Dealing with difference in the divided educational context:balancing freedom of expression and non-discrimination in Northern Ireland and Israel

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

The Transition Year Programme in Ireland. Embracing and resisting a curriculum innovation

The Transition Year (TY) Programme is an optional, one-year, stand-alone, full-time programme offered in 75% of second-level schools in the Republic of Ireland. Aimed at those in the 15-16 age group, TY has a strong focus on personal and social development and on education for active citizenship.The implementation of TY in schools is seen as a case study in curriculum innovation. Evidence from the programme’s history and development, from studies of attitudes to TY in six schools and among policy shapers suggests ambiguous views among stakeholders towards the programme. Enthusiasm for aspects of the innovation is accompanied by resistance to its more challenging features. Schools’ responses to the programme is examined from a range of perspectives