Conflict, Contact, and Education in Northern Ireland
Dados Bibliográficos
| ID | 4255358 |
|---|---|
| Autores | Ulrike Niens (University of Ulster), Ed Cairns |
| Ano | 2005 |
| Volume | 44 |
| Fascículo | 4 |
| Páginas | 337-344 |
| Data de publicação | 2005-10-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Theory Into Practice (JOURNAL) |
| Identificadores do periódico | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15430421tip4404_7 |
| OpenAlex | W1978725851 |
| Idioma | EN |
| Citações recebidas | 17 |
| Referências citadas | 15 |
This article outlines educational responses to the conflict in Northern Ireland designed to promote intergroup harmony. Current research about the impact of these programs on children and young people is also reviewed to draw conclusions for practitioners in formal and informal educational settings who want to use intergroup contact to implement education for peace in the most effective way. The contact hypothesis has provided the theoretical framework for the majority of educational initiatives in Northern Ireland designed to promote peace, and it is used here to evaluate empirical evidence regarding the impact of such initiatives. In the main this evidence supports the importance of the key conditions for successful outgroup contact as originally proposed by the contact hypothesis. In addition, intergroup anxiety is identified as a factor mediating successful outgroup contact and attention is drawn to the potentially significant role of outgroup contact that is not experienced first hand, but indirectly through reports of relevant others
Anxiety · Contact hypothesis · Empirical evidence · Ethnology · Harmony (color · Northern ireland · Outgroup · Pedagogy · Sociology · Migration, Health and Trauma · Peace and Human Rights Education · Psychology · Social and Intergroup Psychology · Social Psychology
Educating Jewish and Arab children for tolerance and coexistence in a situation of ongoing conflict
Peacebuilding, politicization, and youth work
Integrated and shared education
‘It’s like dominoes’
Ethnicizing Ulster’s Protestants
Does Education Help the Transition out of Power-Sharing in Plural Societies? A Comparative Study
The bilingual school – an educational model for civic equality in a divided society
Living Through It, Living After It
Locating Young Refugees Historically
Are separate schools divisive? A case study from Northern Ireland
On the need to strengthen political-critical thinking in history education
Education in Bosnia-Hercegovina
Educational decentralisation in post-conflict societies
Parental and school effects on children's political attitudes in Northern Ireland
"Teachers as Society-Involved "Organic Intellectuals
Does contact work in protracted asymmetrical conflict? Appraising 20 years of reconciliation-aimed encounters between Israeli Jews and Palestinians
It'd Just Be Banter
The Approach of Government
Effects of Direct and Indirect Cross-Group Friendships on Judgments of Catholics and Protestants in Northern Ireland
Collective Guilt
Teachers' and Ppils' Educational Experiences and School‐Based Responses to the Conflict in Northern Ireland
Does Intergroup Contact Reduce Prejudice? Recent Meta-Analytic Findings
The conflict in Northern Ireland
Moving out of conflict
Children's rights and citizenship
A Fraught Path'-education as a basis for developing improved community relations in Northern Ireland
The extended contact effect
Crossing the Divide
| Obras citantes distintas | 17 |
|---|---|
| Citações por ano | 0,89 |
| Intervalo de citações | 2007 - 2026 (20) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 17 |