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

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is likely to generate worthwhile reflection,analysis and debate. Allowing sufficienttime to bring students out of role and todiscuss their experience of role-play isvital. Finally, teachers should respectstudent’s choice not to participate in a roleplay.In such cases they can play animportant role in actively listening andreporting on what they observed.DebateA debate works best is students are given achance to debate a topic that is of genuineinterest to them and if they are given timeand support to prepare for the debate(background information,newspaper/magazine articles, usefulwebsites, etc.) One of the pitfalls ofclassroom debates is the tendency amongststudents to rigidly take up a position andnot see the value of the alternative view.One approach which may help in thissituation is to invite students to researchand present a point of view on an issue,then switch sides and argue for theopposite point of view. Finally, the grouptries to come to a consensus on the issuesand writes a group report describing theissue and their combined thinking about it.The process requires students to make useof collaborative skills, and perspectivetaking and consensus are built into theprocedure.A walking debate is another good way ofallowing students to debate an issue.According to this method, a statement isread out to the class and they are asked toposition themselves at one end of the classroom if they agree and at the other end ifthey disagree. Those who are uncertain canstand in the middle. According as the issueis debated students can move theirposition. The movement encouragesopinions to change and also allows foruncertainty and an acceptance that allissues are not black and white.Issue trackingIssue tracking is a method by whichstudents can follow and explore an issue ortopic that is currently in the news. In thecontext of intercultural education it mightbe interesting to track the depiction ofrefugees and asylum seekers in Ireland orthe issue of religious practice and religiousdiversity in Ireland. Issue tracking developsgroup work and cooperation skills asstudents must work in groups and decideon the best way to collect information. Theteacher can stimulate the search bybringing newspapers to class on the firstday or by showing a news report on thechosen issue. Students can compile a scrapbook, or wall chart or use the internet andcomputer to compile an electronic scrapbook.This methodology allows fordiscussion on the difference between factand opinion and the role of perspectiveand bias in the media.Photos, artwork and imagesAn image or photo can be a useful way ofstimulating interest in a topic, especially ifthe image is slightly puzzling orchallenging. Students can be invited toquestion the photo. Who took it? Wherewas it taken? What was happening at thetime the photo was taken? What happenednext? etc. It is important to avoid usingimages that may reinforce students’prejudices or stereotypes.Students can also be invited to depict theirown understanding of an issue throughartwork, cartoons, collage or sculpture. Itis important to reassure students thateveryone’s efforts are of value includingthose who are not ‘good at art’.The use of freeze-frame can be anothereffective way of using images to exploredifferent experiences, perspectives andfeelings. To do this the teacher might read82Intercultural Education in the Post-Primary School
APPROACHES AND METHODOLOGIES 6a poem or a story and then ask thestudents in small groups to pick one linefrom the story and create a still imageshowing what is happening at thatmoment. When the teacher places his/herhand on a student’s shoulder they areencouraged to verbalise their thoughts incharacter. The range of attitudes andthoughts that emerge can be the subject forrich discussion.Survey/questionnaireA survey or questionnaire can developskills of communication, gathering andinterpreting information and cooperation.It enables action beyond the classroom andcan often involve the school or widercommunity.DEALING WITH CONTROVERSIAL ISSUESAll educators can find themselves dealingwith controversial issues in the classroom.Issues of justice and morality, of humanrights and responsibility, of belief andpractice, of life and its meaning, are at theheart of all education. Therefore,controversial issues are encountered almostdaily in the classroom. These issues arecontroversial because there is no one fixedor universally held point of view. Acontroversial issue is defined as an area ofinquiry about which people can holdsincere conflicting points of view. There areoften diverse religious as well as secularperspectives on such issues.Because issues are controversial they arelikely to challenge students' values, beliefs,and world views. This can be verythreatening and may even cause distress tosome students. Therefore whencontroversial issues are addressed in theclassroom teachers need special skills toensure a positive outcome.An important outcome in teaching aboutsuch controversial material would be toachieve a classroom atmosphere in whichstudents engage in interesting and informeddialogues, free to express their opinionsand relate their experiences, yet remainingrespectful of both other students and otheropinions.Achieving a balance of ‘freedom withinstructure’ is not easy, and discomfort canresult if the balance between the two islost. This can arise from a too-tightlycontrolledclassroom in which students areafraid to speak or a too-loosely-controlledclassroom in which unchecked oruninformed personal opinion monopoliseclass time. This section offers someguidelines for facilitating discussion toachieve this balance.Some tips for teaching controversial issuesThe following tips are aimed at helpingteachers keep control of the situation whilemaintaining open enquiry and dialogue.Make your classroom a safe place in whichto ask questions and discuss ideasBefore students can ask questions ordiscuss controversial issues, they need tofeel that the classroom is a safe place inwhich to ask questions or disagree withclassmates without being put down for it.Ground rules for discussion should beestablished early in the year and reinforcedregularly - not just for discussions aboutcontroversial issues, but for all discussions.Appeal to students’ better natureIn introducing an issue that has thepotential to become controversial, teacherscan remind students of the importance ofrespect and tolerance. They might alsomake a humanitarian appeal to students toremember that prejudiced remarks made inclass may offend or embarrass theirclassmates.Intercultural Education in the Post-Primary School 83
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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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