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

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DISCRIMINATION AND EQUALITYIn a literal sense, to discriminate simplymeans to recognise a difference or to makea judgement. People discriminate all thetime in deciding what food to eat, or whoto employ in a job. Where discriminationbecomes a problem is when the choice ordistinction is made unfairly.In Ireland, it is against the law todiscriminate against a person in some areason the basis of• gender• marital status• family status (having children or being acarer)• age (between the ages of 18 and 65)• disability• race• sexual orientation• religious belief• membership of the TravellerCommunity.(Equal Status Act, 2000)Two different types of discrimination arerecognised: direct discrimination andindirect discrimination. Both need to beunderstood if they are to be addressed.Direct discrimination is the most obviousand easiest to see. If someone is treateddifferently because they are a Traveller orbecause they are black (refused access to apub, called names, treated with suspicionetc.) then they have been directlydiscriminated against. In a 2001 survey ofethnic minority attitudes in Ireland, 78 percent of more than 600 respondents from avariety of ethnic minorities living all overIreland highlighted that they had been avictim of such racism, most often in publicplaces like the street or in shops or pubs.Indirect discrimination means thatapplying the same policies or opportunitiesto different people may appear fair, butmay not be fair if they give rise to differentoutcomes. For example, if the same subjectis taught to both boys and girls, but all ofthe examples are chosen to interest theboys only, this may discriminate indirectlyagainst the girl. If entry to a school isdecided in part on whether or not a childhas siblings there, this may inadvertentlydiscriminate against nomadic people.Likewise, if accommodation provision doesnot cater for people who move from placeto place, then this may discriminateindirectly against Travellers. Treatingpeople the same is not the same as treatingthem equally.As with the concept of rights, youngpeople will begin to develop anunderstanding of fairness and unfairnessand will apply these ideas to a range ofpractical situations (having a say, takingpart in decisions, getting a fair share, etc.).As they progress through post-primaryschool they will develop a deeperunderstanding of discrimination as theylearn to recognise discrimination ineveryday situations and as they gain anunderstanding of inequalities in theircommunity and in the wider world.Students can also be encouraged to takeaction in defence of those who sufferinequality and discrimination as they gaindeeper knowledge and understanding ofthe issues.58Intercultural Education in the Post-Primary School
INTERCULTURAL EDUCATION ACROSS THE CURRICULUM 5DISCRIMINATION AND EQUALITYSkills and capacities• Ability to recognise stereotyping and bias in print, in images,in interpersonal discussion and in themselves• Ability to question sources of information and their agenda• Ability to make informed and balanced judgements• Ability to challenge discrimination.Values and attitudes• Empathy with those discriminated against• Commitment to promote equality• Healthy scepticism towards bias and stereotyping• A belief in the capacity of the individual to make a difference.Knowledge and understanding• Understanding concepts such as ‘discrimination’, ‘equality’,‘oppression’, ‘exclusion’, ‘power’, etc.• Knowing about and understanding direct and indirect discrimination• Understanding racism as a form of discrimination• Understanding bias and stereotyping as a form of discrimination• Understanding the role of anti-discrimination legislation in Ireland,the EU and internationally.Intercultural Education in the Post-Primary School 59
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INTERCULTURAL EDUCATION IN THE POST
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CONTENTSINTRODUCTIONiCHAPTER 1 The
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INTRODUCTIONEducation is therefore
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Chapter 2 articulates the major ele
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The Context of Intercultural Educat
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THE CONTEXT OF INTERCULTURAL EDUCAT
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THE CONTEXT OF INTERCULTURAL EDUCAT
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Page 29 and 30: INTERCULTURAL EDUCATION IN THE POST
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Page 37 and 38: SCHOOL PLANNING 3STUDENT COUNCILSAs
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Page 41 and 42: SCHOOL PLANNING 3ensure this is add
Page 43 and 44: SCHOOL PLANNING 3environment, the l
Page 45 and 46: SCHOOL PLANNING 3• physical layou
Page 47 and 48: SCHOOL PLANNING 3PARENTAL INVOLVEME
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Page 51 and 52: CLASSROOM PLANNING 4Use this exerci
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Page 59 and 60: CLASSROOM PLANNING 4CHECKLIST: WHAT
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Page 65 and 66: INTERCULTURAL EDUCATION ACROSS THE
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Page 95 and 96: APPROACHES AND METHODOLOGIES 6• a
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Page 119 and 120: LANGUAGE AND INTERCULTURALISM 8LEAR
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LANGUAGE AND INTERCULTURALISM 8Oppo
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LANGUAGE AND INTERCULTURALISM 8Supp
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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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