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This paper aims to demonstrate the transformative potential of school networks in divided societies, where separate schools often mirror wider ethnic divisions. It describes Shared Education in Northern Ireland, where networks are being utilised to change how Catholic and Protestant schools engage with one another. The concept of boundary crossing is used to frame how staff members build relationships and bridge distinct knowledge communities shaped by socio-cultural practices and identities.

A mixed-methods design was employed. Evidence is presented based on a social network analysis of teacher interactions within a Shared Education partnership of five primary schools in Northern Ireland.

The findings suggest that school networking can overcome systemic separation in divided societies and provide the infrastructure necessary to establish an alternative model for collegial engagement. The structural characteristics of the observed school network are discussed, including comments on its sustainability, the role of boundary-crossing relationships, the professional value for those involved and its transformative potential for society.

This paper provides a unique perspective on the application and utility of school networks for supporting the development of professional communities in challenging circumstances. It also presents valuable social network data on the structure and management of school networks.

Northern Ireland is a society divided by political, national and religious identities. Between 1968 and 1998, there was a violent political conflict in which 3,700 people died. Throughout the conflict, many looked to schools to work to improve community relations, even though the school system itself was divided on largely religious grounds. This chapter looks at education interventions in Northern Ireland aimed at promoting conflict transformation, with a particular focus on the shared education work of the 2000s which is based on collaborative networks of schools from the different communities. The collaboration involved in the shared education initiative is based on a participatory approach which emphasises teacher-led innovation and locally tailored school partnerships. This is in contrast to the defining features of the Northern Ireland school system which has always had a hierarchist character, even when education reforms in the 1990s introduced market principles and school competition. This chapter analyzes education policy and practice in light of these frameworks and considers the potential tension between the shared education approach given the prevailing ethos of the Northern Ireland education system. It suggests that the consequences of this potential tension remain unclear.

Unlike many of the issues raised during the Northern Ireland Civil Rights campaign of the late 1960s, employment discrimination has remained high on the political agenda, leading to two major pieces of legislation, in 1976 and 1989. Briefly examines the background to the claim of religious discrimination against Catholics, before going on to review analyses of the 1971 and 1981 censuses, the main statistical source on patterns of employment in Northern Ireland, which confirm that there are significant differentials in the socio‐economic profiles of the Catholic and Protestant communities. In addition, discusses the monitoring provisions of the 1989 Fair Employment Act and points to some current debates on how the future effectiveness of the Act should be assessed.

BASF Coatings + Inks has announced the management team for this newly formed company. All members have extensive experience of the coatings and inks industry and were previously senior management members of companies within the BASF Group.

Provides an overview of the issue of religious discrimination in the Northern Ireland labour market.