Sharing Classes between Separate Schools: A Mechanism for Improving Inter-Group Relations in Northern Ireland?
Sharing Classes between Separate Schools: A Mechanism for Improving Inter-Group Relations in Northern Ireland?
复制标题
不同学校之间共享课程：改善北爱尔兰群体间关系的机制？
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
K. Carlisle
中科院分区：
文献类型：
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作者：
J. Hughes;Simon Lolliot;M. Hewstone;Katharina Schmid;K. Carlisle
北爱尔兰分裂和冲突历史的表现之一是新教徒和天主教徒存在平行的教育体系。尽管近几十年来在促进融合教育方面取得了一些进展，但约 95% 的儿童仍然在按民族宗教划分的学校上学。 2007年，一项共享教育计划成立。该计划以群体间接触理论为基础，反映了所有学校部门共同的教育优先事项，旨在为来自不同教派学校的儿童提供持续互动的机会。在本文中，作者采用定量方法，首先通过群体间接触（跨群体友谊），其次通过群体间焦虑，研究参与共享教育计划对一系列结果（外群体态度、积极行动倾向和外群体信任）的影响。他们的研究结果证实了接触作为促进更和谐关系的机制的价值，并肯定了共享教育计划是一项有助于在仍然严重分裂的社会中促进社会凝聚力的举措。
One manifestation of division and the history of conflict in Northern Ireland is the parallel education system that exists for Protestants and Catholics. Although recent decades have seen some advances in the promotion of integrated education, around 95% of children continue to attend schools separated on ethno-religious lines. In 2007 a programme for sharing education was established. Underpinned by intergroup contact theory, and reflecting educational priorities shared by all school sectors, the programme seeks to offer children from different denominational schools an opportunity to engage with each other on a sustained basis. In this article the authors adopt a quantitative approach to examining the impact of participation in the Sharing Education Programme on a range of outcomes (out-group attitudes, positive action tendencies and out-group trust) via, first, intergroup contact (cross-group friendships) and, second, intergroup anxiety. Their findings confirm the value of contact as a mechanism for promoting more harmonious relationships, and affirm the Sharing Education Programme as an initiative that can help promote social cohesion in a society that remains deeply divided.
影响因子：
7.6
作者：
Rodolfo Mendoza-Denton;G. Downey;V. Purdie;Angelina Davis;J. Pietrzak
通讯作者：
Rodolfo Mendoza-Denton;G. Downey;V. Purdie;Angelina Davis;J. Pietrzak