A Cross-border Examination of Peace Education in an Integrated Primary School of Northern Ireland

Linda Pickett, Ph.D.
University of Michigan-Flint

This case study explores the vision, beliefs, and practices that enabled an integrated school to create an environment of academic success and peacebuilding within a violently divisive region. In this presentation, cross-border impressions of a researcher from a foreign land color her perspectives of education abroad where she observed methods of peace education.

Oldwood Integrated Primary School (IPS), located in Belfast, Northern Ireland, is situated in a region that has a history of separation and violence between Catholics and Protestants, along political lines. Sectarianism there extends to schooling in which most students attend either Catholic Maintained or Protestant Controlled schools. Consequently, these students rarely interact with those outside of their religious sector, which perpetuates mistrust and isolation. As a proactive response the sectarianism that undermined peace, a group of parents created in 1981 the first integrated school in Northern Ireland. Their main goal was to bring Catholic and Protestant children and adults together in a climate where cross-cultural acceptance, respect, and understanding could be fostered along with academic learning. Oldwood (a pseudonym) Integrated Primary School (IPS) was an outcome of purposeful border crossing by people who accepted the responsibility for education as the foundation of peacebuilding, which Maria Montessori pointed out after World War II (1992).

During my first visit from USA to Oldwood IPS, I observed a caring environment in which children and adults worked and played together. “What a wonderful place to be a child; what a wonderful place to be a teacher!” kept running through my thoughts. After several more days of observation in the Oldwood community, I realized the need to take a deeper look at its cross-cultural composition. While working as a teacher educator to transform the bleak learning and social environments that schools in my own multicultural region or USA had become, I found an alternative model for primary education in Northern Ireland. I was compelled to understand how Oldwood existed as a haven of peace and academic richness in a society with cultural, geographic and political borders with which ongoing violence was associated. Hoping to share this information with others in my region who were working to transform struggling schools, I returned to Northern Ireland four times during the next two years where I observed Integrated Education across primary schools and I studied in-depth schooling at Oldwood IPS.

While peaceable classrooms can be found in USA, it is rare to find schools where education for peace either guides, or is fully integrated into the life of the school (Stomfay-Stitz & Wheeler, 1998; Noddings, 1995). Oldwood Integrated Primary School, in Northern Ireland was an exception. Within the walls of Oldwood, guiding principles of peace education were practiced in all aspects of the school life (Carter, 2004; Harris, 2004). In the process of creating a caring, peaceful environment, the Oldwood community was also a place of academic success.

Described here are the primary purposes and philosophy guiding integrated education, the inquiry methods that were used, and the findings that illustrate how the principles of integration were embodied in school processes. Information shared here may well provide insight for school transformation efforts within and across borders of our world.

 

Theoretical Framework

In the current political climate, schools are under great pressure to improve academic performance as measured by tests of narrowly defined knowledge. Noddings (1995, p. 675) maintains that “we should want more from our educational efforts than adequate academic achievement and…we will not achieve even that meager success unless our children believe that they themselves are cared for and learn to care for others.” Separatism, bias, and violence are pressing societal issues with profound impact upon children and learning (Celliti, 1998; Noddings, 1995; Schmidt, 1998). Levin (1994, p. 268) maintains that “children are being socialized into a culture of violence,” and as children strive to understand the world around them and their place in it, development is negatively impacted as valuable energy is diverted by feelings of being unsafe. Even as schools focus on narrow academic goals, learning may be undermined when children are not helped to understand their experiences, how to solve problems and get along with others.

Educators can interfere with learning by focusing on narrowly defined learning goals while neglecting psychological and physical needs of students. Along with challenging and engaging curriculum, caring relationships with positive social and academic interactions enable learning and development (Bredekamp & Copple, 1997; Resnick et al, 1997; Comer, 2000). Supportive relationships and a sense of community within the school can foster positive outcomes for attitudes and achievement, along with fewer at-risk behaviors (Elias, M.J., Bruene-Butler, L., Blum, L. Schuyler, T., 2000; Greenberg, Weissberg, O’Brien, Zins, Fredericks, Resnik, Elias, 2003). Research in neuroscience evidences the physiological effects of stress that negatively impact learning(Hannaford, 2002; Shonkoff & Phillips, 2000). Supportive environments are essential for successful learning (Baldwin, 2000; Learning First Alliance, 2000; Elias, M., Bruene-Butler, L., Schuyler, T., 2003; Elias, Zins, Graczyk, Weissberg; 2003; Shonkoff & Phillips, 2000). Such information is rationale for provision of safe and nurturing learning environments for academic and social development in schools.

