Claire McGlynn
Biographic Data
| ID | 6154706 |
|---|---|
| NAME | Claire McGlynn |
| GIVEN NAMES | Claire |
| FAMILY NAME | McGlynn |
| SIGNATURE | MCGLYNN C |
| AFFILIATIONS | Queen's University Belfast |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 81 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 2 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 4 |
Integrated Education in Conflicted Societies
Leadership for inclusion
Inclusion is increasingly understood as an educational reform that responds to the diversity of all learners, challenging the marginalisation, exclusion and underachievement which may result from all forms of 'difference'. Leadership for inclusion is conceptualised here as driving a constant struggle to create shared meanings of inclusion and to build collaborative practice, an effort that needs to be rooted in critical practice lest it risks rep…
Discomforting pedagogies
This article examines the potential and limitations of pedagogy of discomfort in a classroom of 10‐ and 11‐year‐old students of an integrated school in Northern Ireland. At the centre of the analysis are the students’ and the teacher's emotional experiences and the resulting consequences when a discomforting pedagogical activity (an adaptation of the classic ‘Blue‐Eyed, Brown‐Eyed’ exercise) is implemented to teach students about social injustice…
Negotiating Difference in Post-conflict Northern Ireland
In this article, the author critically examines a variety of approaches to multicultural education noted in integrated (mixed Catholic and Protestant) schools in Northern Ireland and considers their implications in the context of the wider debate around multiculturalism. She argues that educators should challenge sectarianism, but should also resist the essentialization of group identities
Peace Education in Conflict and Post-Conflict Societies
This collection of peace education efforts in conflict and post-conflict societies brings together an international group of scholars to offer the very latest theoretical and pedagogical developments
Journeys of Interaction
This article compares experiences of shared schooling in societies with 2 distinctive traits: first, a history of intercommunity conflict and isolation; and second, a segregated school system. Drawing on Parekh's (2006) Parekh, B. 2006. Rethinking multiculturalism: Cultural diversity and political theory, 2nd, New York: Palgrave Macmillan. [Crossref] , [Google Scholar] reconceptualisation of multiculturalism, this article analyses issues arising …
Integrating education
This paper explores the concept of good practice in integrating education in divided societies. Using Northern Ireland as a case study, the paper draws on data from eight schools (both integrated Catholic and Protestant, and separate) that are identified as exemplifying good practice in response to cultural diversity. Analysis is provided through the lens of Bhikhu Parekh’s reconceptualization of multiculturalism from 2006 Parekh, B. 2006. Rethin…
Leading integrated schools
This article is concerned with the sustained peace education initiative of integrated schooling and in particular with leadership responses to cultural diversity. Using a case study group of principals of integrated (mixed Catholic, Protestant and other) schools in Northern Ireland, the author explores how principals perceive and lead their visions of integrated education. A combined framework of multicultural and school leadership theory is empl…
New peace, new teachers
The management of pupil difference in Catholic‐Protestant and Palestinian‐Jewish integrated education in Northern Ireland and Israel
This paper considers issues related to integration in education, specifically those related to the integration of ethnic/religious populations in conflict. The case study we will use is the educating together of Catholic and Protestant children and Palestinian and Jewish children in two troubled societies, Northern Ireland and Israel, where children are normally kept segregated within the education system. Using a multi‐theoretical approach the p…
Moving out of conflict
As the integrated education movement in Northern Ireland passes its twenty‐first anniversary, it is pertinent to explore the legacy of mixed Catholic and Protestant schooling. This paper summarises the findings of different studies regarding the impact of integrated education in Northern Ireland on social identity, intergroup attitudes and forgiveness and reconciliation. The research is discussed in relation to its implications for the theory and…
Moving barriers
This study considers the effectiveness of initial teacher education in one university college in Northern Ireland in preparing students for teaching in an increasingly diverse society and promoting a culture of tolerance. A cohort of 168 students in their final year were surveyed and this was followed by three focus group interviews. The findings showed that the student population came from a largely similar sociocultural background, with little …
Moving out of conflict
As the integrated education movement in Northern Ireland passes its twenty‐first anniversary, it is pertinent to explore the legacy of mixed Catholic and Protestant schooling. This paper summarises the findings of different studies regarding the impact of integrated education in Northern Ireland on social identity, intergroup attitudes and forgiveness and reconciliation. The research is discussed in relation to its implications for the theory and…
Discomforting pedagogies
This article examines the potential and limitations of pedagogy of discomfort in a classroom of 10‐ and 11‐year‐old students of an integrated school in Northern Ireland. At the centre of the analysis are the students’ and the teacher's emotional experiences and the resulting consequences when a discomforting pedagogical activity (an adaptation of the classic ‘Blue‐Eyed, Brown‐Eyed’ exercise) is implemented to teach students about social injustice…
The management of pupil difference in Catholic‐Protestant and Palestinian‐Jewish integrated education in Northern Ireland and Israel
This paper considers issues related to integration in education, specifically those related to the integration of ethnic/religious populations in conflict. The case study we will use is the educating together of Catholic and Protestant children and Palestinian and Jewish children in two troubled societies, Northern Ireland and Israel, where children are normally kept segregated within the education system. Using a multi‐theoretical approach the p…
Leading integrated schools
This article is concerned with the sustained peace education initiative of integrated schooling and in particular with leadership responses to cultural diversity. Using a case study group of principals of integrated (mixed Catholic, Protestant and other) schools in Northern Ireland, the author explores how principals perceive and lead their visions of integrated education. A combined framework of multicultural and school leadership theory is empl…
