1. GUIDELINES FOR SCHOOLS
INTERCULTURAL
EDUCATION
IN THE
POST-PRIMARY
SCHOOL
Enabling students to
respect and celebrate
diversity, to promote
equality and to challenge
unfair discrimination

3. INTERCULTURAL EDUCATION IN THE POST-PRIMARY SCHOOL
ENABLING STUDENTS TO RESPECT AND CELEBRATE DIVERSITY,
TO PROMOTE EQUALITY AND TO CHALLENGE UNFAIR DISCRIMINATION

4. The National Council for Curriculum and Assessment wishes to
acknowledge the work of Dr. Roland Tormey and the Centre for
Educational Disadvantage Research, Mary Immaculate College,
Limerick in the development of these Guidelines.
The material in these guidelines may be reproduced by schools
and other educational institutions for educational purposes.

5. CONTENTS
INTRODUCTION i
CHAPTER 1 The Context of Intercultural Education 1
CHAPTER 2 Intercultural Education in the Post-Primary School 13
CHAPTER 3 School Planning 21
CHAPTER 4 Classroom Planning 35
CHAPTER 5 Intercultural Education across the Curriculum 49
5.1 Integrated thematic planning 51
5.2 Intercultural education opportunities
across the curriculum 62
CHAPTER 6 Approaches and Methodologies 79
CHAPTER 7 Assessment and Cultural Diversity 89
CHAPTER 8 Language and Interculturalism 103
GLOSSARY OF TERMS 113
BIBLIOGRAPHY 116
CLASSROOM RESOURCES 119

7. SUBJECT STATEMENTS
INTERCULTURAL EDUCATION AND THE POST-PRIMARY SCHOOL
Art, Craft and Design 62
Civic, Social in Political Education 64
English 64
Gaeilge 66
Geography 66
History 67
Home Economics 68
Mathematics 69
Modern Languages 70
Music 71
Physical Education 72
Religious Education 74
Science 74
Social, Personal and Health Education 75
Technology subjects 76
Additional resources, including curriculum audits for each subject identifying
opportunities for exploring intercultural themes and exemplar lessons,
can be accessed on the accompanying CD-ROM and at www.ncca.ie.

9. INTRODUCTION
Education is therefore an education in freedom–freedom from
inherited biases and narrow feelings and sentiments,
as well as freedom to explore other cultures and perspectives
and make one’s own choices in full awareness of available
and practicable alternatives.
(Bhikhu Parekh, 1986)
WHAT IS INTERCULTURAL EDUCATION? of ethnic, cultural, linguistic and religious
diversity. This can be seen, for example, in
At its core, intercultural education has two
the way in which bilingualism in Gaeilge
focal points:
and English has played an important part
in Irish life as well as in the long-standing
• It is education which respects, celebrates presence of the Traveller community and of
and recognises the normality of diversity
minority religious groups. In recent years
in all parts of human life. It sensitises
this diversity has been added to through
the learner to the idea that humans have
immigration. Different words like
naturally developed a range of different
‘multicultural’ and ‘intercultural’ have been
ways of life, customs and worldviews,
used in recent years to describe the changes
and that this breadth of human life
that have been happening in Irish society.
enriches all of us.
Common to them all is the idea of
• It is education which promotes equality ‘culture’. Both these terms describe a
and human rights, challenges unfair
situation where there is more than one
discrimination and promotes the values
culture in a country. While the term
upon which equality is built.
‘multiculturalism’ is sometimes used to
describe a society in which different
Intercultural education is a synthesis of the
cultures live side by side without much
learning from multicultural education
interaction, the term ‘interculturalism’
approaches and anti-racist education
expresses a belief that we all become
approaches which were commonly used
personally enriched by coming in contact
internationally from the 1960s to the
with and experiencing other cultures, and
1990s. Ireland has long had an experience
Intercultural Education in the Post-Primary School i

