5. Hidden Legacies of the Troubles

The dialectics raised, by the delivery of centralised medical education curricula within contemporary Northern Ireland, are considered for their situatedness within that post-conflict society. Critical sociocultural lenses are used to explore questions of identity and the capacity for change inherent in education. Residual colonialist perspectives are explored together with prominent contemporary discourses of medical education, including the overarching influence of positivism. A proposal is made for post-conflict medical pedagogy which engages learners and educators in transformational critical consciousness and trauma-informed curricula practice.