Wednesday, June 4, 2014

IRiSS member Dr. Máire Braniff launches results from collaborative study on the DUP

Along with Prof. Tonge (Liverpool), Prof. Hennessey (Canterbury Christchurch), Prof. McAuley (Huddersfield) and Dr. Whiting (Liverpool), Dr. Máire Braniff is launching the results of their recent membership survey of the Democratic Unionist Party.

About the book:

The Democratic Unionist Party (DUP) has moved from a religion-dominated protest party to a pragmatic party of government in Northern Ireland, the most popular in the region, with more votes, Assembly seats, and MPs than any of its rivals. This book draws upon the first-ever survey of the party's members, funded by the Leverhulme Trust, along with over one hundred interviews, to analyse their views on the transformation undergone by the DUP. The book analyses what categories of individual make up the DUP, ranging from religious fundamentalists or moderates, detailing the religious composition of the party. How Free Presbyterian or Orange is the modern DUP and how is its membership changing? What identity do those members hold?

The book then assesses the attitudes of members to the contemporary power-sharing arrangements in a divided society. How comfortable is the DUP to sharing political spoils with the republican 'enemy'? How supportive are members of the Executive and Assembly in Northern Ireland and what progress do they think has been made? The book also dissects the modern fears of DUP members, ranging from the dilution of religious fervour to continuing fears over security and opposition to policing reforms. Attitudes to unity with other Unionist groups are explored, as are the prospects of capturing support from Catholic supporters of Northern Ireland's place in the United Kingdom.

Drawing upon unprecedented access to a party traditionally suspicious of outsiders, this book offers a unique insight into how an opposition party grounded in religious principles has accommodated change and broadened its appeal, whilst retaining most of its traditional hardcore membership.

The book will be launched on 17th June- RSVP to 

Thursday, May 22, 2014

IRiSS's Dr Johanne Devlin-Trew Key to WW1 Research Collaboration

Congratulations to IRiSS's Dr Johanne Devlin-Trew on her latest research collaboration with partners at QUB and NMNI

The University of Ulster and Queen’s University Belfast have officially launched a major World War One research collaboration, as part of a wider initiative led by the Imperial War Museum in London.
The Living Legacies World War One Engagement Centre has received £500,000 of support from the Arts and Humanities Research Council (AHRC), in partnership with the Heritage Lottery Fund.

It will be one of only five centres in the UK established to protect the legacy of, and provide access to information on, one of modern history’s most defining events. National Museums Northern Ireland is working closely with the universities on the project.
University of Ulster Vice-Chancellor Professor Richard Barnett said: “This is a landmark project that will bring together the highly respected research capabilities of Ulster and Queen’s to deliver a stronger, shared understanding of the First World War and its legacy.
“Over the next three years, life stories, diaries, letters and other artefacts will be collected, interpreted and shared by university researchers. This will lead to new community outreach activities focused on helping future generations to understand what life was like from 1914 to 1918 and, deliver a deeper understanding of conflict across all communities in Northern Ireland.”

Queen’s Vice Chancellor Professor Patrick Johnston said: “Living Legacies provides an opportunity for Queen’s and the University of Ulster to contribute to the legacy of this pivotal event in the 20th century.
“Based at Queen’s Institute for Collaborative Research in the Humanities, a key focus of the Centre will be to provide advice and support for community research projects on the war. It is a fine example of how, through interdisciplinary research and partnerships, we can learn more about how society has been affected by past events, and the enduring cultural and societal impact of World War One in Northern Ireland and around the globe.”
Dr Keith Lilley, Director of the Living Legacies centre said: “Connecting academic and public histories, the Living Legacies Engagement Centre will explore the enduring impact of the conflict and First World War heritage.”

Tuesday, April 29, 2014

Democracy and Social Change in Northern Ireland

INCORE Announcement - 17 April 2014
Democracy and Social Change in Northern Ireland
The International Conflict Research Institute (INCORE) and the UNESCO Centre at the University of Ulster request the pleasure of your company at a celebration of

The HECUA 'Democracy and Social Change in Northern Ireland' Programme

On Friday 9th May 2014 at 3pm in Martha Magee's (MD008)
Magee Campus, University of Ulster

Event Outline

For the last decade the HECUA 'Democracy and Social Change in Northern Ireland' Programme has provided an opportunity for students from the United States to live, work and study in Northern Ireland, examining the conflict from multiple perspectives and analysing Northern Ireland's resources for building an inclusive and sustainable democracy.
HECUA is an organisation of 17 United States Liberal Arts Colleges dedicated to education for social justice who partner with the University of Ulster in delivering the programme. The Programme is in its first year within a new home at INCORE, after spending eleven successful years within the UNESCO Centre at the University.
This event is an opportunity for an invited audience of community representatives, academics and policy makers to hear reflections on learning experiences from some students, and also to celebrate the success of the Programme in developing understandings of the Northern Ireland conflict on both sides of the Atlantic.

