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Identity, conflict and radical coalition building: a study of grassroots organizing in Northern Ireland

  • Author / Creator
    McClean, Anna
  • Coalitions in Northern Ireland have been organizing across the ethno-nationalist divide for decades. Yet, while empirical research has addressed challenges of, and potential for, organizing across ethnonationalism, the ways in which coalition members attend to their complex subjectivites have been overlooked. Using a critical, constructivist approach to qualitative research, this study of Alliance for Choice Belfast sheds light upon the impacts of attending to / overlooking difference and power dynamics. Data was collected through field research, semi-structured interviews and document analysis, and analysed through the lens of radical coalition building, along with theories that address the complexity of identities. The findings suggest that members of the coalition have created a depoliticized coalitional space in order to avoid conflict and unite around their campaign goal. This has had implications in terms of homogenizing women’s experiences, overlooking elements of class privilege, and falling back into traditional practices of avoidance around controversial issues.

  • Subjects / Keywords
  • Graduation date
    2010-06
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/R3PW35
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Master's
  • Department
    • Department of Educational Policy Studies
  • Supervisor / co-supervisor and their department(s)
    • Shultz, Lynette (Educational Policy Studies)
  • Examining committee members and their departments
    • Chovanec, Donna (Educational Policy Studies)
    • Merali, Noorfarah (Educational Psychology)