Abstract
Northern Ireland’s integrated schools have attracted wide interest as one model of peace or multicultural education (Dunn and Morgan, 1999; UN CESCR, 2002). There is enough evidence to show that they “work” at least as well as segregated schools. They seem to address a presumed social and psychological reality: that social distance and lack of contact between Catholics and Protestants foster prejudice and misunderstanding, and limit social diversity. Research suggests that carefully managed “contact” between young people can break down barriers to communication, and that integrated education facilitates cross-communal interaction between pupils from different backgrounds (Irwin, 1993; Stringer et al., 2000).
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© 2007 Zvi Bekerman and Claire McGlynn
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Moffat, C. (2007). Learning to Do Integrated Education: “Visible” and “Invisible” Pedagogy in Northern Ireland’s Integrated Schools. In: Bekerman, Z., McGlynn, C. (eds) Addressing Ethnic Conflict through Peace Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230603585_12
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DOI: https://doi.org/10.1057/9780230603585_12
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