scholarly journals Shared education as a contact-based intervention to improve intergroup relations among adolescents in postconflict Northern Ireland.

2021 ◽  
Author(s):  
Nils Karl Reimer ◽  
Joanne Hughes ◽  
Danielle Blaylock ◽  
Caitlin Donnelly ◽  
Ralf Wölfer ◽  
...  
Keyword(s):  
Northern Ireland ◽  
Intergroup Relations

scholarly journals Shared Education as a Contact-Based Intervention to Improve Intergroup Relations Among Adolescents in Post-Conflict Northern Ireland

2021 ◽  
Author(s):  
Nils Karl Reimer ◽  
Joanne Hughes ◽  
Danielle Blaylock ◽  
Caitlin Donnelly ◽  
Ralf Wölfer ◽  
...  
Keyword(s):  
Northern Ireland ◽  
Intergroup Relations ◽  
Large Scale ◽  
Developmental Trajectories ◽  
Intergroup Contact ◽  
Past Research ◽  
Medium Size ◽  
School Students ◽  
Positive Effects ◽  
Post Conflict

Past research has shown that intergroup contact can be a promising intervention to improve intergroup relations and that contact-based interventions might be most effective during adolescence. In post-conflict Northern Ireland, widespread residential segregation and a largely separate school system limit opportunities for intergroup contact between adolescents from the Catholic and Protestant communities. We evaluated whether a large-scale intervention to facilitate intergroup contact between students attending separate schools (the ‘Shared Education’ program) improves a range of outcomes relevant for intergroup relations in Northern Ireland. We conducted a five-wave longitudinal, quasi-experimental study that followed a large sample of school students (*N* = 5,159, *M* = 12.4, age range: 10–14 years; 2,988 girls, 2,044 boys) from 56 predominantly Catholic or Protestant schools from sixth to tenth grade. We compared the developmental trajectories of students who, in ninth (14–15 years) and tenth (15–16 years) grade, shared some classes with students from the other community, as part of the program, to students who did not. We found that participating in shared classes had a medium-size, positive effect on the amount of intergroup contact students had outside of class, and small, positive effects on students’ outgroup attitudes, outgroup trust, and intergroup empathy (but not on their intergroup empathy, future contact intentions, deprovincialization, or multicultural beliefs). Our findings show that a school-based program of shared education can provide a viable and effective intervention to facilitate intergroup contact, improve intergroup relations, and foster social integration among adolescents at a large scale in a post-conflict society.

scholarly journals Integrated Education, Intergroup Relations, and Political Identities in Northern Ireland

2007 ◽  
Vol 54 (4) ◽  
pp. 454-482 ◽  
Author(s):  
Bernadette C. Hayes ◽  
Ian McAllister ◽  
Lizanne Dowds
Keyword(s):  
Northern Ireland ◽  
Intergroup Relations ◽  
Integrated Education ◽  
Political Identities

scholarly journals Integrated schools and intergroup relations in Northern Ireland: the importance of parents

2016 ◽  
Vol 58 (4) ◽  
pp. 442-456
Author(s):  
Caitlin Donnelly ◽  
Andrea Furey ◽  
Joanne Hughes
Keyword(s):  
Northern Ireland ◽  
Intergroup Relations ◽  
Integrated Schools

scholarly journals Improving intergroup relations between Catholics and Protestants in Northern Ireland via E-contact

2018 ◽  
Vol 49 (2) ◽  
pp. 429-438 ◽  
Author(s):  
Fiona A. White ◽  
Rhiannon N. Turner ◽  
Stefano Verrelli ◽  
Lauren J. Harvey ◽  
Jeffrey R. Hanna
Keyword(s):  
Northern Ireland ◽  
Intergroup Relations

Collective Memory and the Legacy of the Troubles

2020 ◽  
pp. 56-74 ◽  
Author(s):  
Neil Ferguson ◽  
Donna Halliday
Keyword(s):  
Northern Ireland ◽  
Collective Memory ◽  
Intergroup Relations ◽  
Family Members ◽  
Physical Identity ◽  
Collective Memories ◽  
The Troubles ◽  
Identity Markers ◽  
Community Projects

This chapter discusses the transmission of collective memories of victimization in Northern Ireland to generations that did not experience the violence personally. Victim narratives are transmitted not only by family members, but also through physical identity markers in the community such as murals, memorials, graffiti, painted curbstones, flags, and parades. Through this transmission, the youth perceive a duty to remember and feel that it is now their turn to fight. The chapter discusses the role of collective memories and the more personal postmemories in contributing to a violent relapse of the conflict when new grievances trigger these memories and mobilize support for violence. However, violence is not the inevitable response to transmitted memories of collective victimization, and the chapter discusses how commemorations and community projects can challenge the transmitted collective memories, acknowledge less widely shared collective memories, and contribute to positive intergroup relations between former adversaries.

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