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

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6APPROACHES AND METHODOLOGIESEducation shall be directed to the full development of the humanpersonality and to the strengthening of respect for human rights andfundamental freedoms. It shall promote understanding, tolerance andfriendship among all nations, racial or religious groups, and shall furtherthe activities of the United Nations for the maintenance of peace…(Universal Declaration of Human Rights, Article 26.)As the characteristics of interculturaleducation outlined in chapter two makeclear, the approaches and methodologiesthat are particularly suitable for anintercultural approach are those that useactive learning strategies, in particular theuse of discussion. This chapter, and thesubsequent exemplars, identify how activelearning methodologies can be appliedacross a range of subject areas in the postprimaryclassroom.ACTIVE LEARNINGThe real voyage in discovery consistsnot in seeking new landscapes but inhaving new eyes.(Marcel Proust)Today, active learning approaches arefirmly rooted in post-primary teaching andare central to the successful delivery of amost subjects. Active learning is a processin which students actively participate intheir learning in a variety of ways. Thisincreases the possibility that students willinternalise what they have learned and beable to apply it to their day-to-day livesand to everyday situations. This makesactive learning crucial to the developmentof responsible global citizenship.Active learning• engages students physically, cognitivelyand emotionally• places students at the centre of thelearning process through ensuring thatthe content is relevant to their own livesand is engaging for them• promotes responsibility, confidence andself-esteem as students becomeresponsible for their own learning• acknowledges that students learn fromeach other and teachers learn fromstudents, as well as vice versa80Intercultural Education in the Post Primary School
APPROACHES AND METHODOLOGIES 6• allows for flexibility of teachingmethodologies and so accommodatesdifferent kinds of intelligence anddifferent learning styles• builds skills of problem-solving, criticalthinking and co-operation• requires an atmosphere of trust andsupport in order to ensure that studentsdo engage and feel secure in expressingtheir own views or in trying out newskills• promotes action, as students learn torecognise their own capacity and selfefficacy.In approaching concepts like the value ofdiversity or rights and responsibilities, orin learning skills such as negotiatedsolutions to conflict it is often useful toutilise real-life situations within thelearning process. The active learningmethodologies outlined in the exemplarswhich support these guidelines (availableon the CD-ROM and at www.ncca.ie)offer a range of ideas for doing this.Clearly, there are times when fraughtemotions make this difficult. The sectionon dealing with controversial issues at theend of this chapter might be useful in suchsituations.Active learning methodsStructured discussionDiscussion has a key role in interculturaleducation. It provides a chance forstudents to talk about their ideas andfeelings and can open up opportunities fordeveloping or changing their ideas orfeelings where appropriate. It can developa range of skills such as asking questions,active and positive listening, taking turns,summarising views, etc.Crucial to engaging in open discussion isan atmosphere of trust and support.Students need to feel that they can speaktheir mind. While students should beconfronted about inaccurate, hurtful orhostile statements, this should be done insuch a way that they are affirmed as aperson, while their view is challenged.It is not a good idea to throw open adiscussion without first providing someguidance and ground rules for discussion.It is also the teacher’s role to provide asuitable stimulus for generating discussion,such as a poem, newspaper article, piece ofmusic, visual stimulus or physical activity.A sample set of ground rules might include• everyone is shown respect• everyone is given a chance to speak inthe group• everyone is listened to – no interruptions• no put-downs• everyone’s right to their opinion isrespected• everyone is expected to back up theiropinion• everyone has the freedom to changetheir opinion based on reflectivediscussion• no generalisations e.g. ‘all refugees are...all Muslims are...’.Adapted from Changing Perspectives:Cultural Diversity and Equality in Irelandand the Wider World (A resource forCSPE) 2002, CDVEC CurriculumDevelopment Unit.Simulation games and role-playSimulation games and role-play are widelyused to provide students with a chance to‘live out’ a real life situation in a safeenvironment. For effective role-playingthere is need for careful preparation,including preparation of role-cards,reflection questions and any relevantbackground information. It is important tochoose a theme that is clearly focused andIntercultural Education in the Post-Primary School 81
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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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SCHOOL PLANNING 3FIGURE 2: SCHOOL R
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SCHOOL PLANNING 3ensure this is add
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Page 131 and 132: BIBLIOGRAPHYIreland, Department of
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Page 138: NCCANational Council for Curriculum
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