An exploration of the evolution of children's cultural identity in a post conflict society

This study seeks to understand the socio-ecological factors that influence how a child in a post-conflict society builds their sense of cultural identity. Using Bronfenbrenner’s Ecological Systems Theory (1979) (EST), this includes viewing the child through a variety of lenses, such as their immediate family, their school, class teacher, local community and socio-economic deprivation. Previous research (Connolly et al., 2002 and Taylor et al., 2021) explores preferences for symbols and emblems, whilst this study explores how this sense of cultural identity may have changed for children in Northern Ireland (NI) in today’s context. The change in demography, specifically the growing influx of families from ethnic minorities in NI and increasing cultural diversity across the province may have some impact on children from more traditional cultures; this study seeks to understand if this affects a child’s sense of identity at all and if so, in what ways.

Additionally, this study seeks to understand the place social cohesion and peacebuilding currently has in the Northern Ireland Curriculum Primary (CCEA, 2007) for children, how it is implemented in the classroom and across the whole school. The research questions if the current curriculum for peace building is fit for purpose and how teacher bias/background influences this, if at all.

The study interviews parents, teachers and children across school management type and areas of differing socio-economic deprivation. Free School Meal Entitlement (FSME) and the Multiple Deprivation Measure (MDM) (NISRA, 2017) define deprivation. Schools with more than 60% FSME and in the lowest quartile of MDM are considered high deprivation. Schools with less than 40% FSME and in the highest quartile of MDM are considered low deprivation. Capacity building sessions are implemented with children over three weeks before completing a focus group on who they are, their cultural identity and what that means to them. These sessions focus on identity, culture and community.

Currently, data has been collected in seven primary schools; two maintained, three controlled, one integrated and one Irish medium unit. Four schools are in urban areas of socio-economic deprivation and have a high FSME. Three are located in more affluent, suburban areas and have a lower FSME. 10 teachers, 9 parents and 48 children have been interviewed thus far. The capacity building sessions are recorded and are used as data in the form of field notes. Thematic analysis (Braun & Clarke, 2006) will be employed to analyse the data.

Preliminary findings suggest that young children (age 7) find identity difficult to conceptualise whilst older children (age 11) have a sense of cultural identity but may or may not connect this with flags or symbols depending on school type and local community. Older children from areas of deprivation seem to have preferences for specific flags and symbols; some children display explicit negative reactions to flags from the ‘other’ community. Links between faith and culture are not obvious, however, the children appreciate the space to discuss these concepts as they don’t feel this is readily available at school. Parents seem to avoid talking about cultural identity with their children and would prefer not to influence this aspect of their identity. Teachers feel that although Personal Development and Mutual Understanding (PDMU) (CCEA, 2007) is necessary and usually has a place in the class timetable, it is the first area of learning to be dropped if there are other priorities. Teachers prefer to focus on conflict resolution more generally and can find it difficult to be impartial when exploring sensitive issues.

When complete, this study seeks to present to policy makers and curriculum creators the potential need to revise the current statutory guidelines for PDMU in NI (CCEA, 2007). The implications of this study may also reflect the need for more readily available training for both qualified and student teachers entering into the profession on creating space in their timetable to facilitate discussion on identity, culture and community. Children have the capacity to contribute to these 'difficult' and 'sensitive' conversations as demonstrated in this study and programmes facilitated by other regional charities. Further funding should be made available to consider how the quantitative evidence has changed since the original 'Too Young to Notice?' report (Connolly et al., 2002) along with a larger scale qualitative study.