Guest Speakers
1.    Gregory S. Burton, United States Consul General in Northern Ireland
2.    Jenny Keyser, Executive Director of HECUA
The event will be followed by a reception.
(Note: places are limited and will be allocated on a first come first served basis)
RSVP not later than Monday 5th May to Shonagh Higgenbotham

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Tuesday, March 4, 2014

All Six UNESCO Centre Children and Youth Programme Reports Available Online

All Six UNESCO Centre Children and Youth Programme Reports Available Online

CYPAll six UNESCO Centre Children and Youth Programme (CYP) Reports are available on the dedicated Programme website.  The first phase of the programme was completed with the publication of the sixth report, which focused on the relationship between Maternal Mental Health and Poverty, and its relationship with children’s education. Each report can be accessed as a full pdf, or as a three or one page briefing note.  Hard copies of each are also available – if you wish to receive one please email Barbara Rosborough at the UNESCO Centre at
All reports can be accessed through the following link –

CYP Reports
Maternal Mental Health and Poverty: The Impact on Children’s Educational Outcomes
Abstract: A range of factors can undermine maternal mental health, with short and long term consequences for mothers and their children. The relationship between poor parental mental health and children’s well‑being is increasingly documented, with the evidence suggesting adverse developmental outcomes across the domains of a child’s life. More specifically, maternal mental health, particularly when combined with socio‑economic disadvantage, has been recognised as a pivotal influence on children’s educational outcomes. This thematic report focuses on the relationship between poverty and maternal mental health, and the impact of these on children and young people’s educational experiences in Ireland and Northern Ireland.
Education for Civic Engagement in Post‑primary Schools in Ireland and Northern Ireland: A Rights Perspective
Abstract: The focus of this report is on policy and provision for education for civic engagement in post‑primary education in Ireland and Northern Ireland. This issue is topical and relevant in both jurisdictions. In Ireland reform of the Junior Cycle has led to a renewed focus on civic education and its cross‑curricular linkages. In Northern Ireland, education for civic engagement occurs within a divided society, giving rise to questions about its role in such a context.
Capacity Building for Inclusion: The Role and Contribution of Special Needs Assistants and Classroom Assistants in Ireland and Northern Ireland
Abstract: Historically, the basic right to education has been an automatic assumption for children in Ireland and Northern Ireland. For pupils with Special Educational Needs (SEN), this has been a more ambiguous process, where the language, policy and legislation of education provision has alternately strengthened and diminished their educational options. This, our second thematic report, focuses on capacity building to support the inclusion of children with SEN within the mainstream school sector. The issue is explored specifically in relation to the role of the Special Needs Assistant (SNA) in Ireland and the Classroom Assistant (CA) in Northern Ireland.
Reviewing the Provision of Education for Young People in Detention: Rights, Research and Reflections on Policy and Practice
Abstract: This, the first of our Thematic Reports, addresses the relevant rights instruments and standards for education in the youth justice system, highlights the current legislative and policy context measured against international standards and assesses the role of education for young people in detention and draws concluding messages for policy in relation to custodial education and well‑being of children and young people.
Understanding Policy Development and Implementation for Children and Young People
Abstract: This, the second of our Foundation Reports, analyses the policy environment in relation to children and young people in Ireland and Northern Ireland. It reviews key policies and legislation relating to children and young people, including the pledges and commitments identified in each. Through consultation with relevant stakeholders, it identifies the main policy barriers and enablers and develops a framework to review policy development and implementation.
A Rights‑Based Approach to Monitoring Children and Young People’s Well‑Being
Abstract: This is the first of our Foundation Reports; it explores understandings of a rights‑based approach to monitoring children and young people’s well‑being, in particular, the relationship between rights‑based obligations and well‑being. It includes analysis of the debate on the relationship between child rights indicators and well‑being indicators currently used to monitor outcomes for children and young people. In doing so, the report seeks to provide clarity for policy makers and those working with, or on behalf of, children and youth.