Contact as a policy mechanism for promoting better relations in integrated schools in Northern Ireland and bilingual/bi‐national schools in Israel

Authors: Hughes, Joanne¹; Donnelly, Caitlin²

Source: Journal of Peace Education, Volume 3, Number 1, March 2006 , pp. 79-97(19)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

Policy initiatives in inter-group education evolved in Northern Ireland and Israel at around the same time. In each jurisdiction, the emphasis is on improving relations between protagonist groups in ethnically divided societies. Central to this objective and at the core of integrated education (Northern Ireland) and bilingual/bi-national education (Israel) is sustained contact in a shared learning environment. Based on qualitative research in four schools, this paper examines the nature of the contact experience in two integrated schools in Northern Ireland and two bilingual/bi-national schools in Israel. Through comparative analysis, and with reference to contact theory, it illuminates some of the contextual and process variables that seemingly mediate the quality and moderate the effectiveness of contact in each school setting.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/17400200500532177

Affiliations: 1: University of Ulster at Jordanstown, UK 2: Queen's University of Belfast, UK

Publication date: 2006-03-01