School Partnerships in a Post-Conflict Society: Addressing Challenges of Collaboration and Competition

Autor/inn/en	Roulston, Stephen; McGuinness, Sam; Bates, Jessica; O'Connor-Bones, Una
Titel	School Partnerships in a Post-Conflict Society: Addressing Challenges of Collaboration and Competition
Quelle	In: Irish Educational Studies, 42 (2023) 2, S.257-274 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roulston, Stephen) ORCID (Bates, Jessica) ORCID (O'Connor-Bones, Una)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332-3315
DOI	10.1080/03323315.2021.1964562
Schlagwörter	Peace; Conflict Resolution; Partnerships in Education; Leadership; Foreign Countries; Institutional Cooperation; Elementary Secondary Education; Administrator Attitudes; Principals; Competition; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Frieden; Conflict solving; Konfliktlösung; Konfliktregelung; Hochschulpartnerschaft; Führung; Führungsposition; Ausland; Institute; Co-operation; Cooperation; Institut; Kooperation; Principal; Schulleiter; Wettkampf
Abstract	In societies emerging from conflict, education plays an important part in instituting peace and reconciliation, and school leaders are key to this. This paper examines the complexity of school leadership in Northern Ireland. Despite the peace agreement of 1998, Northern Ireland's communities are still deeply divided, and this is reflected in education. The school leaders who were interviewed as part of this research work within school partnerships as part of 'shared education' projects which involve schools working together and with twin aims of improving both educational and reconciliation outcomes for young people. The challenges that school leaders face when working in partnership in post-conflict societies have not been given the attention they deserve in the literature, so this work is significant in that it brings a focus on how school leaders can best be empowered to be agents of change, in turn empowering pupils. While the context is Northern Ireland, the outcomes from this study will be of wider interest and significance for school leaders facing similar challenges in other divided situations. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01