From Empire to Iraq and the "War on Terror": The Transplanation and Commodification of the (Northern) Irish Policing Experience

Charting the enduring export appeal of policing models from (Northern) Ireland, this article sheds some light on the processes by which policing models are communicated and actively promoted to the global policing environment. The authors demonstrate how the transplantation of the Irish colonial model (ICM) represents an early example of the globalization of policing. The legacy of counterinsurgency expertise embedded within the ICM remains a historical constant and is a key factor in relation to the increasing commodification of the contemporary Northern Irish policing model, a model that successfully blends counterterrorism experience with a template for democratic policing reform. By juxtaposing these models, the authors provide a conceptual framework through which to assess the contemporary substance of policing transfer. The authors conclude by suggesting that the seductiveness of these policing models is largely attributable to lessons in counterinsurgency and notions of "Ireland as the solution" to a host of complex security scenarios.

The Great War in Irish Poetry

Second edition, 2003.

Full Irish: New Architecture in Ireland

Full Irish New Architecture in Ireland profiles 16 firms in the Republic of Ireland and Northern Ireland including photographs, drawings and text. Its publisher, Princeton Architectural Press, has won numerous international awards for highest quality academic and practice-based publications. The author was approached by the editors to write the book.

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.