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Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: a Northern Irish experience.

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McCully, Alan (2006) Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: a Northern Irish experience. Educational Review, 58 (1). pp. 51-56. [Journal article]

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Abstract

This paper examines the role adopted by teacher and youth work practitioners engaged in a project to carry forward practice in the handling of controversial issues in the contested society of Northern Ireland. First, It briefly outlines the development of work in the field during the thirty-four years of the present conflict, suggesting that to date too great an emphasis has been placed on the cognitive as opposed to the affective dimension of learning. It then describes the framework of the project and offers a model by which to overcome obstacles to inclusive discourse. Finally, it analyses data from a series of twenty semi-structured interviews carried out with experienced practitioners and draws conclusions from the results. A set of draft principles emerge as a framework for sensitive practice.

Item Type:Journal article
Keywords:Controversial Issues Youth work Educational responses to Conflict Northern Ireland
Faculties and Schools:Faculty of Social Sciences
Faculty of Social Sciences > School of Education
Research Institutes and Groups:Institute for Research in Social Sciences
Institute for Research in Social Sciences > Education
ID Code:14803
Deposited By:Dr Alan McCully
Deposited On:09 Aug 2010 11:34
Last Modified:15 Jun 2011 10:44

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