'By law, custom or local atmosphere': Exploring institutional support in school-based contact programmes
'By law, custom or local atmosphere': Exploring institutional support in school-based contact programmes
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“根据法律、习俗或当地氛围”：探索校本接触项目中的机构支持
DOI：
10.1002/berj.3612
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发表时间：
2020
影响因子：
2.3
通讯作者：
Loader R
中科院分区：
文献类型：
--
作者：
Loader R
奥尔波特的群际接触理论概述了有效接触的四个条件：接触情境中参与者之间的平等地位、合作、共同目标和机构支持。虽然文献表明，机构支持可能是有效接触的一个特别重要的条件，但其作用和影响仍有待研究，特别是在真实的世界背景下的接触研究中。本文旨在解决这一差距，通过一个以学校为基础的接触倡议在两个国家，北方爱尔兰和北马其顿运作的机构支持的研究。这被称为“共享教育”，促进了校际合作，作为促进来自不同种族或宗教背景的学生之间接触的一种手段。采用定性的方法，并通过与参与四个共享教育项目的工作人员进行访谈收集的数据，本研究探讨了三个方面：共享教育在多大程度上表现出对接触的支持;鼓励或阻碍支持性接触规范的因素;以及学校规范与其他当局，特别是家长和社区规范之间的关系。
Allport’s intergroup contact theory outlines four conditions for effective contact: equal status between participants within the contact situation, cooperation, common goals and institutional support. While the literature indicates that institutional support may be a particularly important condition for effective contact, its role and impact remain under‐researched, particularly in studies of contact within real‐world contexts. This article seeks to address this gap through a study of institutional support within a school‐based contact initiative operating in two countries, Northern Ireland and North Macedonia. Known as ‘shared education’, this promotes inter‐school collaboration as a means of fostering contact between pupils from different ethnic or religious backgrounds. Adopting a qualitative approach and using data collected through interviews with staff involved in four shared education projects, this study explores three aspects: the extent to which shared education demonstrates support for contact; the factors that encourage or impede supportive contact norms; and the relationship between the norms of the school and those of other authorities, particularly parents and the community.