Background
to the
Research
- This booklet contains a
presentation given by the author at the 1998 annual conference of
the NI Branch of The British Psychological Society. It examines the
positive and negative ways in which education contributes to social
conflict.
Research
Approach
- The author explores the historical and
contemporary role of education in various countries that have experienced
conflict.
- He examines the education system within
NI, drawing on a variety of sources including his own research.
Main
Findings
- Traditionally the role of mass education
systems is viewed as part of the maintenance of stability and the
reinforcement of unity within the state. However, this overlooks inequalities
in educational practice experienced by minorities.
- Over time, the need for pluralism in education
was recognised in democratic societies, often this occurred only after
pressure for reform from the minorities themselves.
- Current policy and practice demonstrates
a diversity of solutions and highlights the need for measures to be
set within their particular historical and social context. Consensus
seems to be emerging that problems stemming from division can be overcome.
Education in Northern Ireland
- Recent debate with regard to segregated
schools in NI has been based on two main hypotheses. The cultural
hypothesis suggests that segregation enhances community divisions
by introducing pupils to differing (opposing) cultural environments.
The social hypothesis suggests that regardless of what is taught in
schools, segregation initiates pupils into conflict by emphasising
and validating group differences and hostilities.
- Over the years, in relation to segregated
education in NI three overlapping intervention strategies are discernible;
curricular initiatives within segregated schools; programmes that
encouraged contact between Protestant and Catholic schools and the
development of integrated schools to serve both Protestant and Catholic
pupils.
- These initiatives need to be set in the
context of the governments' community relations policy. A policy that
in the early years of the conflict was an important part of the government's
attempt to restore stability, however as paramilitary violence rose
the impetus behind community relations policy dissipated. In the 1980s,
policy was revitalised with the objectives of providing more opportunities
for Catholics and Protestants to meet, to promote greater tolerance
of cultural pluralism and to promote equality of opportunity.
- The equality objective resulted in government
acceptance of the principal of equal funding arrangements for Protestant
and Catholic schools; disparity in previous funding arrangements had
contributed to the pattern of Catholic school leavers tending to have,
on average, lower qualifications than leavers from Protestant schools.
- The legitimisation of separate schools
can be viewed as the recognition of pluralism and the right of minorities
to run their own schools. Various initiatives have sought to ensure
that some of the potential negative aspects of separate schools are
mitigated. More could be done in this area, specifically in relation
to curriculum and citizenship education.
- In the final analysis the successful promotion
of tolerance and fairness within schools relies on a commitment to
these principles from all sections of society.
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