Contact and Culture: Mechanisms of Reconciliation in Northern Ireland and Israel

In Northern Ireland and Israel schools have long been recognised as key sites for addressing the problems of poor intergroup relations (see Dunn, 1990; Murray, 1985). The developments of integrated schools which welcome members of the main communities have been regarded as a key development which is likely to be instrumental in promoting more harmonious relations. Although the schools have been regarded in the media as a ‘good news story’ the qualitative processes through which teachers within these schools foster reconciliation is not always clear. The purpose of this chapter is thus to explore this question by drawing on contact theory and interviews with teachers in Northern Ireland and Israel.

Direct Contact as a Moderator of Extended Contact Effects: Cross-Sectional and Longitudinal Impact on Outgroup Attitudes, Behavioral Intentions, and Attitude Certainty

Cross-group friendships (the most effective form of direct contact) and extended contact (i.e., knowing ingroup members who have outgroup friends) constitute two of the most important means of improving outgroup attitudes. Using cross-sectional and longitudinal samples from different intergroup contexts, this research demonstrates that extended contact is most effective when individuals live in segregated neighborhoods having only few, or no, direct friendships with outgroup members. Moreover, by including measures of attitudes and behavioral intentions the authors showed the broader impact of these forms of contact, and, by assessing attitude certainty as one dimension of attitude strength, they tested whether extended contact can lead not only to more positive but also to stronger outgroup orientations. Cross-sectional data showed that direct contact was more strongly related to attitude certainty than was extended contact, but longitudinal data showed both forms of contact affected attitude certainty in the long run.

Extended contact effects as a function of closeness of relationship with ingroup contacts

Using survey data from Catholics and Protestants in Northern Ireland (N = 428), the authors examined the effects of extended contact via different types of ingroup contacts (neighbors, work colleagues, friends, and family members) and tested whether closeness to ingroup contacts moderated the effects of extended contact on outgroup trust. Results demonstrated that extended contact effects varied as a function of the relationship to ingroup contacts, and that extended contact interacted with closeness ratings in predicting outgroup trust. Consistent with hypotheses, extended contacts via more intimate ingroup relationships (i.e., friends and family) were overall more strongly related to outgroup trust than extended contacts via less intimate ingroup relations (i.e., neighbors and work colleagues). Moreover, within each level of intimacy extended contact was related to outgroup trust only at high, and not at low, levels of rated closeness to ingroup contacts. The theoretical contributions, limitations and practical implications of these findings are discussed.

Can Imagined Interactions Produce Positive Perceptions? Reducing Prejudice Through Simulated Social Contact

The contact hypothesis states that, under the right conditions, contact between members of different groups leads to more positive intergroup relations. The authors track recent trends in contact theory to the emergence of extended, or indirect, forms of contact. These advances lead to an intriguing proposition: that simply imagining intergroup interactions can produce more positive perceptions of outgroups. The authors discuss empirical research supporting the imagined contact proposition and find it to be an approach that is at once deceptively simple and remarkably effective. Encouraging people to mentally simulate a positive intergroup encounter leads to improved outgroup attitudes and reduced stereotyping. It curtails intergroup anxiety and extends the attribution of perceivers' positive traits to others. The authors describe the advantages and disadvantages of imagined contact compared to conventional strategies, outline an agenda for future research, and discuss applications for policymakers and educators in their efforts to encourage more positive intergroup relations.

Contact between Catholic and Protestant schoolchildren in Northern Ireland

This study explored segregation and sectarianism among children in integrated and non-integrated Northern Irish schools. Results revealed a substantial relationship between 2 types of intergroup contact—cross-group friendship and extended contact—and lower levels of prejudice. While cross-group friendships were associated with more positive intergroup relations via the mediating mechanisms of self-disclosure and empathy with the out-group, extended contact worked by eliciting positive perceived peer norms toward the out-group. The findings are discussed in terms of their implications for intergroup relations among children in conflict societies.

Negotiating spatiality: Potential of border areas for intergroup mixing in divided cities

This paper will discuss the issues of spatial segregation in the divided city context,focusing on Belfast as a case study it will discuss, issues that limit the inclusivity of shared space in the city, the challenge of insular spatial patterns created by division, and the micro politics of everyday contact. It will argue the significance of creating everyday space to enable practical socio-spatial interaction between divided groups and propose that areas on community borders can be developed as active spaces accommodating services that the communities need, use, and want on an everyday basis, by doing so it offers a potential form valuable contact. It will report on an ongoing study which examines such sites located on community border and assesses their capacity to act as beneficial ‘spaces of engagement’ for communities set within divided context.

