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

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• students learn that their own historicalinheritance has many strands and facets• students learn that human society isnever static but constantly undergoingchange and that change is, therefore, aconstant dynamic in the on-goingdevelopment of human history• students learn how human history iscreated by the interaction of differentindividuals, groups and institutions in avariety of contexts• students are provided with opportunitiesfor reflective and critical work onhistorical evidence and biases andstereotypes are challenged• students learn that our understandingof history is always enhanced by ourability to empathise with the perspectiveof ‘the other’.A detailed audit of the opportunities forincluding intercultural themes in History aswell as sample lessons can be found on theCD-ROM and at www.ncca.ie.Home EconomicsThe Junior Certificate home economicssyllabus provides students with theopportunity to attain the knowledge,understanding and skills necessary to liveas individuals and as members of thefamily and community. Emphasisthroughout the course is on management,creativity and living skills; to ensure thatthe student is prepared for personalindependence and with the ability topartake in shared responsibility in thehousehold and community in which he orshe lives. The home economics syllabuspromotes many skills and values –problem-solving, decision-making anddesign skills, personal responsibility, groupwork and co-operation – that are central tothe themes of intercultural education.There are many opportunities for theteacher to select activities and lessons inhome economics that promote the themesof intercultural education and contribute tothe students’ value of diversity. Studentsselect and plan dishes and meals toprepare, cook and serve using a designprocess model. Teachers can exposestudents to a wide range of diverse foodsand meals from other cultures, impressingon students how the diversity of thesefoods add to the richness of meal choiceswe have access to. As much of thisplanning and practical work is donecollectively, students learn how to cooperatewith others and have respect forthe needs of others.In the Textile Studies section of the coreand in the Textile Skills elective, thefashion and design components lendthemselves to an exploration of thediversity of fashion and design that isavailable to us when we look to all thecultures of the world. Equally the richnessof opportunity in the Design andCraftwork elective can be expanded byexposing students to the opportunitiesafforded them by exploring the crafts ofmany cultures. In this way students can beencouraged to appreciate and respect therichness of cultures and traditions that theyhave in their own communities andavailable to them globally.In the Social and Health Studies sectionstudents learn about their owndevelopment as individuals and thedevelopment of their roles within families.Students can be encouraged to valuethemselves and their place within theirfamily and community and also to respectthe place of others within their socialgroups, their school class, their clubs, theircommunity and their country. Issues ofdiscrimination can be discussed in terms ofstudents’ real-life experiences. Manystudents will experience discrimination dueto their gender or age, for example, andcan relate this to other forms of68Intercultural Education in the Post-Primary School
INTERCULTURAL EDUCATION ACROSS THE CURRICULUM 5discrimination, such as racism. This cancreate an empathy for others who areexperiencing discrimination.In Consumer Studies students learn tobecome aware of their rights andresponsibilities. In fact consumercompetence is a key concept of the course.Students can be encouraged to believe thatthey can make a difference by knowingtheir rights and responsibilities, to weighup the advantages and disadvantages of acourse of action and how to act on theirdecisions and have their voices heard. Anintercultural perspective can be introducedby encouraging students to consider theirresponsibilities as well as their rights andto recognise the right of all to be heard andrespected.In an inclusive Home Economicsprogramme• students learn to appreciate the value offoods, clothing, crafts and homes frommany cultures, as well as their own• students of all cultures are encouragedto contribute their experience of food,clothing and crafts from their ownculture• students learn the value of diversity inshaping the foods, clothing and craftsthat we have available to us• various cultural practices, rules andtaboos about food are explored andchoices are sufficiently flexible to allowstudents to include their own culturalchoices, where appropriate• students are encouraged to work in thetraditions of their own cultures as well asto explore and produce work that reflectscultural diversity and learn how onecultural tradition borrows from others,for example in the diet or in fashion.A detailed audit of the opportunities forincluding intercultural themes in HomeEconomics as well as sample lessons can befound on the CD-ROM and at www.ncca.ie.MathematicsStudents should be aware of the history ofmathematics and hence of its past,present and future role as part of culture.(Syllabus, p. 4)Curriculum bias may not seem relevant tothe mathematics teacher, who may oftenfeel their subject is neutral and value free.However, no education is neutral. TheMaths teacher is also presented withchoices and opportunities for promoting anintercultural perspective. Students spend alot of time solving problems in Maths. Bychoosing problems which present a real lifeissue (e.g. percentage of the world’sresources consumed by different parts ofthe world) teachers can play am importantrole in developing students’ innate sense ofjustice and equality. Mathematics can alsobe an important tool in interculturaleducation because of the skills it developsproblem-solvingskills, skills in reasoningand logic and the ability to analyse dataand draw reasoned conclusions.In an inclusive Mathematics programme• students are presented withopportunities to examine information onlocal and global issues (e.g. populationflows, consumption patterns, militaryspending versus health spending as % ofGNP, etc.)• students are given opportunities toengage in group activities andinvestigative learning• students compare calendars, numbersystems and mathematical contributionsfrom around the world• students use data from the socialsciences, (e.g. surveys, census reports) tostudy trends, projections, charts andgraphsIntercultural Education in the Post-Primary School 69
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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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CLASSROOM RESOURCES FOR INTERCULTUR
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CLASSROOM RESOURCES FOR INTERCULTUR
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NCCANational Council for Curriculum
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