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

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Important information includes• the correct pronunciation of their name(being able to pronounce a student’sname as it is used by their family orguardians correctly, without shorteningit or using nicknames, is important inaffirming to them and to other pupilsthat they belong and that their language,while different, is accepted)• their language abilities and needs (inmany countries it is normal for peopleto have two or three languages)• a few key words in their first language,if possible (hello, welcome, well done/very good, please/ thank you, join in,stop, etc.)• their religion, a basic understanding ofhow they practice it (not all members ofany given religion will practice theirreligion in the same way), and whetherthat has implications for classroomplanning (for example, whether physicalcontact between pupils might be deemedinappropriate in Drama or PE, whetherproducing representations of the humanbody or religious symbols may beinappropriate in Visual Arts, whether popmusic might be inappropriate in Music)• whether there are any subjects thestudent will not be taking (theEducation Act does not ‘require anystudent to attend instruction in anysubjects which is contrary to theconscience of the parent of the studentor in the case of the student who hasreached 18 years, the student’. Inaddition, the student may, under somecircumstances, be exempt from learningIrish under the Department of Educationand Science’s Circular 10/94).CHECKLIST: WHAT INFORMATION SHOULD BEGATHERED WHEN A NEW STUDENT COMESINTO THE SCHOOL?How are the names of the student andtheir parents correctly pronounced?What language(s) does the student have,and what is their level of proficiency inthese language(s)?How does one say some key phrases inthe student’s first language, such as agreeting, ‘please/thank you’, ‘join in’,‘stop’, ‘well done/very good’ etc?Are there subjects the student will not betaking and what will they be doing duringthose times?Are there any cultural practices thatmight affect classroom interaction?Are there actions which are deemedinappropriate or rude in the student’shome culture but which may not causeoffence to members of the dominantethnic group, or vice versa (showingsomeone an open palm or the soles of thefoot may be rude in some cultures; achild making eye contact with an adultmay be rude in some African cultureswhile in Traveller culture children oftenspeak very directly and openly to adults,something which is sometimes seen asrude in schools; standing close to aperson may be deemed rude in somecultures, while it may be normal inothers, etc.)?How is teaching the student the cultureof the school to be handled?What is the student’s religion, how is itpractised, and has this any implicationsfor classroom planning?Will there be specific issues for studentsconcerning, food, jewellery or clothing(for example, the range of tastes cateredfor by the school canteen or thesymbolism of the school crest on theschool uniform)?32Intercultural Education in the Post-Primary School
SCHOOL PLANNING 3PARENTAL INVOLVEMENTOur interpretations of parents who caremay simply be parents who are like us,parents who feel comfortable in theteacher’s domain.(Finders and Lewis, 1994)Parental involvement is a key factor in aschool successfully welcoming andincluding students from diversebackgrounds. This too can be one of thebiggest challenges. Low-income, immigrantand minority parents tend to participateless than white middle-class parents of thedominant culture in formal activitiesorganised to promote communicationbetween school and home. This is notbecause they care less about their childrenbut in the context of an increasinglydiverse community, many parents may beuneasy fitting in with current models ofparental involvement in schools. Forexample, parents may not feel comfortabletalking to teachers in the school if Englishis not their first language. Instead ofexpecting parents to participate in theschool in ways that may place them insituations where they may feeluncomfortable, schools can reach out toparents in two ways.• Find appropriate ways to invite parentsinto the school building, to encouragedirect contact with teachers, and toestablish genuine two-way dialogue. TheParent’s Association may have a role toplay here.CHECKLIST FOR IMPROVING PARENTALINVOLVEMENTThe school is creative and flexible infinding ways to invite parents into theschool (such as involving parents in aFestival of Cultures, sports activities orart/music activities within the school).Written communication with parents is ina language they understand.Sensitivity is shown to the linguistic andcultural background of parents in theplanning of parent-teacher meetings.Parent networks are established as ameans of communication and support.Parent-teacher communication consists ofa two-way flow.Parents are invited to help the school inways that are appropriate.Organised community groups play a rolein the school.Parents receive advice on how to helptheir children at home.Adapted from Elizabeth Coelho, Teachingand Learning in Multicultural Schools,1998, p.120.• Support parents by sharing with themsome of the strategies that can be usedat home to promote school success, forexample, parents showing an interest inthe student’s learning, setting aside timeand space for study in the home, etc.Intercultural Education in the Post-Primary School33
Page 3 and 4: INTERCULTURAL EDUCATION IN THE POST
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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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