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In:Language and Social Interaction at Home and School:
Edited by Letizia Caronia
[Dialogue Studies 32] 2021
► pp. 295–316

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Chapter 8
Building bridges

Dialogue and interaction between teachers from divided communities involved in a shared education project

 | Queen’s University of Belfast
 | Queen’s University of Belfast
Published online: 13 October 2021
DOI logo with link
https://doi.org/10.1075/ds.32.08hug
Abstract
This chapter examines group talk between Catholic and Protestant teachers in Northern Ireland as they discuss their collaboration on a Shared Education project. Shared Education is an initiative which offers opportunities for teachers and pupils from different communities to engage with each other and to promote positive and harmonious group interaction across the divided society in Northern Ireland. The chapter discusses the historical, social and geopolitical context in which teachers represent themselves and how this informs their views on the role of (cross-cultural) educational initiatives.Using discourse analysis, we illustrate how the teachers’ dialogue evidences both a struggle with competing and contested cultural positions and world views. We discuss how an exposition of teacher dialogue can be used as a tool of reflection in consideration of how to progress shared education.
Article outline
  • 1.Introduction
  • 2.Background to shared education
  • 3.Research evidence on shared education
  • 4.Methodology
  • 5.Analysis
    • 5.1Context of the schools
    • 5.2Identity and intergroup relations in northern ireland
    • 5.3 Culture of avoidance
    • 5.4Reflections on the rationale for shared education
  • Notes
  • References
References (33)
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Cited by (1)

Cited by one other publication

Muszkat-Barkan, Michal
2022. “Side by Side”: Nurturing Local Intercultural Competence in a Professional Development Program for Palestinian and Jewish Teachers. Teachers College Record: The Voice of Scholarship in Education 124:2 ► pp. 170 ff. DOI logo

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