Schools for Justice, Schools for Hate: The Role of Education in Social Conflict

Author(s): Tony Gallagher
Document Type: Booklet
Year: 1999
Publisher: British Psychological Society (NI)
Place of Publication: Belfast
Subject Area(s): Education, NI Conflict, Culture/Identity
Client Group(s) : Children, Young People

Abbreviations: NI - Northern Ireland

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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