Title of Project :
A comparative study of integration in different school environments
Project Description :
Northern Ireland ’s education system is overtly segregated in structure. Schooling is segregated primarily under denominational lines and secondly by ability and, in many cases by gender. From the earliest days of conflict in Northern Ireland, education has been perceived as a means for contributing to the improvement of “societal harmony” ( Gallagher et al; 2003). Over the past quarter of a century, different approaches have been applied to promote mutual respect and understanding between the two main religio-political communities. Examples include cross-community contact programmes such as Project Delaware, Education for Mutual Understanding (EMU) and Integrated Education. The first two were just that: projects, involving contact and developing friendships, but they were often short-lived and petered out when the children returned to their normal surroundings. It is the third of these: integrated education that is here under investigation.
Integrated primary and post-primary schools educate Catholic and Protestant children together in a nondenominational Christian environment. They do however; often include small numbers of minority religious groups and those of no religion. Integrated schooling involves prolonged exposure to members of the ‘other’ community within a denominationally neutral environment. In this sector there are a number of different types of educational environments with significantly religiously ‘mixed’ enrolments (greater than 10% of the minority group). Planned integrated colleges are schools that were created specifically to meet the desire for an integrated school by the local community. The second group are transformed integrated schools. These schools began life as either a Maintained (Catholic) or Controlled (Protestant) school which for a plethora of reasons ‘converted’ in consultation with parents and the local education authority. The finial group are a relatively small but quietly growing section. Traditionally, it consists of single religious denomination schools (either Maintained or Controlled), which are experiencing a significant enrolment of pupils from the opposite religio-political background.
This research is concerned with how different integrated environments facilitate this merging. The research aims were to identify the characteristics of an integrated approach in these different school environments. It was also desirable to investigate what pedagogical practices are used to address difference in the classroom.
Within these different school settings, a number of different aspects of school life and organisation were explored via non-participant observation, such as school assemblies and symbolism. These factors where chosen as it was proposed that they might alter the environment, promoting or constraining the enactment of integration. The empirical work also involved focus groups with Key Stage 4 pupils in an attempt to access their lived experience of integration. In addition, in-depth teacher interviews were conducted to garner information on how teachers dealt with difference and diversity in integrated classrooms.
This study is one of the first investigations into schools that are not intentionally designed as integrated environments. Lessons drawn from this research and a future more detailed investigation will feed into a review of teacher training in the Province and will have possible implications for the future educational provision for Northern Ireland’s children and the Peace Process itself.
Other Information :
Aideen is currently a PhD research student within the UNESCO Centre in the School of Education. As a former teacher she has a keen interest in all spectrums of educational life and pedagogy, particularly how they impact on the development of both the child and more generally, society.
If you would like to learn more about how we can help further your studies and career opportunities, please contact us.
Name :
Aideen Hunter
E-mail Address :
hunter-a4@ulster.ac.uk
Tel No :
028703 23171
Mode of Study :
Full Time
Expected Completion Date : 10/10/07
Supervisor(s) : Professor Alan Smith, Chair of UNESCO School of Education,
Dr. Lesley Abbott, Research Fellow School of Education
Title of Project : A comparative study of integration in different school environments
Project Description :
Northern Ireland ’s education system is overtly segregated in structure. Schooling is segregated primarily under denominational lines and secondly by ability and, in many cases by gender. From the earliest days of conflict in Northern Ireland, education has been perceived as a means for contributing to the improvement of “societal harmony” ( Gallagher et al; 2003). Over the past quarter of a century, different approaches have been applied to promote mutual respect and understanding between the two main religio-political communities. Examples include cross-community contact programmes such as Project Delaware, Education for Mutual Understanding (EMU) and Integrated Education. The first two were just that: projects, involving contact and developing friendships, but they were often short-lived and petered out when the children returned to their normal surroundings. It is the third of these: integrated education that is here under investigation.
Integrated primary and post-primary schools educate Catholic and Protestant children together in a nondenominational Christian environment. They do however; often include small numbers of minority religious groups and those of no religion. Integrated schooling involves prolonged exposure to members of the ‘other’ community within a denominationally neutral environment. In this sector there are a number of different types of educational environments with significantly religiously ‘mixed’ enrolments (greater than 10% of the minority group). Planned integrated colleges are schools that were created specifically to meet the desire for an integrated school by the local community. The second group are transformed integrated schools. These schools began life as either a Maintained (Catholic) or Controlled (Protestant) school which for a plethora of reasons ‘converted’ in consultation with parents and the local education authority. The finial group are a relatively small but quietly growing section. Traditionally, it consists of single religious denomination schools (either Maintained or Controlled), which are experiencing a significant enrolment of pupils from the opposite religio-political background.
This research is concerned with how different integrated environments facilitate this merging. The research aims were to identify the characteristics of an integrated approach in these different school environments. It was also desirable to investigate what pedagogical practices are used to address difference in the classroom.
Within these different school settings, a number of different aspects of school life and organisation were explored via non-participant observation, such as school assemblies and symbolism. These factors where chosen as it was proposed that they might alter the environment, promoting or constraining the enactment of integration. The empirical work also involved focus groups with Key Stage 4 pupils in an attempt to access their lived experience of integration. In addition, in-depth teacher interviews were conducted to garner information on how teachers dealt with difference and diversity in integrated classrooms.
This study is one of the first investigations into schools that are not intentionally designed as integrated environments. Lessons drawn from this research and a future more detailed investigation will feed into a review of teacher training in the Province and will have possible implications for the future educational provision for Northern Ireland’s children and the Peace Process itself.
Other Information :
Aideen is currently a PhD research student within the UNESCO Centre in the School of Education. As a former teacher she has a keen interest in all spectrums of educational life and pedagogy, particularly how they impact on the development of both the child and more generally, society.
If you would like to learn more about how we can help further your studies and career opportunities, please contact us.