Troubles, transformation and tension: Education policy, religious segregation and initial teacher education in Northern Ireland
DOI:
https://doi.org/10.30827/profesorado.v23i4.11521Palabras clave:
política de la educación, conflicto social, segregación, formación del profesorado, Irlanda del NorteResumen
Hace más de 20 años desde la firma del Acuerdo de Belfast (Good Friday) y el final del conflicto o los 'problemas', en Irlanda del Norte. Sin embargo, como una sociedad post-conflicto, Irlanda del Norte sigue profundamente dividida en términos sociales, culturales y religiosos. Esta división se refleja, si no se mantiene, en el carácter segregado de las estructuras e instituciones educativas, incluidas las relacionadas con la formación inicial de los docentes. Este artículo adopta un análisis crítico de políticas, basado en datos de encuestas de fuentes primarias, para comprender, explorar y reflexionar sobre la naturaleza y existencia de estas divisiones. Además, al reflexionar sobre el Acuerdo de Belfast (Good Friday) como un acuerdo consociacional, el artículo considera la tensión inherente a un proceso de paz basado en las divisiones étnico-nacionales muy religiosas, incluidas las relativas a la educación, que en última instancia está tratando de integrar. El artículo concluye que cualquier cambio sistémico deseado y la inculcación de valores asociados con la construcción de la armonía, la tolerancia y el respeto mutuo, como se refleja, por ejemplo, en las competencias de los estudiantes de pedagogía, se ve castrado discursivamente por las políticas y las prácticas que todavía se basan en gran medida en la división y la segregación étnico-nacional religiosa.
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