Ncca interculturalism guide

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  • 1.GUIDELINES FOR SCHOOLSINTERCULTURALEDUCATION IN THE POST-PRIMARY SCHOOL Enabling students to respect and celebrate diversity, to promote equality and to challenge unfair discrimination

2. INTERCULTURAL EDUCATION IN THE POST-PRIMARY SCHOOLENABLING STUDENTS TO RESPECT AND CELEBRATE DIVERSITY,TO PROMOTE EQUALITY AND TO CHALLENGE UNFAIR DISCRIMINATION 3. The National Council for Curriculum and Assessment wishes toacknowledge the work of Dr. Roland Tormey and the Centre forEducational Disadvantage Research, Mary Immaculate College,Limerick in the development of these Guidelines.The material in these guidelines may be reproduced by schoolsand other educational institutions for educational purposes. 4. CONTENTSINTRODUCTION iCHAPTER 1 The Context of Intercultural Education 1CHAPTER 2 Intercultural Education in the Post-Primary School13CHAPTER 3 School Planning 21CHAPTER 4 Classroom Planning35CHAPTER 5 Intercultural Education across the Curriculum 495.1 Integrated thematic planning515.2 Intercultural education opportunitiesacross the curriculum 62CHAPTER 6 Approaches and Methodologies 79CHAPTER 7 Assessment and Cultural Diversity89CHAPTER 8 Language and Interculturalism103GLOSSARY OF TERMS113BIBLIOGRAPHY 116CLASSROOM RESOURCES119 5. SUBJECT STATEMENTSINTERCULTURAL EDUCATION AND THE POST-PRIMARY SCHOOLArt, Craft and Design 62Civic, Social in Political Education64English 64Gaeilge 66Geography 66History 67Home Economics68Mathematics 69Modern Languages70Music 71Physical Education72Religious Education 74Science 74Social, Personal and Health Education 75Technology subjects 76Additional resources, including curriculum audits for each subject identifyingopportunities for exploring intercultural themes and exemplar lessons,can be accessed on the accompanying CD-ROM and at www.ncca.ie. 6. INTRODUCTIONEducation is therefore an education in freedomfreedom frominherited biases and narrow feelings and sentiments,as well as freedom to explore other cultures and perspectivesand make ones own choices in full awareness of availableand practicable alternatives.(Bhikhu Parekh, 1986)WHAT IS INTERCULTURAL EDUCATION? of ethnic, cultural, linguistic and religious diversity. This can be seen, for example, inAt its core, intercultural education has two the way in which bilingualism in Gaeilgefocal points: and English has played an important part in Irish life as well as in the long-standing It is education which respects, celebrates presence of the Traveller community and ofand recognises the normality of diversity minority religious groups. In recent yearsin all parts of human life. It sensitises this diversity has been added to throughthe learner to the idea that humans have immigration. Different words likenaturally developed a range of different multicultural and intercultural have beenways of life, customs and worldviews, used in recent years to describe the changesand that this breadth of human life that have been happening in Irish society.enriches all of us. Common to them all is the idea of It is education which promotes equalityculture. Both these terms describe aand human rights, challenges unfair situation where there is more than onediscrimination and promotes the values culture in a country. While the termupon which equality is built. multiculturalism is sometimes used to describe a society in which differentIntercultural education is a synthesis of the cultures live side by side without muchlearning from multicultural education interaction, the term interculturalismapproaches and anti-racist education expresses a belief that we all becomeapproaches which were commonly used personally enriched by coming in contactinternationally from the 1960s to the with and experiencing other cultures, and1990s. Ireland has long had an experienceIntercultural Education in the Post-Primary School i 7. that people of different cultures can andSome key features of intercultural should be able to engage with each other education are: and learn from each other. Intercultural education is for all students Education not only reflects society but is irrespective of their ethnicity. Since all also an influence in shaping its our students live in a country and a development. As such, schools are one of world that is becoming increasingly the institutions that have a role to play in diverse, we need to prepare them for the development of an intercultural society. that world. Intercultural education is an While education cannot bear the sole important part of every students responsibility for challenging racism andeducational experience whether he/she is promoting intercultural competence, it has in a school which is characterised by an important contribution to make in ethnic diversity, in a predominantly facilitating the development of interculturalmono-ethnic school, or whether the skills, attitudes, values and knowledge. student is from the dominant or aminority culture. An intercultural