History Teaching to Promote Positive Community Relations in Northern Ireland: Tensions Between Pedagogy, Social Psychological Theory and Professional Practice in Two Recent Projects

Abstract

In this chapter, the role of history teaching in promoting positive community relations in Northern Ireland is considered with specific reference to two publicly funded projects. The Northern Ireland context for history teaching is outlined, followed by an overview of relevant social psychological theory, concepts and research. Educational responses to the conflict and post-conflict situations are explored including development of the history curriculum. The extent to which history teachers might employ ideas from social psychology to contribute to improved relationships between young people is examined. We conclude that history teachers may privilege disciplinary outcomes and curriculum over other project aims, therefore outcomes in relation to promoting community relations may be less consistent than discipline-related outcomes without additional input from social psychologists.