Within or beyond the constraints of narrowly framed definitions of education, practice based on principles of peace education is clearly justifiable and urgently needed (Harris & Morrison, 2003; Salomon & Nevo, 2002; Wenden, 2004). But, more importantly, Perrone (1990, p.4) asks us to consider the large purposes in our teaching by asking What do we most want our students to come to understand as a result of their schooling? We might also ask what type of a world we prepare them to live in, to shape? Surely, gaining knowledge is important, but it is equally important that students along with teachers are able to participate, critique, and create. As such, educators must recognize the opportunity to consider large purposes and act on beliefs that the mission of education is much more than teaching to pass tests and create workers. Teachers are entrusted with the whole student. That trust compels educators to craft learning in such a way that each student is valued and values others, while each is allowed to reach her own full potential. Educators have a responsibility to prepare students to participate fully as citizens in a democracy through civic engagement and an opportunity to learn within peaceful contexts. Such commitments were the impetus to creating integrated schools in Northern Ireland and and the statutory Education for Mutual Understanding that its government sponsored as curriculum (Smith and Robinson, 1996).

 

Methodology

Naturalistic inquiry for two years facilitated this investigation of beliefs and practices at Oldwood IPS, within the larger context of integrated education of its world region. Three trips from USA to the school site in Northern Ireland included supervision of teacher candidates from my university who spent three weeks of their required internship experiences working in classrooms at Oldwood. Another two-week trip also allowed for further data collection. During these trips, I observed and participated in classrooms, assemblies, meetings, and social events. I engaged in conversations with children, parents, head teachers, classroom teachers, support teachers, educational assistants, and support staff. Several meetings with members of the Northern Ireland Council for Integrated Education (NICIE), along with review of regional provided valuable information about the history, continuing challenges, and guiding principles of the integrated movement. Between site visits, I continued to sustain communication with school and NICIE personnel, and review literature about culturally integrated schools.

The inquiry topics and resulting questions had the following foci: 1) the key beliefs that guide practice, 2) roles and relationships between members of the school community, 3) development of the inclusive environment, and 4) sustaining positive relationships.

Data collection and triangulation occurred with numerous sources to enhance reliability while incorporating a variety of perspectives within the school community: teachers, staff, administrators, parents, students, and NICIE personnel in the information base.
The data collection included: a) field notes, 2) anecdotal records, 3) photographs, 4) review of documents, 5) participant observation, 6) informal interview of teachers, students, parents, principal, Northern Ireland Council for Integrated Education.

Data analysis was a cyclical process with new information enriching and guiding the focus of the study. Hubbard and Power (1993) describe the process of analysis as "seeing and then seeing again" (p. 99). It is a process by which the mass of data is categorized and reconstructed in order to bring structure and meaning to the whole. Data was analyzed according to steps described by Glaser and Strauss (1967) in the constant comparative method, by first identifying categories and concepts and continuing to refine and categorize them as new data was collected. Throughout the study, data was analyzed as it was collected. As categories emerged and grew, larger themes or frameworks were tested to develop emergent theories which were continuously tested against new data.

Regular debriefing with teachers, parents, and the principal occurred during all visits to the school. These debriefing sessions served as opportunities for member checking during the process of analysis. A researcher with expertise in peace education from another university, who had also observed schooling at Oldwood, served as another outside observer who asked questions, discussed data and offered alternative explanations.

 

Findings

Integrated Education

In response to the violence associated with sectarianism in Northern Ireland, the integrated education movement began 25 years ago for the purpose of bringing together pupils, staff, and governors from both traditions (NICIE, 2005). The principles of integrated education were based on a mission to provide an educational experience that:

…promotes the worth and self-esteem of all individuals with in the school community. The school as an institution seeks to develop mutual respect and consideration of other institutions within the educational community. Its core aim is to provide the child with a caring self-fulfilling educational experience which will enable him/her to become a fulfilled and caring adult.

NICIE (2005, p. 14)

The integrated ethos emerged from a commitment to raise children to live peacefully in a pluralistic society by cultivating self-respect, respect for others, and awareness of commonalities among diverse groups. The Statement of Principles (NICIE, 2005) clearly identified a priority to “cherish” all children. In doing so, integrated schools promoted responsibility, self-confidence, and self-respect while developing diverse social relationships and non-violent problem solving methods.

