Suchergebnisse

In Northern Ireland, children are divided between Protestant and Catholic schools. As such, the path of integrated education there is slow and complicated. Through research as well as interviews with experts and people directly affected, I hope to give an American audience an understanding of integrated education in Northern Ireland and draw connections between integration in the States and Northern Ireland. Less than 10% of Northern Ireland's students were enrolled in integrated schools during the 2019-2020 school year according to a study performed by the Northern Ireland Statistics and Research Agency. Unlike in the United States, education and religion have never been entirely separate in Northern Ireland. As far back as 1831, British authorities proposed creating non-denominational national schools. When Northern Ireland broke off from the rest of the island in 1921, the leaders of the new Protestant-leaning government responded to popular pressure to ensure that the 'state' schools were essentially Protestant, according to scholars. The Catholic Church then insisted on maintaining its own schools. The Education Reform Order 1989 mandated the Department of Education promote integrated education. It was the first time the government committed to support initiatives for the development of new integrated schools. Nationalists targeted Holy Cross, a Catholic all-girls school in the middle of a Protestant neighborhood in Belfast, in 2001. Several acts of violence flared up, including throwing stones at students and their parents as they walked to school. Riot Police and the British Army lined the streets in order to protect them. Some people believe integrated education will lead to an increased understanding between Protestants and Catholics bringing an end to situations like what happened at Holy Cross. By the end of the semester, more Zoom interviews will be done to show the direct impacts of integrated education on schools, parents and students.

The author presents historical review of specialized education for blind and visually impaired children in India and addresses particularly the issue of mainstreaming these students into integrated settings. Data and discussion of rural education projects and teacher training programs are outlined. Suggestions for further development for identifying and educating blind and visually impaired children conclude the paper.

Contact theory argues increased interaction between social groups will help prejudicial attitudes and alleviate racial and ethnic divisions. Contact theory has become the framework for integrated education in Northern Ireland promoting reconciliation, positive change, and equality by bringing Protestant and Catholic children and staff together. Continued political violence and sectarianism, Northern Ireland is in need of holistic mechanisms to promote reconciliation; religiously integrated schools are part of this process. This study is a qualitative analysis of the effectiveness of integrated education in Northern Ireland, limitations of contact theory, and the role of education in promoting reconciliation in post-conflict societies.

Contact theory argues increased interaction between social groups will help prejudicial attitudes and alleviate racial and ethnic divisions. Contact theory has become the framework for integrated education in Northern Ireland promoting reconciliation, positive change, and equality by bringing Protestant and Catholic children and staff together. Continued political violence and sectarianism, Northern Ireland is in need of holistic mechanisms to promote reconciliation; religiously integrated schools are part of this process. This study is a qualitative analysis of the effectiveness of integrated education in Northern Ireland, limitations of contact theory, and the role of education in promoting reconciliation in post-conflict societies.

Education is often seen as a means of achieving social change. Underlying this view is contact theory, which argues that increased contact between social groups will help reduce prejudicial attitudes and alleviate racial and ethnic divisions. This article tests and extends these propositions by examining the long-term impact of segregated and integrated education on political identities and attitudes. Using a pooled sample of surveys conducted on the adult population in Northern Ireland between 1998 and 2003, we address, for the first time, the question of whether or not experiencing a religiously integrated education has a significant effect on the political outlooks of Protestants and Catholics. The results suggest that attendance at a religiously integrated school - either one formally constituted as integrated or a religious school incorporating a proportion from the opposite religion - has positive long-term benefits in promoting a less sectarian stance on national identity and constitutional preferences. The results also support recent research that has shown that the impact of contact on intergroup relations may not only vary significantly in terms of the nature of the contact situation but also in terms of the societal status of the groups involved. We conclude that as the numbers experiencing integrated schooling grows, these individuals have the potential to create a new common ground in Northern Ireland politics.

Education is often seen as a means of achieving social change. Underlying this view is contact theory, which argues that increased contact between social groups will help reduce prejudicial attitudes and alleviate racial and ethnic divisions. This article tests and extends these propositions by examining the long-term impact of segregated and integrated education on political identities and attitudes. Using a pooled sample of surveys conducted on the adult population in Northern Ireland between 1998 and 2003, we address, for the first time, the question of whether or not experiencing a religiously integrated education has a significant effect on the political outlooks of Protestants and Catholics. The results suggest that attendance at a religiously integrated school - either one formally constituted as integrated or a religious school incorporating a proportion from the opposite religion - has positive long-term benefits in promoting a less sectarian stance on national identity and constitutional preferences. The results also support recent research that has shown that the impact of contact on intergroup relations may not only vary significantly in terms of the nature of the contact situation but also in terms of the societal status of the groups involved. We conclude that as the numbers experiencing integrated schooling grows, these individuals have the potential to create a new common ground in Northern Ireland politics.

Bringing together the health and early development reviews for two-year-olds could smooth the assessment process for parents, but experts fear a lack of resources and services will result in little impact on children's outcomes

THE AUTHOR DEVELOPS FOUR SUPPORTING ARGUMENTS FOR HIS THESIS AS STATED IN THE TITLE OF THIS ESSAY: MEANINGFUL INQUIRY INTO THE PSYCHE SHOULD NOT BE SEPARATED FROM STUDIES OF HISTORY, CULTURE, POLITICS AND PHILOSOPHY; THE HEALTHY PSYCHE AND SOCIETY; THERE IS LITTLE CONSENSUS REGARDING AIMS OF THERAPY AND STANDARDS OF DIAGNOSIS; MODERNITY AND THE SELF, AND FREUD AND HIS RADICAL REVISIONISTS.

Segregation patterns in the nation's charter schools are studied. After reviewing state charter legislation that directly addresses issues of racial and ethnic balance of student enrollment, we briefly examine the racial composition and segregation of the charter school population nationally. School-level analyses, aggregated by state constitute the primary method of studying segregation in charter schools. First, we look at racial composition and segregation of charter schools by state. Then, we consider the differences in segregation between non-charter public schools (or simply "public schools" for convenience) and charter schools, as well as segregation within the charter school sector. We conclude with a discussion of the article's findings and recommendations to promote further racial equity in this growing sector of public schools.