10. that people of different cultures can and Some key features of intercultural
should be able to engage with each other education are:
and learn from each other.
• Intercultural education is for all students
Education not only reflects society but is irrespective of their ethnicity. Since all
also an influence in shaping its our students live in a country and a
development. As such, schools are one of world that is becoming increasingly
the institutions that have a role to play in diverse, we need to prepare them for
the development of an intercultural society. that world. Intercultural education is an
While education cannot bear the sole important part of every student’s
responsibility for challenging racism and educational experience whether he/she is
promoting intercultural competence, it has in a school which is characterised by
an important contribution to make in ethnic diversity, in a predominantly
facilitating the development of intercultural mono-ethnic school, or whether the
skills, attitudes, values and knowledge. student is from the dominant or a
minority culture.
An intercultural education is valuable to • Intercultural education is for all students
all students in equipping them to irrespective of their age. Recognising
participate in an increasingly diverse that diversity is normal in humans is
Ireland, Europe and global society. Equally, something that is appropriate at all ages.
an education that has a limited cultural • Dialogue and story are identified as
focus will be less likely to develop these fundamental components of intercultural
capacities in students. education. While it is important to give
young people accurate information and
In Guidelines on Traveller Education in to challenge stereotypes and
Second Level Schools, (pp.20-21) the misconceptions, equipping them with
Department of Education and Science intercultural capacity is more effective
(2002) has defined intercultural education if it is done through open dialogue
as aiming to: which allows them to express their
thoughts, fears and perceptions rather
• foster conditions conducive to pluralism than simply telling them the ‘right and
in society wrong’ of the situation.
• raise pupils’ awareness of their own • Intercultural education happens
culture and to attune them to the fact naturally through the ‘hidden
that there are other ways of behaving curriculum’ of the social and visual
and other value systems world within which the student learns.
• develop respect for lifestyles different While it is possible and necessary to
from their own so that pupils can include intercultural ideas in the taught
understand and appreciate each other ‘formal curriculum’, the images,
• foster a commitment to equality; messages and values that are conveyed
• enable pupils to make informed choices throughout the school culture are also
about, and to take action on, issues of crucial. In exploring the hidden
prejudice and discrimination curriculum it is important to note that
• appreciate and value similarities and what is absent can be as important as
differences; what is present.
• enable all pupils to speak for themselves • Intercultural education is concerned with
and to articulate their cultures and ethnicity and culture and not simply with
histories. skin colour. Intercultural education would
ii Intercultural Education in the Post-Primary School

11. be equally concerned with discrimination cultural and ethnic diversity
against white minority ethnic groups such • facilitate schools and teachers in creating
as people from Eastern Europe or an inclusive culture and environment
Travellers, or against other cultural • raise awareness within the educational
minority groups such as those for whom community on issues which arise from
Irish is a first language. linguistic, cultural and ethnic diversity
in Ireland
AIMS OF THE GUIDELINES • provide an overview of assessment in
an intercultural context.
These guidelines identify the ways in which
intercultural education can be integrated USING THE GUIDELINES
into the curriculum in post-primary
schools. While the examples in these The audience for the guidelines include
guidelines focus mainly on Junior those with a responsibility for and interest
Certificate subjects, intercultural education in post-primary education. The document
is relevant to senior cycle education too is of particular relevance to teachers,
and there are ample opportunities within school managers, school support staff and
senior cycle programmes and subjects to policy makers. It is hoped that these
incorporate intercultural perspectives. guidelines will support teachers, both
individually and as teams, in developing a
The aim of these guidelines is to more inclusive classroom environment.
contribute to the development of Ireland They will also support whole school
as an intercultural society through the planning and policy development within
development of a shared sense that schools and so contribute to developing a
language, culture and ethnic diversity school culture that is welcoming, respectful
is valuable. and sensitive to the needs of all students.
They aim to contribute to the development The guidelines are written so that they can
of a shared ability and sense of be used in a number of ways. Some people
responsibility to protect for each other will read the guidelines from the beginning
the right to be different and to live free and work through them to the end. Others
from discrimination. will find it useful to focus initially on the
specific chapter that addresses a need
The specific objectives of the guidelines that is pressing for them and then expand
are to: their reading to include the rest of the
chapters. In order to facilitate these ways
• support the aims of post-primary of using the guidelines, key ideas are
curricula in the context of a growing occasionally repeated at intervals
cultural and ethnic diversity in a way throughout the guidelines.
which will maximise and enrich learning
for all students and make the curriculum Chapter 1 provides background
as accessible as possible for students information that places the rest of the
from minority ethnic groups guidelines in context. It outlines the extent
• address the curriculum needs of all and nature of cultural, linguistic and ethnic
post-primary students, whether from a diversity in contemporary Ireland and also
minority or the majority ethnic group, defines terms like ‘racism’ and
which arise in the context of a growing ‘institutional racism’.
Intercultural Education in the Post-Primary School iii

