Realising the societal objectives of shared education, from teachers' perspectives

As shared education becomes an established part of the educational landscape in Northern Ireland, this study explores how its societal objectives are understood and mediated from teachers' perspectives. In challenging the segregated and divided nature of society in Northern Ireland, the societal objectives of shared education are premised on school communities that are largely separated along ethno-religious lines working collaboratively to enhance their provision of education. Set within the context of joint classes and activities, shared education aims to forge a space in which pupils have the chance to interact and learn together in ways that are posited to promote relationship building and better understanding between the two main communities in Northern Ireland. As an educational initiative that is negotiated and implemented by teachers, it places them in a pivotal position in terms of how the potential social benefits of shared education are realised and pursued. It is for this reason that the study explores teachers' interpretations and approaches to the societal objectives of shared education. A qualitative approach was used to capture the perspectives of teachers. Data were collected during 2020 via semi-structured interviews with twenty post-primary teachers across six shared education partnerships. Once the data were collected and transcribed, a thematic analysis was carried out. Findings illustrated that teachers interpreted and approached the societal objectives in four broad and overlapping ways, as follows: improving intergroup relations, respecting identity, navigating controversial issues, and promoting intergroup contact. While there are divergences, differing of emphasis and in some instances contradictions between teachers' interpretations and approaches, it is apparent that much of this is shaped by their particular background, local circumstances and school sector. The study was located within an overarching framework of education and peacebuilding with several conceptual argumentations associated with intercultural education being drawn upon to better understand how teachers interpret policy aimed at promoting social cohesion within culturally diverse societies.