Moving barriers
This study considers the effectiveness of initial teacher education in one university college in Northern Ireland in preparing students for teaching in an increasingly diverse society and promoting a culture of tolerance. A cohort of 168 students in their final year were surveyed and this was followed by three focus group interviews. The findings showed that the student population came from a largely similar sociocultural background, with little …
Negotiating Difference in Post-conflict Northern Ireland
In this article, the author critically examines a variety of approaches to multicultural education noted in integrated (mixed Catholic and Protestant) schools in Northern Ireland and considers their implications in the context of the wider debate around multiculturalism. She argues that educators should challenge sectarianism, but should also resist the essentialization of group identities
New peace, new teachers
Leadership for inclusion
Inclusion is increasingly understood as an educational reform that responds to the diversity of all learners, challenging the marginalisation, exclusion and underachievement which may result from all forms of 'difference'. Leadership for inclusion is conceptualised here as driving a constant struggle to create shared meanings of inclusion and to build collaborative practice, an effort that needs to be rooted in critical practice lest it risks rep…
Journeys of Interaction
This article compares experiences of shared schooling in societies with 2 distinctive traits: first, a history of intercommunity conflict and isolation; and second, a segregated school system. Drawing on Parekh's (2006) Parekh, B. 2006. Rethinking multiculturalism: Cultural diversity and political theory, 2nd, New York: Palgrave Macmillan. [Crossref] , [Google Scholar] reconceptualisation of multiculturalism, this article analyses issues arising …
Moving out of conflict
As the integrated education movement in Northern Ireland passes its twenty‐first anniversary, it is pertinent to explore the legacy of mixed Catholic and Protestant schooling. This paper summarises the findings of different studies regarding the impact of integrated education in Northern Ireland on social identity, intergroup attitudes and forgiveness and reconciliation. The research is discussed in relation to its implications for the theory and…
Moving barriers
This study considers the effectiveness of initial teacher education in one university college in Northern Ireland in preparing students for teaching in an increasingly diverse society and promoting a culture of tolerance. A cohort of 168 students in their final year were surveyed and this was followed by three focus group interviews. The findings showed that the student population came from a largely similar sociocultural background, with little …
The management of pupil difference in Catholic‐Protestant and Palestinian‐Jewish integrated education in Northern Ireland and Israel
This paper considers issues related to integration in education, specifically those related to the integration of ethnic/religious populations in conflict. The case study we will use is the educating together of Catholic and Protestant children and Palestinian and Jewish children in two troubled societies, Northern Ireland and Israel, where children are normally kept segregated within the education system. Using a multi‐theoretical approach the p…
Leading integrated schools
This article is concerned with the sustained peace education initiative of integrated schooling and in particular with leadership responses to cultural diversity. Using a case study group of principals of integrated (mixed Catholic, Protestant and other) schools in Northern Ireland, the author explores how principals perceive and lead their visions of integrated education. A combined framework of multicultural and school leadership theory is empl…
New peace, new teachers
Peace Education in Conflict and Post-Conflict Societies
This collection of peace education efforts in conflict and post-conflict societies brings together an international group of scholars to offer the very latest theoretical and pedagogical developments
Journeys of Interaction
This article compares experiences of shared schooling in societies with 2 distinctive traits: first, a history of intercommunity conflict and isolation; and second, a segregated school system. Drawing on Parekh's (2006) Parekh, B. 2006. Rethinking multiculturalism: Cultural diversity and political theory, 2nd, New York: Palgrave Macmillan. [Crossref] , [Google Scholar] reconceptualisation of multiculturalism, this article analyses issues arising …
Integrating education
This paper explores the concept of good practice in integrating education in divided societies. Using Northern Ireland as a case study, the paper draws on data from eight schools (both integrated Catholic and Protestant, and separate) that are identified as exemplifying good practice in response to cultural diversity. Analysis is provided through the lens of Bhikhu Parekh’s reconceptualization of multiculturalism from 2006 Parekh, B. 2006. Rethin…
Negotiating Difference in Post-conflict Northern Ireland
In this article, the author critically examines a variety of approaches to multicultural education noted in integrated (mixed Catholic and Protestant) schools in Northern Ireland and considers their implications in the context of the wider debate around multiculturalism. She argues that educators should challenge sectarianism, but should also resist the essentialization of group identities
Discomforting pedagogies
This article examines the potential and limitations of pedagogy of discomfort in a classroom of 10‐ and 11‐year‐old students of an integrated school in Northern Ireland. At the centre of the analysis are the students’ and the teacher's emotional experiences and the resulting consequences when a discomforting pedagogical activity (an adaptation of the classic ‘Blue‐Eyed, Brown‐Eyed’ exercise) is implemented to teach students about social injustice…
Integrated Education in Conflicted Societies
Leadership for inclusion
Inclusion is increasingly understood as an educational reform that responds to the diversity of all learners, challenging the marginalisation, exclusion and underachievement which may result from all forms of 'difference'. Leadership for inclusion is conceptualised here as driving a constant struggle to create shared meanings of inclusion and to build collaborative practice, an effort that needs to be rooted in critical practice lest it risks rep…
Sociology (12 works) · Political science (11 works) · Pedagogy (10 works) · Religious Education and Schools (8 works) · Law (7 works) · Social science (7 works) · Law (6 works) · Multiculturalism (6 works) · Diversity (politics (5 works) · Gender Studies (5 works)