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Abstract
The paper presents a critical evaluation of the Literature of the Troubles Project which was aimed at using literature in an educational context to help cement the process of peace and reconciliation between Northern Ireland’s divided communities. The Project, funded by the Esmée Fairbairn Foundation, ran from September 2007 to August 2009. Its aspiration was that, using a dialogical model of education, it would facilitate Key Stage four pupils to engage in verbal and written explorations of carefully selected Troubles literature; these explorations, it was hoped, would enhance the pupils’ aesthetic and imaginative responses to the literature and also their oral and written skills while, at the same time, enabling them to reflect on, and perhaps modify, their often conflicted allegiances and identities. Against the background of an evaluation of the literary-critical and socio-educational contexts, the paper provides both an account of the Project’s organisation and a detailed Methodology section, before providing also a critical evaluation of the findings and outcomes. This latter evaluation is partly based on the responses to a questionnaire given to participating teachers, but mainly on an analysis of pupils’ responses in semi-structured focus group interviews and on an analysis of their written responses to the literature itself. The evaluation focuses not only on the pupils’ enhanced literary-critical and creative skills but, most importantly, on their ability to use their responses as a catalyst for enhanced awareness and understanding of the codes, customs and identities of ‘the other side’. The concluding observations are again situated in the context of previous, relevant, socio-educational research and previous, related, curricular initiatives and include a consideration of the implications of the Project for peace and reconciliation in Northern Ireland and, perhaps, further afield.