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

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• visual arts are used as a stimulus forexploring stereotyping and ‘firstimpressions’• arts are used as a basis for exploringrepresentations of conflict and peace,human rights and discrimination• a wide variety of students’ own work isdisplayed around the school.Sample lessons for Art can be found on theCD-ROM and at www.ncca.ie.Civic Social and Political EducationAmongst the aims of CSPE is ‘to encouragepupils to apply positive attitudes,imagination and empathy in learningabout, and encountering, other people andcultures.’ Young people’s understandingand appreciation of their identity as local,national and global citizens is at the heartof CSPE. All the core concepts whichunderpin CSPE are compatible with andsupportive of intercultural education:stewardship, democracy, the law, humanrights, human dignity, development andinterdependence. Similarly, the four unitswhich constitute the content of the courseare hugely relevant to interculturaleducation: The Individual and Citizenship,the Community, The State-Ireland, and theWider World. Action Projects (whichrepresents 60 per cent of the totalexamination mark) provide students withan opportunity to take action on an issueof personal interest or concern. This mightinvolve exploring an issue ofdiscrimination and then taking actionlocally or globally to address the problemor it could involve organising a specialevent or awareness day to celebratediversity in the school. The Action Projectsalso offer great opportunities for thedevelopment of skills such as teamwork,critical thinking, analysis of differentopinions and perspectives and participationin active citizenship.A detailed audit of the opportunities forincluding intercultural themes in CSPE aswell as sample lessons can be found on theCD-ROM and at www.ncca.ie.EnglishThe essential aim of teaching English inpost-primary junior cycle is to reinforceand continue the work of the primaryschool in nurturing the intellectual,imaginative and emotional growth of eachstudent by developing his or her personalproficiency in the arts and skills oflanguage. This involves the enhancement ofskills in three dynamically interrelatedelements: personal literacy, social literacyand cultural literacy. In the living contextof English teaching these three elementsform an organic wholeness of experience.The Junior Certificate English syllabus seeslanguage development as an integralelement of personal growth thoughEnglish, thereby recognising the centralityof language development in the learningand thinking processes. Growth inlanguage proficiency does not occur in aneutral or value-free context, so thefollowing aims are included in the syllabus:• to achieve diversification and enrichmentof each student’s personal, social andcultural linguistic base• to enable, through language development,full and effective participation in societyin a variety of roles• to develop students’ critical consciousnessin respect of all language use.Diversity of language experience is crucialto the realisation of these aims and, as thesyllabus promotes a holistic approach tocourse design and classroom methodology,students should engage with texts in avariety of ways and from a variety ofperspectives. Teachers are free to choosethe material they consider most suitable for64Intercultural Education in the Post-Primary School
INTERCULTURAL EDUCATION ACROSS THE CURRICULUM 5their students’ programme. In choosingmaterials for study the teacher’s choice willbe guided by his/her knowledge of thestudents’ general stage of development,linguistic abilities and cultural (intercultural)environment.Teachers should aim to achieve a wideand varied language programme withtheir students. Diversity of texts, materialsand approaches is a necessary conditionfor achieving the desired variety oflinguistic experience.(Junior Certificate English Syllabus p.5)In this sense, then, English can encouragethe development of attitudes that supportintercultural education, e.g. anappreciation of the value of difference,empathy for the experience andperspectives of other people includingthose who live with the effects ofdiscrimination or inequality. Theintercultural dimension of the Englishclassroom occurs as an integral part ofeach student’s language development in thepersonal, social and cultural domains andshould not be viewed as added-on orcompartmentalised learning.The design of a programme in English injunior cycle may be viewed from a numberof interrelated angles:• as the development of a range of skillsin listening, speaking, reading andwriting in the personal, social andcultural domains;• as a series of encounters with a diverserange of texts giving rise to personal andshared understandings and languageexperiences;• as a series of syllabus units (selections ofinterrelated literary texts, culturalmaterials and linguistic assignments)which provide the substance, purposeand direction to work in the Englishprogramme.In an inclusive English programme:• students are provided with opportunitiesto express and respond to differingopinions, interpretations and ideas,thereby broadening their social andcultural experiences while developingskills in listening, speaking, reading andwriting; students are helped to recogniseprejudice, bias and stereotyping in printand images, and thereby develop acritical consciousness with respect to alllanguage use• students are enabled to empathise withthe experience and point of view ofothers by being encouraged to interprettexts orally and attempt performancesand productions• students are exposed to literature fromdiverse cultures through coursesdesigned achieve a wide and variedlanguage programme• syllabus units are planned aroundthemes that are of interest to youngpeople e.g. growing up, justice andequality, human rights, and so on• the diversity of patterns of speech inEnglish are recognised and validated,showing respect for each student’slinguistic competence and thecommunity characteristics of his/herlanguage use• in looking at the meaning or usage ofwords or phrases, teachers and studentsmight usefully reflect on their origins inlanguages such as Latin, French, Irish,Anglo-Saxon, Greek, and so on. Thiswill help to give students a sense of thecultural diversity in any one languageand the interrelated nature of differentlanguages.English has historically been a secondlanguage in Gaeltacht communities inIreland. It is also now being taught as asecond language to an increasing numberof students in Irish post-primary schoolsand in this context cognisance should beIntercultural Education in the Post-Primary School 65
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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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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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