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

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• Students explore social issues throughmovement, where students respond tothemes/stimuli thus expressingemotions/feelings.• Students develop an awareness of safepractice within all activities and adoptbehaviours, which ensure mutual respectfor the safety of peers and self.• Students should demonstrate respect forothers’ viewpoint, listen to each otherand taking turns. In this environmentstudents feel confident to give theiropinion within group/whole classactivities.A detailed audit of the opportunities forincluding intercultural themes in P.E. aswell as sample lessons can be found on theCD-ROM and at www.ncca.ie.Religious EducationReligious education should ensure thatstudents are exposed to a broad range ofreligious traditions and to the non-religiousinterpretation of life. It has a particularpart to play in the curriculum in thepromotion of tolerance and mutualunderstanding. It seeks to develop instudents the skills to engage in meaningfuldialogue with those of other, or of no,religious traditions.(Syllabus, p 4)The syllabus for Religious Education, atboth junior and senior cycle, places greatemphasis on the value of religious diversityand on mutual respect for people of allbeliefs. One of the primary aims ofReligious Education is ‘to provide studentswith a framework for encountering andengaging with a variety of religioustraditions in Ireland and elsewhere’.Both its content and its aims arecompatible with the content and values ofintercultural education. ReligiousEducation aims to foster an awareness ofthe human search for meaning that iscommon to all peoples and encouragesstudents to recognize different responses tothat search in different cultures andcontexts. It also explores how religioustraditions have contributed to the culturewe live in and continue to have an impacton human behaviour and lifestyle. It seeksto develop in students the skills to engagein meaningful dialogue with those of other,or of no, religious traditions. As such, itcan play an important role in thecurriculum in the promotion of respect andmutual understanding.A detailed audit of the opportunities forincluding intercultural themes in R.E. aswell as sample lessons can be found on theCD-ROM and at www.ncca.ie.ScienceJunior Certificate Science provides studentswith a means of understanding the naturaland physical world and the relevance andapplication of science to their personal andsocial lives. It provides knowledge aboutthe world and opportunities for scientificinvestigation. The learning experiencesenable students to develop positiveattitudes towards themselves, others, theenvironment and science and technology.An intercultural perspective enablesappreciation of individual and culturaldifferences. It considers multiple voices andmultiple perspectives ranging from thevoice of each student in the classroom tothe contributions from the many culturesof the world to different aspects of science.Science education, like interculturaleducation, is concerned with fosteringskills of independent enquiry and creativeaction. The analytical thinking skills,which are learned through scientificinquiry, are transferable to the analysis ofthe social world, and contribute directly tointercultural competence. So too ‘an abilityto form opinions and judgements based onevidence and experiment’ (aim listed inJ.C. Science Syllabus, p.3) is vital in74Intercultural Education in the Post-Primary School
INTERCULTURAL EDUCATION ACROSS THE CURRICULUM 5overcoming prejudice and stereotyping.Many of the themes covered in Science,such as water, energy and ecology offergreat opportunity for cross-culturalcomparisons and learning.The Junior Certificate Science Syllabusadvises that the historical impact of scienceand society should influence the teachingof the course. An appreciation of howscience has evolved is vital lest students areleft with an image of the scientist as awhite western male working in a high techlab. This image fails to recognise thecontribution of many people over thecenturies and in the developing world toscientific discoveries. The development ofscientific knowledge and the processes ofscientific exploration represent thecumulative work of many cultures andethnic groups over time, and it is on-goingin all parts of the world. Therefore it isimportant that care is taken in choosingscientific examples, to ensure that thecontributions of diverse peoples tocontemporary scientific practices andknowledge are reflected. The Scienceteacher can also show how low tech andenvironmentally friendly solutions areappropriate and cost effective in addressingmodern problems.Because Science is a process ofinvestigation as well as a body ofknowledge the syllabus encourages theteacher to provide the student withopportunities to conduct investigative andexperimental work. Incorporating anintercultural perspective involves focusingon the methodologies as well as thetheoretical content of the class-work. Ininvestigative work, where possible, groupwork should be encouraged and changingof the group members over time canencourage collaboration by students ofdiverse abilities, ages, ethnic backgroundsand gender.A detailed audit of the opportunities forincluding intercultural themes in Science aswell as sample lessons can be found on theCD-ROM and at www.ncca.ie.Social, Personal and HealthEducationThe understanding, knowledge, attitudes,values, skills and capacities of interculturaleducation are integrated across a range ofmodules with the SPHE programme.These includeBelonging and integratingThrough investigating this theme studentscan move towards a deeper appreciation ofhow belonging and integrating can meandifferent things to different students andyet there are also many similarities. It isimportant to be aware that students maycome to these learning experiences withdifferent cultural perspectives which mayeffect how they participate, e.g. childrenfrom a Traveller background may have adifferent experience of ‘family’ than thesettled community. Travellers for the mostpart, live in close relationship with theirextended family. This would not be true ofmany students in the settled community.The influences on both sets of students willbe different. Children from a Muslimbackground may have a different outlookon alcohol to children brought up in aChristian tradition.Differences and similaritiesThis module invites the students to explorehow we are different and how are wesimilar? How might this awareness effecthow we behave towards one another?How can we be respectful in ourinteractions with one another?Physical healthThere are a number of culturally sensitiveareas that may arise in this module, forIntercultural Education in the Post-Primary School 75
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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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Page 129 and 130: GLOSSARYPositive profilingA form of
Page 131 and 132: BIBLIOGRAPHYIreland, Department of
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NCCANational Council for Curriculum
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