background
to the Research
- This
report presents the findings of a detailed study of the experiences
and perspectives of children aged 3-11 years old in Belfast. The differing
ways in which the conflict impacts upon their lives and influences
their attitudes and identities are considered. The study aims to inform
future community relations work with children in this age range.
Research
Approach
- The
experiences and perspectives of children living under the shadow of
sectarian tensions (Case study one) are compared with those of children
living relatively free from it (Case study two). The children were
accessed via local primary schools and nurseries in four areas of
Belfast: two that have experienced relatively high levels of violence
and sectarian tensions; and two that have had very little direct experience
of the violence (one predominantly Protestant, the other Catholic
in each case).
- Three
age groups of children were used: 3-4, 7-8 and 10-11 year olds. The
research took place over a 2 year period, in which the children were
observed in class and while playing in the playground over extended
periods. A total of 276 interviews were also conducted with small
friendship groups of children.
Main
Findings
- The
children were found to inhabit very different social worlds, with
the major source of influence on their daily lives being where they
lived and their experience of violence, rather than being Protestant
or Catholic.
- The
social world of Case study one children was found to be/include: neighbourhood-focused;
a relatively deprived working class area; with limited ability or
resources to travel regularly outside the local area; having relatively
high levels of sectarian tensions and sporadic violence; as strongly
reflecting existing tensions and divisions; and many children spending
most of their time playing locally and with a strong sense of attachment
to the local neighbourhood.
- The
social world of case study two children was found to be/to involve:
city-focused, in relatively affluent, middle class areas; a variety
of after-school clubs and activities throughout the city; children
limited to playing in their garden, rather than outside on the streets;
friends living in a variety of locations throughout the city; no direct
experience of the existing violence and sectarian tensions; and children
tend to have no sense of locality or attachment to immediate neighbourhood.
- A small
minority of the case study one 3-4 year olds were beginning to re-enact
violent incidents and events through their play. A large proportion
of these children were able to recognise and demonstrate some awareness
of particular events and symbols associated with their own community.
These children tended to prefer the events associated with their own
community.
- The
play of the case study two 3-4 year olds showed no awareness of the
violence or divisions that exist. The children did tend to recognise
some events and symbols; however they tended to locate these within
a much broader framework and showed little ability to associate these
with local events. There was no tendency, between Protestant and Catholic
children, to prefer the events and symbols traditionally associated
with their own community.
- The
vast majority of Case study one 7-8 year olds were aware of the distinction
between Protestant and Catholic communities, with their already developed
general preference for particular events and symbols now being used
as markers for differences between the two communities. This group
showed strong, negative attitudes and prejudices towards the other
community, and the majority were aware of local paramilitary groups,
with some identifying with them. Little knowledge of broader political
and historical events was shown, with the understanding that did exist
often being partial and contradictory.
- Case
study two 7-8 year olds showed a growing awareness of the violence
but saw it as happening elsewhere, in 'bad' areas. They had very little
understanding of the violence or divisions that exist, believing that
all the violence was the same and caused by 'bad' people. No distinctions
were made between different types of violence or between different
groups of people. They did show growing awareness that some activities
and events they engage in are associated with one community or the
other. Some children begin to regard themselves as belonging to that
community as a consequence. This group showed very little negative
attitudes or prejudices towards the other community.
- The
Case study one 10-11 year olds had broader and more detailed knowledge
about local events, which tended to be interpreted and understood
within their existing frameworks. This was accompanied by increased
awareness of historical and political events associated mainly with
their particular community, greater knowledge of and identification
with local paramilitary groups, and strong negative attitudes and
prejudices towards the other community. However, some more positive
attitudes were developing and a small number of children regarded
the violence and divisions as bad, although they were resigned to
it as natural and inevitable.
- The
Case study two 10-11 year olds showed increasing tendencies to pathologise
certain areas, believing that the people that live there are violent
and bad. Some were developing negative and stereotypical attitudes
towards poor, working class children and communities. A strong sense
of identity was evident, based upon the view that they are different
from and above those involved in violence. All of the children were
aware that they are either Catholic or Protestant, however some saw
this as irrelevant to their lives. While seeing themselves as above
the conflict and tensions, some of these children had developed an
identification with, and allegiance to, a community, although this
tended to reflect a recognition of being different to the other community.
Conclusions
- Rather
than a detailed series of recommendations, broader principles are
derived from the findings and discussed in the conclusions.
- From
the age of three, all children should be encouraged to explore a range
of different cultural practices, events and symbols and to appreciate
and respect diversity and balance.
- From
the beginning of Key Stage Two, children should be introduced to,
and encouraged to, understand some of the key historical, political
and social developments that have occurred in NI.
- From
around the age of seven, targeted conflict resolution work should
be undertaken with children in particular areas. In areas characterised
by significant levels of sectarian tensions and violence, any conflict
resolution strategies need to be part of a broader set of community
relations initiatives within the area.
- While
cross-community contact should form an important element of work with
children, it needs to be carefully planned and organized.
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