Realising the societal objectives of shared education: from teachers’ perspectives

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.