Intercultural Education in the Post-Primary School - National Council ...

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Chapter 2 articulates the major elements ofan intercultural approach to education.Chapter 3 highlights the ways in whichintercultural education should be takeninto account in school planning, policydevelopment and in shaping the wholeschool environment. It identifies that all ofthe members of the school community havean important role to play in ensuring anintercultural ethos within the school.Chapter 4 focuses attention on theclassroom and classroom planning. Itexplores the ways in which the social,visual and educational environment of theclassroom can maximise the interculturalexperience of all students in school. It alsolooks at choosing resources and welcominga student from another culture.Chapter 5 explores the integration ofintercultural themes–identity and belonging,similarity and difference, human rights andresponsibilities, discrimination and equality,conflict and conflict resolution across arange of Junior Certificate subjects. Whilethe examples in the guidelines relate toJunior Certificate subjects, interculturaleducation is equally important for andrelevant to senior cycle students. The CD-ROM included with the Guidelines and theNCCA website www.ncca.ie provideexemplars of classwork incorporating theintercultural themes.Chapter 6 identifies and describes theapproaches and methodologies that areparticularly suitable for interculturaleducation. It also offers practical tips ondealing with controversial issues in theclassroom.ivIntercultural Education in the Post-Primary School
Chapter 7 deals with assessment andcultural diversity. It highlights the ways inwhich different forms of assessment canbecome biased or unreliable in a culturallydiverse context and it provides guidance onhow teachers can broaden the range oftools used for assessment.Chapter 8 explores the creation of asupportive language environment forlearners of Irish and English, withparticular reference to students who arelearning the language of instruction as asecond language.These guidelines are designed to providesupport for all the members of the schoolcommunity, including teachers, schoolmanagers, support staff and parents.While these guidelines focus ondiscrimination on the basis of ethnicity,many of the underlying ideas are equallyapplicable to other forms of discriminationsuch as sexism, ageism or discriminationagainst people with a disability.These Guidelines on InterculturalEducation in the Post-Primary School areaccompanied by Guidelines on InterculturalEducation in the Primary School. Both setsof guidelines are based on the same keyprinciples and themes. Together, theyprovide a context in which young peoplewill continue to develop interculturalcompetence in an integrated way as theytransfer from primary to post-primaryeducation.In this respect, they deal with a wide rangeof issues, including school planning,classroom planning, assessment and thelanguage environment.“ Intercultural education isimportant for all studentsto help them to participatein an increasingly diverseIreland, Europe and globalsociety...”Intercultural Education in the Post-Primary Schoolv
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GLOSSARYPositive profilingA form of
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BIBLIOGRAPHYIreland, Department of
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CLASSROOM RESOURCES FOR INTERCULTUR
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CLASSROOM RESOURCES FOR INTERCULTUR
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NCCANational Council for Curriculum
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