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Abstract
This article aimed to investigate in what ways teachers' developing understandings of citizenship education in a divided society reflect discourses around national citizenship and controversial issues. Based on thematic analysis of semi-structured interviews with 13 post-primary teachers in Northern Ireland undertaking an in-service programme in citizenship, findings indicate that the controversial nature of past conflict maintains its sensitivity in the educational context though other categories of potential exclusion, such as race and sexuality, compete for space in educational discourse and teaching. Few teachers used controversial issues identified as challenging hegemonic beliefs as an opportunity for role modelling citizenship. However, teachers rarely explored the complex interlinkages between traditional and alternative categories of exclusion. It is argued that this may render teachers' understandings of citizenship and societal conflict disconnected, which in turn may hinder the potential for citizenship education to address societal divisions and to promote active peace in the long term.
Acknowledgements
We would like to acknowledge the generous funding for the evaluation received from the Council for Curriculum Examinations and Assessment and the Department of Education in Northern Ireland. We would also like to thank all stakeholders, teachers and pupils who willingly gave up their time to participate in the research and to acknowledge the invaluable help from our research assistants Clare Gibson and Rachel Campbell.