It Matters How You Manage Diversity: Cultural Difference in Northern Ireland's Secondary Schools

Autor/in	Nehring, James
Titel	It Matters How You Manage Diversity: Cultural Difference in Northern Ireland's Secondary Schools
Quelle	In: Journal of Multilingual and Multicultural Development, 41 (2020) 6, S.547-560 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1630418
Schlagwörter	Cultural Pluralism; School Administration; School Culture; Student Attitudes; Conflict; Protestants; Catholics; Immigrants; Administrator Attitudes; Teacher Attitudes; School Segregation; Comparative Analysis; Secondary School Students; Positive Attitudes; Diversity; Institutional Characteristics; Foreign Countries; Secondary School Teachers; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Kulturpluralismus; Schulkultur; Schulleben; Schülerverhalten; Konflikt; Protestantism; Protestantismus; Katholik; Immigrant; Immigrantin; Immigranten; Lehrerverhalten; Sekundarschüler; Ausland
Abstract	The purpose of this study was to examine contrasting managerial approaches to cultural diversity in secondary schools in Northern Ireland and understand the influence of different approaches on school culture and student attitudes. Northern Ireland has a long-standing history of conflict between Protestant and Catholic cultural groups, which has led to a school system that is largely segregated. A recent influx of immigrants has added to cultural diversity in the region. This study compared two secondary, non-selective schools, one deliberately integrated, possessing a commitment to discussion and celebration of cultural diversity, the other circumstantially integrated (resulting from the influence of unrelated local conditions) with an approach that de-emphasised cultural difference among students. Drawing on interviews with principals and teachers, student focus groups, class observations, and field notes, the study found that discussion and celebration of diversity resulted in more positive attitudes toward diversity than an approach that de-emphasised cultural difference. The study concludes that in order to foster positive student attitudes toward diversity, discussion and celebration of cultural difference is more effective than a de-emphasis of cultural difference, and integration is more important than school type. (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