116 DEBORAH KINGHAN
flaws to this categorisation, but an examination of this is not within the remit of the
essay.
Intergroup Contact
Intergroup contact is the theory that bringing distinct groups together will reduce
prejudicial feelings and attitudes (Allport 1954). Allport’s theory of intergroup
contact has been supported by wide-ranging research, as illustrated by Pettigrew and
Tropp’s (2006) meta-analysis demonstrating the effects of the theory across various
contexts. Pettigrew (1998: 70) identifies four processes that explain the behavioural
and attitudinal effects of contact: learning about the out-group disconfirms negative
preconceptions; meaningful friendships created with out-group members produce
empathy and positivity toward the wider out-group; intergroup friendships; and the
final process of in-group reappraisal. In-group reappraisal involves altering the
conceptualisation of the in-group in its capacity to include out-group members. These
initial processes can often be accompanied by behavioural changes towards the outgroup, such as acceptance and willingness to engage in future contact. Hewstone
(2003: 352) details that intergroup contact should improve intergroup attitudes by,
increasing forgiveness, encouraging perspective-taking and trust, and reducing fear
towards the out-group. However, Allport (1954: 281) argues that contact by itself
does not guarantee successful future intergroup relations. Instead, successful contact
only occurs under certain “optimal” conditions: groups having equal status,
cooperating to achieve common goals and institutional support.
Since 1998, Northern Ireland has been viewed as an exemplar of conflict resolution
(Aughey 2012: 146). Political breakthrough stemming from the Good Friday
Agreement of 1998 has been the basis for a number of ‘Shared Future’ initiatives to
alleviate negative emotions and promote contact between communities (Hughes et al
2007). Many of these involve children and young people who did not live through the
conflict, in the hope that they will grow up without the prejudice and segregation
which marked the past. McEvoy et al (2006) write that education has maintained a
notable focus upon reconciliation work, at least to some extent, since ‘the Troubles’
ended. For example, mixed education in integrated schools (schools in which there