This case study reports on qualitative research conducted in divided school settings in Northern Ireland to explore the concept of identity. We included five different types of school in our research with each one representing a particular sector within the Northern Irish education system. Identity was assessed by asking pupils from each of the schools to write an essay on their country. We achieved a total sample of 265 pupils and analyzed responses using the Constant Comparative Method. The case study provides examples of some of the advantages and challenges implicit in such a methodological approach and concludes with several recommendations for future research with similar populations
