Defending Identity and Ethos: an analysis of teacher perceptions of school collaboration in Northern Ireland

The purpose of this article is to examine the process of collaborative working between teachers located in separate faith-based schools in Northern Ireland. Drawing on theories of intergroup relations, and with reference to in-depth interviews with teachers in post-primary schools, the article shows that despite earlier research which identified a reluctance amongst teachers in the different sectors to work together, most Catholic and Protestant teachers are motivated to collaborate to develop a more broadly based curriculum for pupils. However, it has also been shown that teachers tend to studiously avoid discussing their differences in mixed-faith contexts, and it is argued that this may have the potential to constrain collaborative relations. It is concluded that without strategic direction from policy makers to assist teachers in negotiating and exploring their differences it will be difficult to build the trust which is likely to sustain collaborative relations.

Student teachers' experiences of initial teacher preparation in England:Core themes and variation

Drawing on data generated via large-scale survey and in-depth interview methods, this article reports findings which show that being a student teacher in early-twenty-first-century England is a demanding personal experience which requires considerable engagement and commitment in the face of built-in challenges and risks, and which engenders, for many, highly charged affective responses. Student teachers are centrally concerned during this time with their (changing) identities, their relationships with others and the relevance of course provision. Findings also indicate that, in some respects, student teachers’ accounts of their experiences are systematically differentiated according to a number of factors, notably the initial teacher preparation route being followed, their age, and their prior conceptions and expectations of teaching and of learning to teach. These findings are situated in the broader literature on teacher development and some implications for teacher educators are discussed. © 2008 Taylor & Francis

Invisible Targets, Strengthened Morale: Static Camouflage as a ‘Weapon of the Weak’

In the natural world, camouflage is habitually deployed by 'vulnerable' creatures to deceive predators. Such protective strategies have been culturally, socially and technologically translated into human societies, whereby camouflage has been used to mask intentions, actions, feelings and valuable objects or spaces. Through the material presence of such techniques, everyday spaces can become inscribed as places of sanctuary. Focusing on British civil camouflage work of the 1930s and 1940s, this paper explores the historical, cultural and political connotations of camouflage and how the attainment of invisibility, as a 'weapon of the weak', can both physically and affectively protect urban populations. © 2012 Copyright Taylor and Francis Group, LLC.