‘Everyone Has to Find Themselves in the Story’: Exploring Minority Group Representation in the Citizenship Curriculum in Northern Ireland and Israel

Helen Hanna

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    Abstract

    This article explores understandings of minority group representation in citizenship education in Northern Ireland and Israel, from the point of view of students, teachers and policy-makers. It is set against the background of the minority/majority group dichotomy within societies divided along ethno-national lines, and the challenge of delivering a common citizenship curriculum to a diverse group in such a context. Starting with interpretations of international law that state that education should be ‘culturally appropriate’ and ‘flexible to the needs of a particular community’, the article considers several interrelated ideas: proportional representation of the minority in educational governance; students being able to ‘find themselves in the story’ of the curriculum; and the debate over a common versus a differentiated curriculum. Inter-jurisdiction comparisons allow for exploration of varied understandings of citizenship education as socialisation, and of potential responses to the challenge of balancing unity and diversity in a divided or multicultural society.
    Original languageEnglish
    Pages (from-to)84-97
    Number of pages14
    JournalDiaspora, Indigenous and Minority Education
    Volume10
    Issue number2
    DOIs
    Publication statusPublished - 6 Apr 2016

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