History Education’s Responses to a Divided Community: the example of Northern Ireland

Alan McCully

    Research output: Contribution to journalArticlepeer-review

    Abstract

    This paper examines the response of the history curriculum, and history teaching, in Northern Ireland to the challenges posed by conflict, and post conflict reconciliation in the period, 1968-2001 and discusses the implications for other vsocieties emerging from conflict.
    Original languageEnglish
    JournalHistory in Teaching (Journal of the Society for Croatian History).
    Volume2
    Issue number2
    Publication statusPublished - Oct 2003

    Bibliographical note

    Reference text: Barton K.C., McCully A. (2003) ‘History Teaching and the Perpetuation of Memories: the Northern Ireland Experience’, Cairns E. and Roe M.D. The Role of memory in Ethnic Conflict, Basingstoke, Palgrave-MacMillan, pp. 105-123

    Barton K.C, McCully A.W. and Conway M. (2004) ‘History and National Identity in Northern Ireland’, International Journal of History Learning, Teaching and Research, Vol. 3 no. 2

    Gallagher C. (1986) ‘Irish History in the Classroom’ in DENI, Irish History in the classroom: Research, Resources and Realisation, Bangor, DENI.

    McCully A., Hartop B. and Barton K.C. (2003) Teaching History in Societies Recently Emerged from Conflict: a report of a international seminar held in Coleraine, N.I., Sept. 2002, Coleraine, UNESCO Centre.

    Murray D. (1985) Worlds Apart: Segregated Schools in Northern Ireland, Belfast, Appletree Press

    O’Connor U., Hartop B. and McCully A. (2002) A Review of the Schools Community Relations Programme, Bangor, DE.

    Keywords

    • History education
    • Conflict
    • Divided societies

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