Abstract
This chapter brings together the threads of arguments within the book. It summarises the findings from Chapters 4 to 6: on representing the minority and curriculum in citizenship education; on dealing with difference and pedagogy in citizenship education; and on aims in terms of preparing young people for life in a divided society. It also highlights the opportunities and challenges offered by international human rights law, particularly the challenge of interpreting the law, given the variety of identities that are vying for recognition in conflict-affected jurisdictions. It therefore proposes that an approach is taken whereby everyone who is involved in interpreting education rights obligations be considered as an ‘interpretative community’. It closes by highlighting the implications of the findings in terms of how we view international education rights frameworks and the continued challenge of delivering an appropriate citizenship education in the divided societies of Northern Ireland and Israel.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Literature
Al-Haj, M. (2002). Multiculturalism in Deeply Divided Societies: The Israeli Case. International Journal of Intercultural Relations, 26(2), 169–183.
Amrein, A. L., & Berliner, D. C. (2002). High-Stakes Testing and Student Learning. Education Policy Analysis Archives, 10, 18ff.
Apple, M. W. (1993). The Politics of Official Knowledge: Does a National Curriculum Make Sense? Discourse, 14(1), 1–16.
Arlow, M. (2002). The Challenges of Social Inclusion in Northern Ireland: Citizenship and Life Skills. In S. Tawil (Ed.), Curriculum Change and Social Inclusion: Perspectives from the Baltic and Scandinavian Countries (Final Report of the Regional Seminar Held in Vilnius, Lithuania, 5–8 December 2001). Geneva: UNESCO International Bureau of Education.
Ball, S. (1994). Education Reform: A Critical and Post-structural Approach. Buckingham: Open University Press.
Banks, J. A. (2004). Introduction: Democratic Citizenship Education in Multicultural Societies. In J. A. Banks (Ed.), Diversity and Citizenship Education: Global Perspectives. Indianapolis: Jossey-Bass.
Bar-Tal, D., & Rosen, Y. (2009). Peace Education in Societies Involved in Intractable Conflicts: Direct and Indirect Models. Review of Educational Research, 79(2), 557–575.
Bekerman, Z., Zembylas, M., & McGlynn, C. (2009). Working Toward the De-essentialization of Identity Categories in Conflict and Postconflict Societies: Israel, Cyprus, and Northern Ireland. Comparative Education Review, 53(2), 213–234.
Bush, K. D., & Saltarelli, D. (2000). The Two Faces of Education in Ethnic Conflict. Florence: UNICEF Innocenti Insight.
Donnelly, C. (2004). What Price Harmony? Teachers’ Methods of Delivering an Ethos of Tolerance and Respect for Diversity in an Integrated School in Northern Ireland. Educational Research, 46(1), 3–16.
Donnelly, C., & Hughes, J. (2006). Contact, Culture and Context: Evidence from Mixed Faith Schools in Northern Ireland and Israel. Comparative Education, 42(4), 493–516.
Dunn, S., & Nolan-Haley, J. (1998). Conflict in Northern Ireland After the Good Friday Agreement. Fordham International Law Journal, 22, 1372–1388.
Feghali, E. (1997). Arab Cultural Communication Patterns. International Journal of Intercultural Relations, 21(3), 345–378.
Fish, S. (1980). Is There a Text in This Class? The Authority of Interpretive Communitites. Cambridge, MA: Harvard University Press.
Graham-Brown, S. (1994). The Role of the Curriculum. In Minority Rights Group (Ed.), Education Rights and Minorities. London: Minority Rights Group International.
Hess, D. E. (2004). Controversies About Controversial Issues in Democratic Education. Political Science and Politics, 37(2), 257–262.
Holt, J. (1969). The Underachieving School. London: Pitman.
Johnstone, I. (1990). Treaty Interpretation: The Authority of Interpretive Communities. Michigan Journal of International Law, 12, 371–419.
Katriel, T. (1986). Talking Straight: Dugri Speech in Israeli Sabra Culture. Cambridge: Cambridge University Press.
Kerr, D. (1999). Citizenship Education in the Curriculum: An International Review. School Field, 10(3/4), 5–32.
Kilkelly, U., Kilpatrick, R., Lundy, L., Moore, L., Scraton, P., Davey, C., et al. (2004). Children’s Rights in Northern Ireland. Belfast: Northern Ireland Commissioner for Children and Young People.
Marker, G., & Mehlinger, H. (1992). Social Studies. In P. W. Jackson (Ed.), Handbook of Research on Curriculum. New York: Macmillan.
McCowan, T. (2008). Curricular Transposition in Citizenship Education. Theory and Research in Education, 6(2), 153–172.
McCully, A. (2006). Practitioner Perceptions of Their Role in Facilitating the Handling of Controversial Issues in Contested Societies: A Northern Irish Experience. Educational Review, 58(1), 51–65.
McEvoy, L. (2007). Beneath the Rhetoric: Policy Approximation and Citizenship Education in Northern Ireland. Education, Citizenship and Social Justice, 2(2), 135–157.
Nieto, S. (1994, Spring). Moving Beyond Tolerance in Multicultural Education. Multicultural Education, 1(4), 1–8.
Osler, A., & Starkey, H. (2003). Learning for Cosmopolitan Citizenship: Theoretical Debates and Young People’s Experiences. Educational Review, 55(3), 243–254.
Prout, A., & James, A. (1997). A New Paradigm for the Sociology of Childhood? Provenance, Promise and Problems. In A. James & J. Prout (Eds.), Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood. London: Falmer Press.
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A Motivational Perspective on Engagement and Disaffection Conceptualization and Assessment of Children’s Behavioral and Emotional Participation in Academic Activities in the Classroom. Educational and Psychological Measurement, 69(3), 493–525.
Smith, N., Lister, R., Middleton, S., & Cox, L. (2005). Young People as Real Citizens: Towards an Inclusionary Understanding of Citizenship. Journal of Youth Studies, 8(4), 425–443.
Smooha, S. (2004). Index of Arab–Jewish Relations in Israel. Haifa: Jewish-Arab Center, Citizens Accord Forum between Jews and Arabs in Israel, Friedrich-Ebert-Stiftung.
Stradling, B. (1985). Controversial Issues in the Curriculum. Bulletin of Environmental Education, 170, 9–13.
Ten Dam, G., & Volman, M. (2004). Critical Thinking as a Citizenship Competence: Teaching Strategies. Learning and Instruction, 14(4), 359–379.
Tobin, J. (2010). Seeking to Persuade: A Constructive Approach to Human Rights Treaty Interpretation. Harvard Human Rights Journal, 23, 1–50.
Wilson, D. (2005). Education Rights. In M. Salomon (Ed.), Economic, Social and Cultural Rights: A Guide for Minorities and Indigenous Peoples. London: Minority Rights Group.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Hanna, H. (2019). Conclusion. In: Young People's Rights in the Citizenship Education Classroom. Palgrave Studies in Global Citizenship Education and Democracy. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-21147-9_8
Download citation
DOI: https://doi.org/10.1007/978-3-030-21147-9_8
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-21146-2
Online ISBN: 978-3-030-21147-9
eBook Packages: EducationEducation (R0)