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By Claire McGlynn (Editor) Zvi Bekerman (Editor)

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Htm. Douglas, L. (2003). Citizenship education and human rights education: An overview of recent developments in the UK. Manchester, England: British Council. Furlong, J. (1992). Reconstructing professionalism: Ideological struggle in initial teacher training. In M. Arnot and L. ), Voicing concerns: Sociological perspectives on contemporary education reforms (pp. 162–169). Brightwell-Sotwell: Triangle Books. , Osborne, R. and Cormack, R. (1993). Community relations, equality and education. In R.

If nothing else, the Brown decision provides an inspirational example of a struggle for democracy and inclusion. The logic of the decision was for a move toward greater integration, but in this respect the wider lessons from Brown are much less obvious. The evidence shows clearly that a level of integration can be achieved particularly when segregation is based on legislation, not least because laws can be changed and, in a lawful society, most people will adhere to the law, eventually. However, when segregation is based on custom and practice, it provides a more amorphous target that is harder to pin down and harder still to reverse.

In a divided society such as Northern Ireland, any educational initiative that would seek to promote an expanded worldview beyond that which has been framed by its longstanding conflict narratives would expectedly encounter considerable resistance. Smith (2003) specifically notes the difficulties inherent in considering the concept of citizenship in a society where there are different loyalties that give rise to conflict; realistically it would seem that neither the British nor the Irish national identity provides the basis for a citizenship model that would be acceptable to all in Northern Ireland.

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