Contact as a Policy Mechanisim in Integrated schools in Israel and Northern Ireland

J. Hughes, Caitlin Donnelly

    Research output: Contribution to journalArticle

    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/binational
    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.
    Original languageEnglish
    JournalJournal of Peace Education
    Publication statusPublished - 2006

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