G00322113 Tutorial Paper 3

ID of Student: Article/Reading

G00322113 Intercultural Education in the Post-Primary School (NCCA, 2006)

1. CONCISE SUMMARY OF READING

The guidelines for Intercultural Education in the Post-Primary School set out by the National Council for Curriculum and Assessment (NCCA) is put in place for “enabling students to respect and celebrate diversity, to promote equality and to challenge unfair discrimination” (NCCA, 2006). Intercultural education is said to have two main focal points. These main focal points of education are:  A respectful education which recognises the normality of diversity in all parts of human life and celebrates them through learning  An education which promotes equality with human rights, challenges discrimination and promotes the values upon which equality is built. The document envisages that intercultural education is a synthesis of multicultural education, taking anti-racist approaches. While both statements hold dearly the idea of culture, the statement explains that through interculturalism, we all become enriched through meeting different cultures and experiencing their values, while these different cultures should be able to learn from each other. The statement informs the reader that an intercultural education is valuable to all students in allowing them to participate in a modern diverse Ireland, Europe, and global cultures. (NCCA, 2006). The document informs the reader of some key features involved with intercultural education:  Intercultural education includes all students irrespective of their ethnicity – preparing students for a diverse world  Intercultural education is for all students of every age, in recognising that diversity is normal and appropriate for all groups  Dialogue and story are fundamental components of being interculturally educated © GMIT Letterfrack

2018-2019

 

Intercultural education is something which happens naturally within the ‘hidden curriculum’ in which the student learns. Intercultural education deals with ethnicity and culture rather than skin colour

The main aim of the guidelines is to contribute to the development of Ireland in being an intercultural society through valuing of culture, language and ethnic diversity. The document also aims to develop a sense of responsibility in protecting a free from discrimination world. The document outlines eight main chapters which focus on an aspect of intercultural inclusion in schools. These chapters are: 1. The Context of Intercultural Education 2. Intercultural Education in the Post-Primary School 3. School Planning 4. Classroom Planning 5. Intercultural Education across the Curriculum 6. Approaches and Methodologies 7. Assessment and Cultural Diversity 8. Language and Interculturalism The Context of Intercultural Education This chapter outlines the right for any EU citizen to enjoy the freedom to move to other EU states. The chapter also discusses the stigmas around racism in Ireland with statistics like “When asked if an American person would be welcome into the family, 78.6% said that they would welcome a white American, while only 26.2% would welcome a black American” Intercultural Education in the Post-Primary School This chapter discusses the development of every individual including aesthetic, creative, critical, cultural, emotional, intellectual, moral, physical, political, social and spiritual development (NCCA, 2006). It also outlines that the primary aim of any education is to prepare young people for the world today linking it to interculturalism which is in every aspect of life. The characteristics of intercultural education are; intercultural education is for every student, it is embedded through understanding, it is integrated through all school subjects, it requires a focus of the real world, the school is the model for best practice to the real world. School Planning “Formal and informal policies and practices related to all the different components of the life of the school have a significant impact on the experience of students and other members of the school community” © GMIT Letterfrack

2018-2019

(NCCA, 2006). This chapter discusses the rolls of each member of the school community, bringing to context the mission statement of the school while also showing the roll of the parents of students. Classroom Planning Classroom planning is one of the most important aspects of incorporating interculturalism into education. The idea behind classroom planning is to take the current planning and develop it further by expanding knowledge and skills involved with intercultural education. (NCCA, 2006). Intercultural Education Across the Curriculum The main themes of this underlined topic are; identity and belonging, similarity and difference, human rights and responsibilities, discrimination and equality, conflict and conflict resolution. (NCCA, 2006). The content of the underlined themes is applicable to every student despite what their ethnicity or cultural background might be. Approaches and Methodologies This chapter discusses the need for modern teaching strategies and the incorporation of active learning. It also entails morals and ground rules where everyone is shown respect, and everyone has an opportunity to speak their opinion. Assessment and Cultural Diversity This chapter provides the reader with an overview of what assessment should be based around. It highlights the potential bias in assessment with the way examinations are based, highlighting that an examiner should consider a student’s cultural and linguistic background when correcting assessments. Language and Interculturalism This chapter informs the reader that it is important to support a student who may not be native English speaking. In doing this good oracy and literacy techniques must be incorporated into lessons. It is also important to recognise the students own native language in the classroom.

2. CRITICAL REFLECTION

© GMIT Letterfrack

2018-2019

On reflection of The National Council for Curriculum and Assessments guidelines for Intercultural Education in the Post-Primary School, it is clear of just how important intercultural education is in our schools, bringing to light ways in which the concept can be promoted in the school as a whole “There has been a huge transformation in schools during the past two decades. Gone are the monochrome school classes, to be replaced with multicoloured,

multi-ethnic

groupings

that

reflect

the

changed

composition of our society” (Condon, 2015). As a main aim of intercultural education is to promote equality of all ethnic groups and develop a wide understanding of all cultures within a school setting, it is important to understand that its concepts are applicable to all areas of education. (NCCA, 2006). As an example, from my personal experience on teaching practice in the classroom, in one technical graphic class which I had, I found a large sense of divide with the room from two students who were of a traveling background who would have been of a minority within the group. In this group I had noticed little or no collaboration from the ethnic minority to the remainder of the group and vice-versa. Reflecting on this event, I feel it would have been of huge benefit to all members of the class if there was more open engagement through the two ethnic groups, in the sense that not only would it have enhanced class engagement but also performance of the class through active learning. The above report from the NCCA states exactly how this this can be promoted at a classroom level. When “Intercultural education teaches children to understand and accept people from different cultures and backgrounds” (Studio, 2017), it is utmost important that we as teachers provide the necessary framework in action to give these students every chance to evolve in a growling diverse Ireland. Despite intercultural education being something which is now applicable © GMIT Letterfrack

2018-2019

to Irish schools, it may be questionable whether it is used to its full potential. Some people believe that intercultural education singles out children from their peers, placing emphasis on their racial or ethnic background. (Health, 2018). In relation to my own experience, I have noticed while on school placement that it seems some ethnic groups seem to like to keep to themselves in class situations. Although this may have been due to a poor outlook on integration of different cultures, in my opinion, I feel that this may still be a result of rural Ireland and its long-standing stigmas of outside ethnic groups. Multicultural and intercultural education are concepts which need to be taught from a young age to be promoted as good as possible in our schools. (Ramsey, 1982, pp. 12 - 24). In relation to the above statement, it would be highly necessary for children to be made aware of different cultures from a young age for most effectiveness throughout their school lives

3. LIST OF REFERENCES © GMIT Letterfrack

2018-2019

Condon, J., 2015. The multicultural classroom: how can our schools ensure a more stable, diverse society?. The Irish Times . Health, C., 2018. Multicultural education/curriculum. [Online] Available at: http://www.healthofchildren.com/M/Multicultural-Education-Curriculum.html [Accessed 22nd November 2018]. NCCA, 2006. Intercultural Education in the Post-Primary School, Limerick: The National Council for Curriculum and Assessment. Ramsey, P. G., 1982. Young Children. s.l.:National Association for the Education of Young Children. Studio, T. L. C., 2017. Intercultural education: the future of schooling. [Online] Available at: https://www.thelocal.de/20171005/intercultural-education-the-future-ofschooling-phorms-tlccu [Accessed 22nd November 2018].

© GMIT Letterfrack

2018-2019