Abstract
This paper explores the concept of good practice in integrating education in divided societies. Using Northern Ireland as a case study, the paper draws on data from eight schools (both integrated Catholic and Protestant, and separate) that are identified as exemplifying good practice in response to cultural diversity. Analysis is provided through the lens of Bhikhu Parekh’s reconceptualization of multiculturalism from 2006. The data provide insights into characteristics of good practice from the perspectives of pupils, support staff, teachers and principals, in a society that is not only moving out of conflict but is also responding to the challenges of incoming minority students.
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