In integrated schools of Northern Ireland, religious instruction included the dominant traditions of that region. Pupils also learned about the ideas, beliefs, and values of major world religions and humanistic philosophies. Individual students were educated according to their own tradition while they learned to respect the beliefs and practices of others. In this spirit, children were educated together as much as possible. Most pupils were Christian, but those with other, or no, traditions were welcomed. All children were taught to respect those who differed from them in creed, culture, ethnicity, or class.

Parents’ rights were recognized in integrated schools and parents were encouraged to be involved in meaningful ways, including representation on the Board of Governors, Parent’s Council, involvement in making policy and curriculum decisions, by supporting their children’s learning, and through fund-raising. The integral relationship between families and school staff contributed to a democratic and dynamic approach to schooling.

These principles manifested in inclusive philosophy and practice. Schools were coeducational and all-ability with curriculum that was responsive to students’ needs. As early as nursery school, an anti-bias curriculum was used and care was taken to promote prosocial skills. While responding to external demands of the national curriculum, resources and strategies were organized to accommodate students of both major communities and of all-abilities. Even with an emphasis on community and collaboration, students were encouraged to become autonomous individuals.

A commitment to learning for life, and success for all students was evident in the learner-centered approach. Childhood was recognized as a unique and important stage of life and the belief that learning should be enjoyable guided practice. Children were valued as individuals who should be the focus of education. Because positive relationships between teachers and children were recognized as the foundation for self-esteem and learning, teachers were encouraged to create democratic classroom environments, and use positive approaches to discipline instead of punitive methods of controlling behavior. Children participated in setting rules, rewards, and sanctions. Accordingly, assessment was done from a positive orientation, as a means of guiding teaching practice and promoting learning, rather than using grades to bribe or punish.

In pursuit of equity and meaningful integration, schools maintained roughly equal representation of Catholics and Protestants, in numbers of pupil, staff, and governors. Likewise, curriculum was representative of both groups and efforts were made to create an environment free of prejudice, while encouraging freedom of expression. Integrated schools did not avoid controversial topics. Rather, they confronted difficult issues as opportunities to learn about diversity and address bias with a solution orientation.

 

One Integrated Primary School

Oldwood IPS was founded in 1994 by parents who joined with liked-minded educators to create a school community that would foster mutual understanding in a nurturing environment. Oldwood served 230 children from ages four through eleven, class levels P1-P7, and accepted children of all abilities. Families self-identified as Catholic, Protestant, or “other”, with a balance achieved by setting enrollment limits of 40% Catholic, 40% Protestant, and 10% other. The same proportions guided composition of administrators, teaching staff, support personnel, and Board of Governors. Equity in representation was extended to the daily experience by balancing field trips, speakers, visitors, symbols, language, literature, and community events from both major traditions.

The principles and philosophy of integrated education came to life at Oldwood IPS. The building was bright and colorful, filled with photographs and work of children. Everyone, children and adults were constructively busy. Sounds of friendly conversation were common in classrooms and the staff room. Yet, Oldwood was a serious place where adults worked together and went to great lengths to create learning environments and experiences that optimized opportunities for children. Pupils were meaningfully engaged in work and play with each other. Students and adults used meetings and conflict resolution skills, instead of violence, to solve problems.

The commitment to cherish all children guided decisions about curriculum, practice, and allocation of resources. Based on a premise that adults are also learners with the same basic needs for self-respect, respect for others, autonomy and collaboration, teachers and staff were supported in professional and social development with attention to the emotional well-being of adults, as well as children. With a limited budget, the principal of Oldwood worked tirelessly to ensure that teachers and children had the resources they needed to do their work in a learner-centered environment.

Attending to physical, emotional, spiritual, and social realms was deemed essential for learning, rather than as “specials” or add-ons to “real” learning. Curriculum was organized by themes that integrated mathematics, literacy, science, social studies, technology, social skills, and the arts. In this way, children were able to construct and develop knowledge through a range of modalities in relevant experiences that were designed to be responsive to individual needs and stages of development. Learning was social with children and adults sharing ideas and information as they explored and created. In sharp contrast to recent trends in USA, play was recognized as a prime mode of learning and development and it had a daily place in the social curriculum. Assessment and planning were detailed, approached positively, and framed by goals for each child to reach full potential within her own stage of development, rather than by expectations that all should achieve a “norm” at the same time and that success should be gauged by comparing children to each other. Classrooms were inclusive with a wide range of abilities and experiences represented. Commonly, children of different ages and classrooms worked together as “buddies,” which was a practice that promoted responsibility and connectedness. Those with special needs received support from educational assistants and specialists, while the regular classroom teacher accommodated them with differentiated instruction. Each child’s progress was acknowledged and celebrated accordingly. Environments were provisioned to meet the unique needs and interests of children. Resources were prioritized to ensure that basic needs were met with personnel, materials, furnishings, and experiences to support learning.

