Teaching on the Other Side: how identity affects the capacity for agency of teachers who have crossed the community divide in the Northern Ireland educational system

2021 ◽  
pp. 1-18
Author(s):  
Matthew Milliken ◽  
Jessica Bates ◽  
Alan Smith
Keyword(s):  
Northern Ireland ◽  
Educational System ◽  
The Other

Empire Loyalism and Nationalism in Ukraine and Ireland

2020 ◽  
Vol 53 (3) ◽  
pp. 88-106
Author(s):  
Taras Kuzio
Keyword(s):  
Soviet Union ◽  
Northern Ireland ◽  
Comparative Study ◽  
The Other ◽  
History And Memory ◽  
Memory Politics ◽  
Irish History ◽  
British Rule ◽  
Five Factors ◽  
Post Colonialism

This is the first comparative article to investigate commonalities in Ukrainian and Irish history, identity, and politics. The article analyzes the broader Ukrainian and Irish experience with Russia/Soviet Union in the first and Britain in the second instance, as well as the regional similarities in conflicts in the Donbas region of Eastern Ukraine and the six of the nine counties of Ulster that are Northern Ireland. The similarity in the Ukrainian and Irish experiences of treatment under Russian/Soviet and British rule is starker when we take into account the large differences in the sizes of their territories, populations, and economies. The five factors that are used for this comparative study include post-colonialism and the “Other,” religion, history and memory politics, language and identities, and attitudes toward Europe.

I. The Northern Ireland Peace Agreement, Minority Rights and Self-Determination

1998 ◽  
Vol 47 (4) ◽  
pp. 943-950 ◽  
Author(s):  
Colin Warbrick ◽  
Dominic McGoldrick ◽  
Geoff Gilbert
Keyword(s):  
Northern Ireland ◽  
Minority Groups ◽  
Religious Affiliation ◽  
Holistic Approach ◽  
Minority Rights ◽  
The Other ◽  
Self Determination ◽  
Peace Agreement ◽  
The Troubles ◽  
The Right

The Northern Ireland Peace Agreement1 was concluded following multi-party negotiations on Good Friday, 10 April 1998. It received 71 per cent approval in Northern Ireland and 95 per cent approval in the Republic of Ireland in the subsequent referenda held on Friday 22 May, the day after Ascension. To some, it must have seemed that the timing was singularly appropriate following 30 years of “The Troubles”, which were perceived as being between a “Catholic minority” and a “Protestant majority”. While there are some minority groups identified by their religious affiliation that do require rights relating only to their religion, such as the right to worship in community,2 to practise and profess their religion,3 to legal recognition as a church,4 to hold property5 and to determine its own membership,6 some minority groups identified by their religious affiliation are properly national or ethnic minorities–religion is merely one factor which distinguishes them from the other groups, including the majority, in the population. One example of the latter situation is to be seen in (Northern) Ireland where there is, in fact, untypically, a double minority: the Catholic-nationalist community is a minority in Northern Ireland, but the Protestant-unionist population is a minority in the island of Ireland as a whole.7 The territory of Northern Ireland is geographically separate from the rest of the United Kingdom. The recent peace agreement addresses a whole range of issues for Northern Ireland, but included are, on the one hand, rights for the populations based on their religious affiliation, their culture and their language and, on the other, rights with respect to their political participation up to the point of external self-determination. It is a holistic approach. Like any good minority rights agreement,8 it deals with both standards and their implementation and, like any good minority rights agreement, it is not a minority rights agreement but, rather, a peace settlement.

PREVALENCE OF HOMOCYSTINURIA AMONG THE MENTALLY RETARDED: EVALUATION OF A SPECIFIC SCREENING TEST

PEDIATRICS ◽  
1967 ◽  
Vol 40 (4) ◽  
pp. 586-589
Author(s):  
George Link Spaeth ◽  
G. Winston Barber
Keyword(s):  
United States ◽  
Mental Retardation ◽  
Northern Ireland ◽  
Screening Test ◽  
Mentally Retarded ◽  
The United States ◽  
The Other ◽  
Other Hand

The prevalence of homocystinuria in patients with mental retardation institutionalized in the United States is about 0.02%; this is lower than a previous estimation from Northern Ireland (0.3%). On the other hand, about 5% of patients with dislocated lenses may be expected to have the disease. A silver-nitroprusside test which is almost completely specific for homocystine has been evaluated. It should be useful for screening.

