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Abstract
The separate and parallel systems of schooling in Northern Ireland that largely reflect Protestant/Catholic divisions have been much criticised on the grounds that they have failed to promote social cohesion. These divisions are also evident in teacher education provision and attempts to offset the negative effects of this separation have made only a limited impact. By means of a brief survey of the relationship between two de facto religiously separated teacher education institutions, from the early twentieth century to the present day, this article considers the issues for teacher educators and argues that separateness at this level has been disadvantageous in relation to the challenges of preparing student teachers to work in a diverse, plural society.
Notes
1. It should be noted, however, that Protestant church representatives are now in a minority within the Boards of Governors of Controlled Schools. Byrne and McKeown (Citation1998, 330ff) have drawn attention to the concerns of leaders in the Protestant denominations about their relative lack of influence in the controlled school sector as compared with that of the Catholic Church in the maintained schools.
2. Stranmillis also provides for a small number of postgraduate (PGCE) students, currently for graduates in early childhood studies and psychology, and these courses are significantly ‘mixed’, as are the students on the two non‐teaching‐related courses provided by the University College.
3. Much more recently (2005), the request of the Protestant Churches to have reserved places as of right on the newly reconstituted Stranmillis University College Governing Body has been rejected by government.
4. Adapted from a paper given at a seminar organised by the Standing Conference on the Education and Training of Teachers (SCETT) on 22 February 2006.