This module matches one on the Jerusalem Wall with both focusing on key spatial separation barriers or zones between the different ethno-national groups, albeit their significance and motivations are very different in the two cities. Belfast's ‘peacelines’ (some of which are 'peacewalls'), and more generally interface areas without purpose-built barriers, will be examined in terms of border-maintenance and border-crossing practices in everyday life. Key issues include how planners, police, army, paramilitaries and local communities have related to them; and how they evolved and developed during the 'Troubles' - including how and why they recently increased in number and extent despite (or because of?) the cessation of overt military conflict in the mid-1990s, but also attempts to reduce their divisive effects. Field research will focus on how peacelines are being (re-)imaged and (re-)institutionalised on both sides of the communal divide: how various groups (e.g., children, women, men, community organisations) negotiate them; how they become the focus for tensions around parades and sporadic violence and also a site of memorials and ‘conflict tourism’ organised by ex-paramilitaries; and in some cases a site for co-operation between the communities divided by them. The extensive work done by others on Belfast murals will also be updated insofar as they characterise the interior space of divided communities and demarcate their external boundaries. A key issue to be addressed will be the question of 'educational apartheid' in interface areas. Building on previous school based research, Madeleine Leonard will explore the perceptions and experiences of secondary school children in terms of their views of ‘the other side’, their own community, their experience of ‘mixing’ and of educational and extra-curricular attempts to forge links across the interface. Data collection will include archival sources, semi-structured interviews, focus groups, cognitive mapping, and photography.