UK-wide health policy under the Coalition

2016 ◽  
Author(s):  
David Hughes
Keyword(s):  
Health Policy ◽  
Northern Ireland ◽  
Health Services ◽  
Policy Making ◽  
Social Care ◽  
The Other ◽  
Executive Orders ◽  
Health Reforms ◽  
Policy Responses ◽  
Health And Social Care

A volume on health reforms under the Coalition must necessarily expand its focus beyond Westminster to consider the larger UK policy context. Legislation enacted in 1998 established devolved assemblies in Scotland, Wales and Northern Ireland with power to make law or issue executive orders in certain specified areas, including health services. This meant that an English NHS overseen by the Westminster Parliament now existed alongside separate NHS systems accountable to devolved governments in the other UK countries. Thus, the major Coalition health reforms heralded by the Health and Social Care Act 2012 applied in the main to England only. However, devolved administrations needed to formulate appropriate policy responses that either maintained differences or moved closer to the English policies. This chapter describes the divergent approaches between the four UK NHS systems, but also sheds light on the nature of coalition policy making.

scholarly journals CAMBIO DE LAS CONCEPCIONES DEL FUTURO PROFESORADO DE PRIMARIA ACERCA DE LAS IDEAS DE LOS ALUMNOS

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Isabel Escrivà-Colomar
Keyword(s):  
Preservice Teachers ◽  
Educational System ◽  
Training Programs ◽  
The Other ◽  
Inquiry Based Learning ◽  
The World ◽  
Curricular Elements ◽  
Futuros Maestros ◽  
Level Of Agreement ◽  
Teacher Centered

Resumen:La formación del profesorado es un elemento clave en la mejora de cualquier sistema educativo y, consecuentemente, analizar qué aprenden los futuros maestros y maestras al trabajar propuestas educativas específicas es sumamente importante para ajustar programas formativos ya existentes y/o crear nuevos más adaptados. Por ello, en esta investigación tratamos de indagar qué aprende el futuro profesorado de 2º curso del Grado de Maestro de primaria acerca de las ideas de los alumnos sobre el mundo, y lo hacemos a través de los resultados obtenidos en un cuestionario tipo Likert implementado al iniciar y al acabar una propuesta formativa de corte socioconstructivista, diseñada específicamente para trabajar los distintos elemento curriculares a través de problemas prácticos profesionales y prácticas innovadoras. Los resultados indican que el profesorado en formación empieza el curso manifestando acuerdo hacia concepciones de las ideas de los alumnos sobre el mundo propias de un modelo de aprendizaje por investigación, pero en cambio mantiene ciertas dudas en cuanto al rechazo de proposiciones menos constructivistas, como las propias de un modelo centrado en el profesor; sin embargo al acabar el curso aparecen cambios que muestran como el grado de acuerdo con modelos alternativos sigue aumentando, mientras que el grado de desacuerdo con modelos centrados en el profesor también aumenta, despareciendo algunas de las dudas que presentaban al principio. Abstract:Teacher training is a key element for improving any educational system. Therefore, analyzing what future teachers learn when participating in specific educational proposals is extremely important in order to adjust existing training programs and/or create new more adapted ones.In this study we try to investigate which conceptions preservice teachers have regarding students' ideas about the world through the results of a Likert questionnaire. This was implemented at the beginning and at the end of a socioconstructivist training proposal and was designed specifically to learn about different curricular elements through practical professional problems and innovative practices. Our results indicate that, at the beginning of the course, preservice teachers agree with those conceptions of misconceptions that are close to an inquiry based learning model, however they don’t reject absolutely less constructivist propositions that are close to a teacher-centered model. On the other side, at the end of the course these conceptions change; we have found an increase in the level of agreement with alternative models, while the level of disagreement with a teacher-centered model keep declining, vanishing some of the doubts preservice teachers had at the beginning of the course.

scholarly journals Exploiting the Irish Border to Estimate Minimum Wage Impacts in Northern Ireland

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Duncan McVicar ◽  
Andrew Park ◽  
Seamus McGuinness
Keyword(s):  
Northern Ireland ◽  
Minimum Wage ◽  
Research Design ◽  
The Other ◽  
Living Wage ◽  
Employment Rate ◽  
Small Decrease ◽  
Difference In Differences ◽  
Hours Worked ◽  
The Uk

AbstractThis paper examines the impacts of the introduction of the UK National Minimum Wage (NMW) in 1999 and the introduction of the UK National Living Wage (NLW) in 2016 in Northern Ireland (NI) on employment and hours. NI is the only part of the UK with a land border where the NMW and NLW cover those working on one side of the border but not those working on the other side of the border (i.e., Republic of Ireland). This discontinuity in minimum wage coverage enables a research design that estimates the impacts of the NMW and NLW on employment and hours worked using difference-in-differences estimation. We find a small decrease in the employment rate of 22–59/64-year-olds in NI, of up to 2% points, in the year following the introduction of the NMW, but no impact on hours worked. We find no clear evidence that the introduction of the NLW impacted either employment or hours worked in NI.

