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<p>A conflict known for being played out between Catholics and Protestants has affected Northern </p><p>Ireland deeply as a country and society, leaving a divided and segregated society. What happened after the Belfast Agreement in 1998? A bachelor degree thesis about community relations in Belfast between Catholics and Protestants, written by Ana Maria Panescu.</p>

A conflict known for being played out between Catholics and Protestants has affected Northern Ireland deeply as a country and society, leaving a divided and segregated society. What happened after the Belfast Agreement in 1998? A bachelor degree thesis about community relations in Belfast between Catholics and Protestants, written by Ana Maria Panescu.

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Most sociological studies of the police tend to be concerned with aspects of their social control function in society. Few researchers have treated the day to day duties of the police as part of the performance of a work role. This study reports on the social activities performed by police and civilian personnel in a specific phase of police organization — the phone room. It is through these routines and practices that this aspect of police work is done. The study is based on observations made in the phone room of the Vancouver Police Station. Tape recordings were made of a number of calls. As an adjunct to observational data, interviews were held with members of the staff. Members of the community phone in to the police to report a variety of troubles. Staff, through their routine practices, select and work up from these calls, those which will be treated as "police business." "Police business" is thus viewed as produced by the routine practices of the phone room staff. This study examines some of these routine practices through which police business is accomplished. A section of this study deals with the kinds of callers staff consider are entitled to make a report because of their relationship to the event they are reporting; callers who stand in a special relationship to the police; and those features of the caller's account that police attend to in assigning the event described in the call to an administrative category. The police mandate to take action is discussed, and consideration is given to some of the organization factors that phone room staff take into account in exercising discretionary power to use that mandate. A final section deals with two typifications of people commonly made by phone room staff — "missing persons", and "crank callers." Phone room staff make these typifications based on their knowledge of the community and the exigencies of phone room work. / Arts, Faculty of / Sociology, Department of / Graduate

Thesis (M.S.)--Central Connecticut State University, 2001. / Thesis advisor: Stephen Cox. " ... in partial fulfillment of the requirements for the degree of Master of Science in Criminal Justice." Includes bibliographical references (leaves 71-73). Also available via the World Wide Web.

'Equal Opportunities' (EO) in this research is taken as an umbrella term to encompass all forms of training in fair treatment issues including Community and Race Relations. The literature reveals that training police officers in EO issues falls short of what is needed and yet little research has been done into how trainers and learners engage with the content of EO training. A measure of the importance attached to this area of research lies in the fact that in April 1999 this project attracted Home Office Police Research Award Scheme funding. Police training in EO was examined from the point of view of the trainers who engage in it by exploring their experience. The consistent theme and the core question "what does good EO training look like?" had the object of constructing a model of good EO training where "good" has been defined out of the trainers' own expenence. Thirty interviews were conducted using well established phenomenographic principles to explore the experience of those engaged in the design or delivery of EO training for police officers. For the subsequent qualitative analysis of the data an approach similar to grounded theory was used. The results demonstrate that good EO training has four elements expressed in terms of its objects, the act of engaging in EO training, the process, and issues surrounding the skills and attributes required of trainers engaging in its delivery. Each of the elements had a number of component themes that were also used in the construction of the model. A key finding, consistent with other studies, was that learners and trainers alike may selectively emphasise or focus on a particular part of the model, and, in doing so, will inhibit the effectiveness of both the learning and the training.

Thesis (M.S.)--Boston University

This thesis presents an analysis of adult education programs concerned with reconciliation, and more specifically with reconciliation pedagogy used by community organisations in Northern Ireland. Northern Ireland for many years was the site of inter-ethnic violence expressed through sectarian and paramilitary presence, but has moved towards a more peaceful, civil society in recent years. This thesis investigates how the role of the citizen-subject in the new Northern Ireland is constituted in adult education programs and how funding regimes govern such community relations initiatives. The thesis offers a critical analysis of interviews with tutors, participants, designers and managers involved in a selected peace and reconciliation course. A broader view on reconciliation pedagogy and curriculum in anti-sectarian adult education in Northern Ireland leads to a closer exploration of social practices and power relations surrounding the chosen course, while drawing upon selected aspects of social theory, Foucauldian discourse analysis and concepts of governmentality. The analysis revealed that the chosen anti-sectarian course, ‘Us and Them’ (Workers Educational Association), proposes individualisation and responsibilisation as alternatives to community identities and nationalistic myths of origins. Equal rights are interpreted as equal rights to cultural expressions, and culture is continuously privileged over other structural differentials in Northern Ireland such as poverty, class or colour. ‘Us and Them’ is one component of a large machinery of projects designed to address the conflict situation in Northern Ireland. This machinery finds its centre in the Northern Ireland Community Relations Council, which privileges certain knowledges based on cultural consociationalism over others and which distributes funds for peace and reconciliation projects accordingly. Furthermore,the thesis examines how contemporary policy papers addressing community relations shape discourses found in anti-sectarian strategies and the rationales, strategies and policies informing “Us and Them’. The aim of the analysis is to explore the power and potential (and the limitations) of individualisation and responsibilisation as techniques in peace and reconciliation pedagogy in post-settlement ethnic conflict situations.

This thesis presents an analysis of adult education programs concerned with reconciliation, and more specifically with reconciliation pedagogy used by community organisations in Northern Ireland. Northern Ireland for many years was the site of inter-ethnic violence expressed through sectarian and paramilitary presence, but has moved towards a more peaceful, civil society in recent years. This thesis investigates how the role of the citizen-subject in the new Northern Ireland is constituted in adult education programs and how funding regimes govern such community relations initiatives. The thesis offers a critical analysis of interviews with tutors, participants, designers and managers involved in a selected peace and reconciliation course. A broader view on reconciliation pedagogy and curriculum in anti-sectarian adult education in Northern Ireland leads to a closer exploration of social practices and power relations surrounding the chosen course, while drawing upon selected aspects of social theory, Foucauldian discourse analysis and concepts of governmentality. The analysis revealed that the chosen anti-sectarian course, ‘Us and Them’ (Workers Educational Association), proposes individualisation and responsibilisation as alternatives to community identities and nationalistic myths of origins. Equal rights are interpreted as equal rights to cultural expressions, and culture is continuously privileged over other structural differentials in Northern Ireland such as poverty, class or colour. ‘Us and Them’ is one component of a large machinery of projects designed to address the conflict situation in Northern Ireland. This machinery finds its centre in the Northern Ireland Community Relations Council, which privileges certain knowledges based on cultural consociationalism over others and which distributes funds for peace and reconciliation projects accordingly. Furthermore,the thesis examines how contemporary policy papers addressing community relations shape discourses found in anti-sectarian strategies and the rationales, strategies and policies informing “Us and Them’. The aim of the analysis is to explore the power and potential (and the limitations) of individualisation and responsibilisation as techniques in peace and reconciliation pedagogy in post-settlement ethnic conflict situations.