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

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example, different perceptions of modestyand different practices at puberty. It wouldbe important for teachers to be aware ofand sensitive to how these differencesmight impact on the content andmethodologies chosen. The focus of theselessons would be to facilitate a positiveexperience for each student.Emotional healthOnce again, different cultures adoptdifferent approaches to emotionaldevelopment. Appropriate expressions ofanger, affection or grief, for example, canbe particular to a culture. Gaining anappreciation and understanding ofdifferent ways of dealing with emotionscan enable students to realize that there aredifferent ways of dealing with similaremotions. The important consideration isthe extent to which these expressions arerespectful of the person themselves andothers.FriendshipsEach class group will represent a widerange of values, attitudes and beliefs aboutwhat friendship means and what isappropriate in friendships between samesex and opposite sex. Learning in this areawill not only inform students about thesimilarities and differences but can alsohelp them to understand and respectdifference.Relationships and sexuality educationThe recommended lessons for this modulecan be adapted to bring out theintercultural aspects. As with othermodules, the teacher can show sensitivityto the different expectations and valuesfound amongst different cultures in thearea of relationships and sexuality.Methodologies used in SPHE can greatlyfacilitate students in learning aboutthemselves and others. Empathetic listeningskills and skills of conflict resolution areparticularly important in SPHE. Activelearning methodologies can maximize thepotential for these skills to be developedamongst the students. When students shareappropriate personal information, discusstheir values, attitudes, thoughts and fearswith one another, they can become awarethat all people are different and yet sharesimilarities. They can come to appreciatethat every classroom includes a variety ofcultures, even if all present were born andreared in Ireland.A detailed audit of the opportunities forincluding intercultural themes in SPHE aswell as sample lessons can be found on theCD-ROM and at www.ncca.ie.Technology subjectsThree of the technology subjects at JuniorCycle, Materials Technology (wood),Metalwork and Technology, have a similarfocus, not withstanding some differences ofemphasis, on the utilisation of a range ofmaterials and components in design andmanufacture. Common opportunities forintercultural education exist in each of thesubjects in this group. The fourth subject,Technical Graphics, focuses on theapplication of two and three-dimensionalreasoning to the solution of graphical andspatial problems of an abstract andpractical nature. Technical Graphicsprovides affords opportunities for adifferent range of intercultural experiencesthan the other group of subjects.1. Design and manufacturing basedtechnology subjectsThese subjects seek to foster skillsassociated with creative activity wherestudents interact with their environment,using appropriate materials and processesin response to needs, wants andopportunities. The fundamental problemsthat such a ‘design and make’76Intercultural Education in the Post-Primary School
INTERCULTURAL EDUCATION ACROSS THE CURRICULUM 5technological experience presents tostudents are similar in any cultural contextbut its resolution will be dependent on theresources available in that community.Exploring ‘design and make’ situationswhere the availability of materials andprocesses is restricted to reflect a differentset of cultural circumstance is an approachthat has been used in these subjects andhas considerably more potential.These subjects seek to ‘contribute to thestudents appreciation of ecological andenvironmental factors and the use ofnatural resources’ (Materials Technology(wood) Syllabus, p.4) and ‘to develop thestudent’s knowledge and understanding ofhow technology impacts on society and anunderstanding of how it might be used tothe benefit or detriment of the social andphysical environment’ (TechnologySyllabus, p.2). The engagement required bythese aims leads to an appreciation of theoften conflicting needs of a variety ofcultures.It is evident that these subjects can providefor the encouragement of curiosity aboutcultural differences. They can contribute tothe acquisition of perspectives by studentson their own practices and their impact onother societies which are all benefits of anintercultural education.In an inclusive technology educationexperience• students appreciate the origins of themain materials they work with in theclassroom and the impact theproduction of that material has on thecommunity they originated from• students explore the solution they wouldpropose to a design and manufactureproblem, given a different set ofeconomic and cultural constraints tothose they are familiar with• students will appreciate the contributionof other cultures to the advancement oftechnology• students will have an appreciation ofalternative manufacturing techniquesand craft traditions from other parts ofthe world.2. Technical GraphicsTechnical Graphics develops the skills ofstudents in representing the physicalworld in a graphical format. Thisrepresentation conforms to internationallyagreed norms which are in use worldwideresulting in a common graphical ‘language’being used in most cultural contexts.This provides a unique opportunity forteachers to focus on the similarity thatexists in communication across variouscultures and to utilise graphic images thatoriginate in other cultures as a basis forclassroom activity.In an inclusive Technical Graphicsprogramme• students will be presented withopportunities to draw logograms andother objects that originate in othercultures;• students will read product assemblyinstructions presented to them in anunfamiliar language with associatedgraphical illustration;• students will be presented with asituation that requires them to generategraphical images that can form the basisof communication with people in otherparts of the world.A detailed audit of the opportunities forincluding intercultural themes inTechnology subjects as well as samplelessons can be found on the CD-ROM andat www.ncca.ie.Intercultural Education in the Post-Primary School 77
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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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SCHOOL PLANNING 3STUDENT COUNCILSAs
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Page 129 and 130: GLOSSARYPositive profilingA form of
Page 131 and 132: BIBLIOGRAPHYIreland, Department of
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Page 138: NCCANational Council for Curriculum
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