The single factor fallacy occurs when social scientists model their applied work largely
around a single factor. The problem generally arises when either a highly relevant theory is …

Societies which suffer from ethnic and political divisions are often characterised by patterns
of social and institutional separation, and sometimes these divisions remain even after …

The uneven distribution of pupils in schools, according to their social origin, ethnic group,
sex or any other ascriptive characteristic, is an important topic in educational research. It has …

During the years of political violence in Northern Ireland many looked to schools to
contribute to reconciliation. A variety of interventions were attempted throughout those years …

Although the effects of direct and indirect forms of contact on intergroup relations are well
documented, little is known about their longitudinal co-development. Based on the social …

In adolescence, youth spend a high proportion of their time with their peers and in school; it
is hardly surprising therefore that perceptions of peer and school norms have a strong …

This article reports on research into the influence of teachers' religious beliefs in religious
education. Drawing on accounts from eleven teachers in Controlled Schools in Northern …

Past research has shown that intergroup contact can be a promising intervention to improve
intergroup relations and that contact-based interventions might be most effective during …

Societies with history of past conflict are frequently segregated, thus lacking opportunities for
direct contact with former adversaries that could improve the troubled intergroup relations. In …

This article considers how the education systems of divided societies have been shaped in
response to the experience of ethnic and religious conflict. The analysis identifies two …