An investigation into primary school pupils’ experiences of a shared education initiative in schools in Northern Ireland

This thesis is also guided by the new sociology of childhood framework in investigating agency for children and young people in contact initiatives. Employing thematic and participatory analysis, the study clarifies the contextual factors influencing pupils’ interpretative frameworks, as well as the issues impacting upon their experiences of shared education. The findings indicate that children’s perceptions of self and group identity and the influence of teachers’ impact on how they interpret their roles in shared education.

Analysis also shows that contact settings and issues of micro-sharing lead to feelings of exclusion from shared activities for a significant proportion of pupils. This is turn impacts upon social relations and the development of friendships. Finally, it is evident that pupils rarely have agency or voice in decision-making.

It is contended that provision of increased agentic roles for pupils would significantly enhance shared education experiences and promote more positive group relations.<br><br>This thesis makes an original contribution to the literature on intergroup contact, community relations and education by investigating the experiences of primary school pupils participating in shared education. The use of a qualitative approach and the employment of participatory research methods, often limited in the field of literature on contact, also reveals insights which have implications for future research and educational policy.