education is valuable to Intercultural education is for all students all students in equipping them toirrespective of their age. Recognising participate in an increasingly diverse that diversity is normal in humans is Ireland, Europe and global society. Equally, something that is appropriate at all ages. an education that has a limited cultural Dialogue and story are identified as focus will be less likely to develop these fundamental components of intercultural capacities in students.education. While it is important to giveyoung people accurate information and In Guidelines on Traveller Education into challenge stereotypes and Second Level Schools, (pp.20-21) the misconceptions, equipping them with Department of Education and Scienceintercultural capacity is more effective (2002) has defined intercultural education if it is done through open dialogue as aiming to:which allows them to express theirthoughts, fears and perceptions rather foster conditions conducive to pluralism than simply telling them the right and in society wrong of the situation. raise pupils awareness of their own Intercultural education happens culture and to attune them to the fact naturally through the hidden that there are other ways of behavingcurriculum of the social and visual and other value systemsworld within which the student learns. develop respect for lifestyles different While it is possible and necessary to from their own so that pupils caninclude intercultural ideas in the taught understand and appreciate each other formal curriculum, the images, foster a commitment to equality; messages and values that are conveyed enable pupils to make informed choices throughout the school culture are also about, and to take action on, issues ofcrucial. In exploring the hidden prejudice and discrimination curriculum it is important to note that appreciate and value similarities andwhat is absent can be as important as differences; what is present. enable all pupils to speak for themselves Intercultural education is concerned with and to articulate their cultures and ethnicity and culture and not simply with histories. skin colour. Intercultural education wouldii Intercultural Education in the Post-Primary School 8. be equally concerned with discriminationcultural and ethnic diversity against white minority ethnic groups such facilitate schools and teachers in creating as people from Eastern Europe oran inclusive culture and environment Travellers, or against other cultural raise awareness within the educational minority groups such as those for whomcommunity on issues which arise from Irish is a first language.linguistic, cultural and ethnic diversity in IrelandAIMS OF THE GUIDELINES provide an overview of assessment in an intercultural context.These guidelines identify the ways in whichintercultural education can be integratedUSING THE GUIDELINESinto the curriculum in post-primaryschools. While the examples in these The audience for the guidelines includeguidelines focus mainly on Juniorthose with a responsibility for and interestCertificate subjects, intercultural educationin post-primary education. The documentis relevant to senior cycle education toois of particular relevance to teachers,and there are ample opportunities within school managers, school support staff andsenior cycle programmes and subjects topolicy makers. It is hoped that theseincorporate intercultural perspectives.guidelines will support teachers, both individually and as teams, in developing aThe aim of these guidelines is tomore inclusive classroom environment.contribute to the development of Ireland They will also support whole schoolas an intercultural society through theplanning and policy development withindevelopment of a shared sense that schools and so contribute to developing alanguage, culture and ethnic diversity school culture that is welcoming, respectfulis valuable. and sensitive to the needs of all students.They aim to contribute to the developmentThe guidelines are written so that they canof a shared ability and sense of be used in a number of ways. Some peopleresponsibility to protect for each other will read the guidelines from the beginningthe right to be different and to live free and work through them to the end. Othersfrom discrimination. will find it useful to focus initially on the specific chapter that addresses a needThe specific objectives of the guidelinesthat is pressing for them and then expandare to:their reading to include the rest of the chapters. In order to facilitate these ways support the aims of post-primary of using the guidelines, key ideas arecurricula in the context of a growingoccasionally repeated at intervalscultural and ethnic diversity in a way throughout the guidelines.which will maximise and enrich learningfor all students and make the curriculum Chapter 1 provides backgroundas accessible as possible for students information that places the rest of thefrom minority ethnic groupsguidelines in context. It outlines the extent address the curricu