School structures were designed to nurture self-esteem, and respect for others, to promote responsibility, problem-solving, communication, and validation of efforts. For example, Circle Time (Mosley, 2004) took place regularly in classrooms as children and adults joined together to talk, play games, explore feelings, develop social skills and solve problems. In the upper grades, pupils were elected as class representatives who facilitated Class Council meetings. Regular meetings allowed all students to express concerns and ideas for their classes and the school. Representatives then met together with other class representatives as the school’s Pupil Council who then made recommendations to the head teacher and Board of Governors. The ECO Council identified environmental issues and organized school projects to affect change.

A school-wide assembly was held each week to address moral and academic realms. Together members of the school community identified a shared target related to school life and to acknowledged “stars” who exemplified the target from the previous week. Targets ranged from social to academic, with “being kind” valued as highly as “persuasive writing.” These assemblies allowed adults and children to join together in identifying current issues and areas of concern, along with ideas for solutions, followed by a community celebration of individual successes.

Accordingly, school discipline was based on beliefs that positive teacher-pupil relations support self-esteem and respect, thereby minimizing problem behavior. Children were taught social skills and expected behavior directly and through modeling in democratic environments. Children were involved in developing classroom rules to guide both children and adults. Encouragement and rewards were prime motivators, while sanctions, when necessary were never shaming, but encouraged dialogue, development of positive attitudes and responsibility for actions.

While the Oldwood community worked to maintain an environment that was free from prejudice, controversial issues were not avoided. On the contrary, members of the Oldwood community embraced controversial topics as learning opportunities and responded by exploring perceptions and feelings that certain symbols, language, and events evoked. Methods of addressing issues ranged according to the ages and developmental levels of students, and included: education about issues in question, Circle Time, celebrations of culture, debate and discussion, peer mediation, conflict resolution strategies; exploring symbols, assemblies, team building, drama, and workshops for school community. Teachers and staff were supported in their work with difficult issues through professional development opportunities, curriculum materials, and affiliations with community groups dedicated to peacemaking. There was no expectation of a quick fix, but a belief that opportunities to deconstruct meanings and feelings through discussion and debate would allow pupils to move toward tolerance, respect, and mutual understanding. While many skeptics outside the integrated sector expressed doubt about this approach, it is interesting to note that in a region where many Catholics and Protestants never interacted with the “other,” at Oldwood it was not uncommon to find Protestant children assisting Catholic friends who were preparing for catechism, and to also find children from both traditions eagerly learning about other world religions.

Physical health was also a priority. Oldwood was a “Healthy Eating School” with policies that encouraged healthy diets and exercise. Pupil Council members made fresh fruit available as snacks during break times and staff encouraged children to participate in exercise programs. Students and parents participated in cycling to school/work programs. Regular physical education included swimming, dance, gymnastics, and games skills.

Evident was the belief that the well-being of adults was essential for providing the well-being of children. For example, each new school year was celebrated with a gathering of staff for fun and socializing during a “mystery weekend” retreat. During the school year, the staff room was stocked with tea and healthy snacks for breaks. During break time, staff relaxed with food, laughter, and professional conversations. The principal often joined them to support, connect, and just enjoy their company. Posted in the staff room were flyers communicating wellness events and “Golden Rules for Teachers” to remind them to take care of themselves, as they took care of others. The environment was energized and the break ended when all bounded off to classrooms renewed and ready to fully engage with their pupils.

Nurturing staff was important as the expectations for their work were high. Teachers and staff were encouraged to take on leadership roles according to their own interests and skills. Weekly staff meetings were held in classrooms as a democratic space in which teachers connected, shared, and supported the work done in individual classrooms. Facilitation of meetings was a responsibility shared by the principal and teachers. Individual teachers identified areas of interest or expertise, such as maintaining the school web-site, facilitating assessment and development of the mathematics program, or coordinating events with other schools. Staff were encouraged to explore and initiate progressive programs and practices. In addition to responsibilities during regular school hours, teachers volunteered to sponsor various clubs after school. Clubs reflected student and teacher interests and included games, dance, cycling, football, Gaelic football, science, music, art, and cooking.