Exploring the influences on classroom-based contact via shared education in Northern Ireland

Initiatives in intercultural education have frequently involved the promotion of contact between members of different groups as a means of improving intergroup relations. Experience from Northern Ireland suggests, however, that such schemes have often been organised and delivered in such a way that opportunities for sustained, high-quality contact are limited. This paper considers processes of contact in one relatively recent initiative, “shared education”, which involves collaboration between separate schools to deliver classes to Catholic and Protestant pupils in mixed groups. Employing qualitative methods of observation and interviewing to capture participants’ experiences of contact, the research explores the influences on the quality and frequency of cross-group interaction in the shared class. With findings highlighting the subject and pedagogy, teacher’s approach and classroom arrangement as key factors, the study offers suggestions for policy and practice to enhance opportunities for contact and relationship-building in mixed classes.

The Role of Tool/Sheet Contact in Plug-Assisted Thermoforming.

Plug-assisted thermoforming produces a wide range of polymer products through a combination of deformation by air pressure and contact with tool surfaces. In this paper the role of tool/sheet contact in determining the process output is investigated. A combination of thermoforming, friction and heat transfer tests were carried out on common tool and sheet materials. The results show that the typical friction coefficients for the material combinations are within the range 0.1 to 0.3, but the values rise sharply on approaching thermoforming temperatures. Thermal imaging tests demonstrate that all of the plug materials significantly cool the heated sheet on contact, even over very short periods of time. The temperature of the plug is very important. At low plug temperatures heat transfer effects predominate, whereas at high plug temperatures friction effects predominate. A plug temperature of approximately 100oC balances these effects and creates the most effective material distribution.

Global and local contributions to the optical specification of time to contact: Observer sensitivity to composite tau

First-order time remaining until a moving observer will pass an environmental element is optically specified in two different ways. The specification provided by global tau (based on the pattern of change of angular bearing) requires that the element is stationary and that the direction of motion is accurately detected, whereas the specification provided by composite tau (based on the patterns of change of optical size and optical distance) does not require either of these. We obtained converging evidence,for our hypothesis. that observers are sensitive to composite tau in four experiments involving, relative judgments of, time to, passage with forced-choice methodology. Discrimination performance was enhanced in the presence of a local expansion component, while being unaffected when the detection of the direction of heading was impaired. Observers relied on the information carried in composite tau rather than on the information carried in its constituent components. Finally, performance was similar under conditions of observer motion and conditions of object motion. Because composite tau specifies first-order time remaining for a large number of situations, the different ways in which it may be detected are discussed.

Guiding contact by coupling the taus of gaps

Animals control contact with surfaces when locomoting, catching prey, etc. This requires sensorily guiding the rate of closure of gaps between effecters such as the hands, feet or jaws and destinations such as a ball, the ground and a prey. Control is generally rapid, reliable and robust, even with small nervous systems: the sensorimotor processes are therefore probably rather simple. We tested a hypothesis, based on general tau theory, that closing two gaps simultaneously, as required in many actions, might be achieved simply by keeping the taus of the gaps coupled in constant ratio. tau of a changing gap is defined as the time-to-closure of the gap at the current closure-rate. General tau theory shows that tau of a gap could, in principle, be directly sensed without needing to sense either the gap size or its rate of closure. In our experiment, subjects moved an effector (computer cursor) to a destination zone indicated on the computer monitor, to stop in the zone just as a moving target cursor reached it. The results indicated the subjects achieved the task by keeping tau of the gap between effector and target coupled to tau of the gap between the effector and the destination zone. Evidence of tau -coupling has also been found, for example, in bats guiding landing using echolocation. Thus, it appears that a sensorimotor process used by different species for coordinating the closure of two or more gaps between effecters and destinations entails constantly sensing the taus of the gaps and moving so as to keep the taus coupled in constant ratio.

Contact as a Policy Mechanisim in Integrated schools in Israel and Northern Ireland

Policy initiatives in inter-group education evolved in Northern Ireland and Israel at around the same
time. In each jurisdiction, the emphasis is on improving relations between protagonist groups in
ethnically divided societies. Central to this objective and at the core of integrated education
(Northern Ireland) and bilingual/bi-national education (Israel) is sustained contact in a shared
learning environment. Based on qualitative research in four schools, this paper examines the nature
of the contact experience in two integrated schools in Northern Ireland and two bilingual/binational
schools in Israel. Through comparative analysis, and with reference to contact theory, it
illuminates some of the contextual and process variables that seemingly mediate the quality and
moderate the effectiveness of contact in each school setting.