Dealing with Difference in the Divided Educational Context: Balancing Freedom of Expression and Non-Discrimination in Northern Ireland and Israel

Autor/in	Hanna, Helen
Titel	Dealing with Difference in the Divided Educational Context: Balancing Freedom of Expression and Non-Discrimination in Northern Ireland and Israel
Quelle	In: Compare: A Journal of Comparative and International Education, 47 (2017) 1, S.17-31 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2015.1119649
Schlagwörter	Foreign Countries; Citizenship Education; Cultural Pluralism; Self Concept; Qualitative Research; Teacher Attitudes; Student Attitudes; International Law; Educational Legislation; Ethnic Groups; Conflict; Educational Policy; Guidelines; Freedom of Speech; Controversial Issues (Course Content); Social Discrimination; Teaching Methods; Prosocial Behavior; Comparative Education; Secondary School Students; United Kingdom (Northern Ireland); Israel + Suchen Sie Ihr Suchwort? Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Kulturpluralismus; Selbstkonzept; Qualitative Forschung; Lehrerverhalten; Schülerverhalten; Law of nations; Völkerrecht; Bildungsrecht; Schulgesetz; Ethnie; Konflikt; Politics of education; Bildungspolitik; Richtlinien; Redefreiheit; Controversial issues; Kontroverse; Soziale Benachteiligung; Soziale Schließung; Teaching method; Lehrmethode; Unterrichtsmethode; Vergleichende Erziehungswissenschaft; Sekundarschüler
Abstract	It has long been established that an effective citizenship education in a multicultural society must incorporate some exposure to a variety of views on different topics. However, the ability and willingness to deal with difference relating to controversial matters of national identity, narrative and conflict vary. This is not least the case in the ethno-nationally divided and conflict-affected jurisdictions of Northern Ireland and Israel. This article relates qualitative research conducted among students, teachers and policy-makers in these two jurisdictions that explores the area of dealing with difference within citizenship education. Using the starting point of a framework based on international law on education, the article goes on to consider how freedom of expression and non-discrimination are variously interpreted and balanced when exploring controversial issues in the classroom of a divided society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01