12. Chapter 2 articulates the major elements of Chapter 5 explores the integration of
an intercultural approach to education. intercultural themes–identity and belonging,
similarity and difference, human rights and
Chapter 3 highlights the ways in which responsibilities, discrimination and equality,
intercultural education should be taken conflict and conflict resolution across a
into account in school planning, policy range of Junior Certificate subjects. While
development and in shaping the whole the examples in the guidelines relate to
school environment. It identifies that all of Junior Certificate subjects, intercultural
the members of the school community have education is equally important for and
an important role to play in ensuring an relevant to senior cycle students. The CD-
intercultural ethos within the school. ROM included with the Guidelines and the
NCCA website www.ncca.ie provide
Chapter 4 focuses attention on the exemplars of classwork incorporating the
classroom and classroom planning. It intercultural themes.
explores the ways in which the social,
visual and educational environment of the Chapter 6 identifies and describes the
classroom can maximise the intercultural approaches and methodologies that are
experience of all students in school. It also particularly suitable for intercultural
looks at choosing resources and welcoming education. It also offers practical tips on
a student from another culture. dealing with controversial issues in the
classroom.
iv Intercultural Education in the Post-Primary School

13. Chapter 7 deals with assessment and While these guidelines focus on
cultural diversity. It highlights the ways in discrimination on the basis of ethnicity,
which different forms of assessment can many of the underlying ideas are equally
become biased or unreliable in a culturally applicable to other forms of discrimination
diverse context and it provides guidance on such as sexism, ageism or discrimination
how teachers can broaden the range of against people with a disability.
tools used for assessment.
These Guidelines on Intercultural
Chapter 8 explores the creation of a Education in the Post-Primary School are
supportive language environment for accompanied by Guidelines on Intercultural
learners of Irish and English, with Education in the Primary School. Both sets
particular reference to students who are of guidelines are based on the same key
learning the language of instruction as a principles and themes. Together, they
second language. provide a context in which young people
will continue to develop intercultural
These guidelines are designed to provide competence in an integrated way as they
support for all the members of the school transfer from primary to post-primary
community, including teachers, school education.
managers, support staff and parents.
In this respect, they deal with a wide range
of issues, including school planning,
classroom planning, assessment and the
language environment.
“ Intercultural education is
important for all students
to help them to participate
in an increasingly diverse
Ireland, Europe and global
society...”
Intercultural Education in the Post-Primary School v

