Leading integrated schools: a study of the multicultural perspectives of Northern Irish principals

This article is concerned with the sustained peace education initiative of integrated schooling and in particular with leadership responses to cultural diversity. Using a case study group of principals of integrated (mixed Catholic, Protestant and other) schools in Northern Ireland, the author explores how principals perceive and lead their visions of integrated education. A combined framework of multicultural and school leadership theory is employed to analyse the findings. The perceptions of the principals reported are consistent with liberal interpretations of multiculturalism, although there is also evidence of a more pluralist perspective. Core liberal values appear to be central to the leadership style of these principals, in line with values-led contingency models of leadership. The article suggests that a sole emphasis on common humanity is an inadequate approach to peace education. It tentatively suggests a relationship between leadership styles and approaches to multiculturalism, and argues that a synthesis of multicultural and leadership theory can usefully guide the development of peace education leadership.

New peace, new teachers: student teachers’ perspectives on diversity and community relations in Northern Ireland

This paper reflects upon student teachers’ conceptions of inter-community relations and the preparation they receive to address issues of diversity and mutual understanding. The study in Northern Ireland is set against a backdrop of political, social and educational change, where a shared, peaceful future appears possible. Student teachers at a Catholic institution and a predominantly Protestant institution indicated a willingness to engage with issues concerning diversity and inter-community relations, despite having a limited knowledge of the concepts. However they also demonstrated clear views about the relevance and value of the preparation they received. The findings are evaluated using multicultural theory.

Social psychology and peace: An introductory overview

This paper begins by giving an overview of why and in which ways social psychological research can be relevant to peace. Galtung's (1969) distinction between negative peace (the absence of direct violence) and positive peace (the absence of structural violence, or the presence of social justice) is crossed with a focus on factors that are detrimental (obstacles) to peace versus factors that are conducive to peace (catalysts), yielding a two-by-two classification of social psychological contributions to peace, Research falling into these four classes is cited in brief, with a particular focus on four exemplary topics: support for military interventions as an obstacle to negative peace; antiwar activism as a catalyst of negative peace; ideologies legitimizing social inequality as an obstacle to positive peace; and commitment to human rights as a catalyst of positive peace. Based on this conceptual framework, the remaining six articles of the special issue

Reconfiguring spaces of conflict: Northern Ireland and the impact of European integration

The Irish border has historically been one of the most contested borders in Europe. In the context of the peace process and EU membership, co-operation between Northern Ireland and the Republic of Ireland has been encouraged, supported and normalised, although internal borders of segregation stubbornly remain. This paper offers a conceptualisation of borders in conflict cases and a theoretical account of how European integration can affect their transformation. Analysis of the Northern Ireland case shows there are ambiguities within integration that allow for a ‘rebordering’ of identities at the same time as the state border diminishes in significance.

The SDLP and the Europeanization of the Northern Ireland Problem

This article explores the various ways in which the Social Democratic and Labour Party (SDLP) has used Europe – as a source of financial aid, political support, ideas and inspiration – in its attempts to resolve the Northern Ireland conflict. In this, the piece considers the SDLP, not as a subject, but rather as an advocate of the Europeanization of the Northern Ireland problem. In particular, it looks at the role of John Hume, a founding member and later leader of the SDLP, who inculcated a strongly pro-European outlook within the party. In doing so, the article considers the success of Hume and the SDLP in their efforts to bring a European influence to bear on Northern Ireland, especially in relation to the peace process and the 1998 Agreement. However, it also looks at both the limitations of this influence, and the problems involved with the SDLP's pro-European approach, particularly since Hume's departure as party leader in 2001. In conclusion, the article suggests that the party may have been ‘over-Europeanized’, with its long-term focus on European issues and ideas now becoming electorally disadvantageous. In this way, the Europeanization of the Northern Ireland problem, and by extension the SDLP, has proven costly to the party.

Developing Frameworks for School Self-Evaluation to Improve School Effectiveness for Peace in Northern Ireland

This article contributes towards redefining school improvement more broadly than conventional outcomes sometimes imply, and describes original and practical applications of school self-evaluation models. The significance of the work has been acknowledged by reviewers in the school improvement and peacebuilding and development fields. As a result of the research reported here, Smith was invited to support the work of the Department for Education Northern Ireland Schools Community Relations Panel and the Community Relations officers representing the five Education and Library Boards. The latter used the self-evaluation framework as a model for developing a regional whole-school self-evaluation document. Smith was the lead author of the paper.