Commemorating bonds of Union: remembering the Ulster Special Constabulary at the National Memorial Arboretum

2016 ◽  
Author(s):  
L. J. Armstrong
Keyword(s):  
Northern Ireland ◽  
Active Role ◽  
The Other ◽  
Remote Site ◽  
Northern Irish ◽  
Local Service ◽  
The Troubles ◽  
Grant Scheme

In 2006, two acts of commemoration took place to the memory of the Ulster Special Constabulary (USC). One was staged in a public site of national commemoration at the National Memorial Arboretum (NMA) in Lichfield, Staffordshire and the other was a very local service in the remote site of Mullaghfad Church, Co.Fermanagh, Northern Ireland. Both of these events were state-funded under the terms of the ‘Victims and Survivors Befriending Grant Scheme’, but engaged in very different modes of remembrance. This chapter focuses on the USC memorial at the NMA as a strategic site of memory for the Ulster unionist community. Drawing upon interviews with members of the Ulster Special Constabulary Association (USCA) present at the commemoration, it explores the active role Britain plays as a physical and symbolic site of ‘respite’ for Ulster unionists. In contrast to the private, divisive nature of memorials to the USC in Northern Ireland, the NMA site enables the USCA to locate its role in the Troubles in terms of British heroism and sacrifice, alongside memorials to other UK police units. The chapter suggests that historians should look more closely at the active role Britain plays in commemorating the Northern Irish Troubles.

Globalization and its Challenges for Teacher Education in Nigeria

2014 ◽  
pp. 229-236
Author(s):  
A. O. K. Noah ◽  
Adesoji A. Oni ◽  
Simeon A. Dosunmu
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Developed Countries ◽  
Global Market ◽  
The Other ◽  
Other Hand ◽  
Catch Up ◽  
The Developed Countries

The phenomenon of globalization is defined variously, but in general, it is defined as the establishment of a global market for goods and capital, leading to what could be described as a multiplicity of linkages and interconnections between places, events, ideas, issues, and things, irrespective of whether they are directly related or not. Globalization on the other hand cannot be a reality in any nation if its educational system is not implicitly or explicitly geared towards achieving meaningful and desirable change for that society. However, since education and indeed the (educator) teacher constitute the most viable instruments by which an emerging nation can catch up with the developed countries, globalization will therefore be a mirage if teacher education is not geared towards producing teachers who are globalization friendly, teachers who are not allergic to globalization. In view of the above, this chapter examines the concept of globalization side by side with the current goals of teacher education in Nigeria.

Identity on Parade in Northern Ireland

2019 ◽  
pp. 24-50
Author(s):  
Jonathan S. Blake
Keyword(s):  
Northern Ireland ◽  
Political Context ◽  
The Other ◽  
Good Friday ◽  
The Past ◽  
Marching Bands ◽  
Belfast Agreement ◽  
Political Conditions ◽  
Orange Order

This chapter introduces the history and political context of loyalist parades in Northern Ireland. It traces how parades have changed over the past two centuries in response to shifting political conditions. The chapter then shows how parades influence and are influenced by politics in the post–Good Friday/Belfast Agreement era. In the discussion of contemporary parading, the chapter presents data on the number of parades, paraders, and spectators, which demonstrate the prominence of the movement in Protestant society. It also describes the major parading organizations, including the Orange Order, the other loyal orders, and marching bands, and explains the main sources of disputes between Protestants and Catholics over parades.

scholarly journals A3 Learning System: Advanced Active and Autonomous Learning System

2016 ◽  
Vol 6 (2) ◽  
pp. 52 ◽  
Author(s):  
Akiko Takahashi ◽  
Yasuhiro Kashiwaba ◽  
Toshiaki Okumura ◽  
Toshihiko Ando ◽  
Kuniaki Yajima ◽  
...  
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Software Design ◽  
Educational System ◽  
Mastery Learning ◽  
Progress Report ◽  
Learning System ◽  
The Other ◽  
Generic Skill ◽  
Information And Communication

This paper proposes the Advanced-Active-Autonomous (A3) Learning System, which is an educational system based on the use of information and communication technology. The A3 Learning System is a combination of Active Learning (AL), Project/Problem-Based Learning (PBL) and Mastery Learning (ML). We report some uses of the A3 system and implemented AL and ML in foundational learning in the software/hardware information fields. Additionally, we implemented PBL in software design. We implemented two methods; one involves individual students and the other involves a group. Furthermore, to evaluate the benefits of the A3 Learning System, the Progress Report on Generic Skill (PROG) test was carried out; the results of the test are discussed here.

Sign in / Sign up

Export Citation Format

Share Document