Exploring the lived experiences of history teachers, promoting multiperspectivity in a post-conflict society, within diverse classrooms

Abstract

This study explores the lived experiences of post-primary history teachers in Northern Ireland, in promoting multiperspectivity in a post-conflict society, within diverse classrooms. Utilising Interpretative Phenomenological Analysis (IPA), the research centres teacher voice to examine how personal identity, cultural memory, and systemic constraints shape both professional practice and broader aspirations for societal transformation through education. Drawing from semi-structured interviews with a purposive sample of history teachers, four Group Experiential Themes (GETs) were identified, revealing a dynamic interplay between individual biography, collective narratives, and classroom realities. The four GET’s identified were titled; (1) “We have been warped and shaped” The impact of growing up in a post conflict society on history teachers, (2) “It’s not history, it’s just collective memory” Breaking down systemic barriers perpetuating biased narratives, (3) “We don’t want to go back” Hopes to facilitate societal progression through history education, and (4) “Our world is completely changing” Reflections on the change in diversity of classrooms, and identified needs. Findings demonstrate that teachers’ own formative experiences inform their approach to contested histories. Findings also explored the participants described experience of challenging inherited narratives and fostering acceptance and inclusion, within the constraints of curricula and wider systemic challenges. The study highlights a notable lack of engagement between educational psychology services and subject-specific teachers, despite the latter’s need for support, systemic insight, and training in trauma-informed practices. This research contributes to the limited empirical literature on post conflict history education by providing a nuanced understanding of teacher identity, classroom diversity, and systemic barriers in promoting multiperspectivity. It further positions educational psychologists as key agents in supporting inclusive, emotionally literate, and socially responsive pedagogy. The findings carry significant implications for policy, teacher training, and interdisciplinary collaboration in the wake of the Integrated Education Act (2022), offering a timely and contextually grounded framework for educational reform in Northern Ireland and other post-conflict settings.

Thesis is embargoed until 31 December 2027.

Date of Award	Dec 2025
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	Department of Education Northern Ireland
Supervisor	Aoibhe Kieran (Supervisor) & Jocelyn Dautel (Supervisor)