From the beginning, families were involved in meaningful ways, including sitting on the Board of Governors and making curricular and policy decisions as members of the Parent Council. The following document, drafted by families and staff was an example of meaningful collaboration and was posted in the school building and included in school documents:

At [Oldwood] it is important that everyone feels they can achieve well. These are the vision and aims for our school which help us to do that.
OUR VISION
Working, learning, and playing together for a better tomorrow.
AIMS
[Oldwood] Integrated Primary School’s child centered approach supports achievement and positive life long attitudes to learning by working with children to help them:

• Become confident, self-motivated learners
• Be able to work independently and collaboratively
• Develop essential life skills
• Have high self esteem while understanding and displaying mutual respect
• Be equally aware of rights and responsibilities
• Become skilled users of ICT
• Be aware of and nurture their spiritual dimension
• Seek to adopt a healthy lifestyle

Positive relations between school and families were fostered by regular communication and numerous special events and programs. Along with teachers, the principal greeted children and families every morning as they entered school and every afternoon as they departed for home. Her door was always open to hear concerns and provide support. Teachers developed workshops to allow parents to learn about curriculum and approaches to learning. Such workshops were offered each month with participation and input by parents. Involvement in children’s learning was further supported by regular reports of progress which included meetings to share children’s work and assessment data. In addition, special weekend retreats were offered for families to learn about pertinent issues, such as Anti-bias Curriculum. Regular “Grandparent’s Days” encouraged intergenerational participation, and special programs entertained with highlighted pupil talents. Having fun together in school-sponsored dances, dinners, and entertainment strengthened community and belonging. A delightful example of parent/school collaboration occurred when a teacher and father joined their musical talents and organized a ceili for pupils during the school day. Teachers organized their instructional day so that all children could experience traditional Irish music and dancing. The school event was followed that evening with a school sponsored ceili at a local pub for families and staff. Both events promoted cultural sharing, learning, appreciation and opportunities to develop cross-cultural relationships.

Community resources enhanced school efforts through various channels including reciprocal relationships with churches of both traditions, groups who facilitated Education for Mutual Understanding, and other integrated schools. Volunteers from the community offered specialized classes in music, arts, and sports. These relationships and collaborations were possible because of extensive networking, dialogue, and collaboration efforts that took significant investments of time by the school principal and staff.

 

Discussion and Implications

The “Oldwood way” is a holistic approach to education that facilitated a peaceful environment where children succeed in social and academic realms with teachers who experienced fulfilling professional lives. At a time when many schools were narrowing curriculum to the confines of “the test,” Oldwood demonstrated the value of making children’s lives the focus of instruction. Rather than sacrificing healthy, humane, and joyful practices in order to improve academic achievement, Oldwood instead made health, caring, and joy the foundation of academic achievement. The results were evident. Children thrived even though Oldwood was situated in a social context that was fraught with many of the same challenges which faced troubled schools around the world: rapidly changing societies, social tension, distrust, and animosity between groups, disparity of resources and opportunities, violence, as well as increasing academic demands supported by fewer resources. Yet, this responded to those challenges as learning opportunities and it created great possibilities for civic engagement. The outlook was not school as victim, but school as an agent for positive social change.

In 1932, Counts (1978) asked, Dare the School Build a New Social Order? He described the status of education with this statement, “Almost everywhere it is in the grip of conservative forces and is serving the cause of perpetuating ideas and institutions suited to an age that is gone” (p. 2) and maintained that schools reflect the wishes of society’s ruling classes. Although written decades earlier, his questions and concerns are disturbingly pertinent today. Seventy four years later, Oldwood IPS gives evidence that schools can indeed, be agents of social change. Previously, culturally segregated schools in Northern Ireland served to perpetuate the inequities, distrust and divisions that all too often manifest in violence. Sharing a mission of peace and unity through education, a small group of parents created a movement for social change by creating schools where children and families from different traditions could come together to achieve mutual understanding and respect for difference. In spite of opposition by powerful Church and government officials, the numbers of integrated schools expanded.

Oldwood IPS demonstrated that “going against the grain” of systemic violence was not only possible, it was fruitful. All too often schools respond to political pressure to increase academic achievement by imposing narrow curriculum and instruction. Practices that neglect the social, emotional, and spiritual needs of children typically fail to ensure academic success as they fail to educate for living well. Where such schooling is common, moving beyond borders to explore successful models elsewhere can provide insight into methods of peaceable practice that inform our own developments in peacebuilding education.

 

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