Negotiating Difference in Post-conflict Northern Ireland: An Analysis of Approaches to Integrated Education

Abstract

In this article, the author critically examines a variety of approaches to multicultural education noted in integrated (mixed Catholic and Protestant) schools in Northern Ireland and considers their implications in the context of the wider debate around multiculturalism. She argues that educators should challenge sectarianism, but should also resist the essentialization of group identities.

Acknowledgments

This study was made possible by a grant from the International Fund for Ireland. The author wishes to thank the Northern Ireland Council for Integrated Education and all of the participants.