ABSTRACT

This chapter discusses results from an enquiry on the potential of Northern Ireland’s music curriculum to contribute to cross-community cohesion. A segregated schooling system, historically aligned to Protestant and Catholic churches, is generally perceived to support society’s opposing cultural identities. We consider data on 32 music teachers’ classroom approaches to developing pupils’ ‘Mutual Understanding’ and ‘Cultural Understanding’, two statutory curriculum requirements since 2007. Teacher responses to a policy introduced a decade later that promotes shared education across the community divide are also discussed. We conclude with a critical evaluation of the evidence and how identified issues might be addressed.