14. The Context of Intercultural Education

15. 1
1

16. THE CONTEXT OF INTERCULTURAL EDUCATION
The more people who are on the margins the weaker is the centre…
we all have a stake in building a future which respects and celebrates
1
diversity—a generous sharing Ireland that encompasses many
traditions and cultures and creates space for all its people.
(President Mary McAleese, 24 February 2000)
The growth of immigration into Ireland ETHNIC AND CULTURAL DIVERSITY IN IRELAND
since the mid-1990s has brought the issue
The growth in ethnic and cultural diversity
of ethnic and cultural diversity to the
in Ireland in recent years has arisen for a
forefront and has encouraged discussion
number of reasons, including increased
around diversity. However, it would not be
movement from other EU countries (Table
accurate to suggest that Ireland has only
2), as well as increases in asylum seekers
recently experienced diversity. Significant
(Table 4) and in those issued work permits
minority ethnic, linguistic and religious
(Table 3). This diversity is not, however, an
groups have long been part of Irish society.
entirely new phenomenon: Ireland has, in
Ireland has a long history of cultural
fact, a long history of cultural diversity.
diversity that has contributed to making
Ireland the country it is today. In a wider
Table 1: Place of birth of people usually living
sense, membership of a European and
in Ireland in Census figures,
global community has also played a
1991 and 2002
significant role in the experience of being
Irish. In the context of growing diversity,
Place of Birth 1991 2002
and growing awareness of diversity, issues
of discrimination, particularly racial Ireland 93.9 % 89.6 %
discrimination, have come into focus. Anti- Northern Ireland 1.0 % 1.3 %
discrimination has been written into Irish Great Britain 3.8 % 5.1 %
law and into education policy. All these Other EU 0.4 % 0.9 %
factors combine to provide the background USA 0.4 % 0.6 %
within which these guidelines operate. Other Countries 0.6 % 2.5 %
Total 100 % 100 %
2 Intercultural Education in the Post Primary School

17. THE CONTEXT OF INTERCULTURAL EDUCATION 1
Table 2: Estimated immigration to Ireland of people of EU nationality
1996 1997 1998 1999 2000 2001 2002
UK 8,300 8,200 8,300 7,900 7,100 7,000 5,100
Rest of EU 5,000 5,500 5,800 6,800 7,100 5,800 6,100
Note: A substantial number of those included in the above statistics are not immigrants in the strict sense
but returning Irish migrants. The figure for returning Irish migrants peaked in 1999, at 55 per cent of all
migrants. At present is it under 40 per cent.
As EU citizens, Irish people enjoy the right Table 3: Employment migration to Ireland from
to move to other EU states. Other EU outside the EU
citizens, including the 10 countries that
joined the EU in May 2004, also enjoy the 2000 18,000 work permits issued
same right, and many have chosen to live 2001 36,000 work permits issued
and work in Ireland. From May 2004 to 2002 40,000 work permits issued
April 2005 85,114 people from the ten 2003 47,551 work permits issued
accession countries were allocated Personal 2004 34,067 work permits issued
Public Service Numbers (PPS No) in
Ireland. We cannot be certain that all those Another group of recent immigrants to
people are now working in Ireland but it Ireland comprises those who are seeking
would be the intention of the majority of asylum. The asylum process is designed to
those applying for PPS Nos to work. This protect those who have a well-founded fear
movement of people across European of persecution in their country of origin. In
borders has contributed to a cultural order to protect such people, the right to
exchange between European countries as ask for asylum was written into the
well as affording people an opportunity to Universal Declaration of Human Rights.
identify the similarities that underlie our Those who are granted asylum are known
European identity. as refugees. The numbers of asylum seekers
and refugees internationally grew during
During the economic boom years of the the 1980s and early 1990s. In the UK, for
late 1990s and early 2000s, significant example, the number of asylum seekers
labour shortages developed which had a grew from 2,905 in 1984 to 22,005 in
negative impact on economic growth. 1990 and 44,845 in 1991. In Ireland, at
The number of workers from EU countries the same time, the number of people
was not sufficient to meet the economy’s seeking asylum rarely rose above 50. In
labour needs. As a result, work permits 1991 it stood at 31.
were issued to non-EU citizens to fill
specified jobs. Apart from EU citizens
living in Ireland, significant numbers of
migrant workers have come to Ireland
from countries such as Russia, Romania,
the Philippines, South Africa and the
Ukraine.
Intercultural Education in the Post-Primary School 3

18. Table 4: Asylum Applications in Ireland Other countries of origin may also be
quite diverse.
Year
Although the recent growth in immigration
1992 40
has given rise to a greater awareness of
1993 90
cultural diversity in Ireland, it could be
1994 360
argued that Ireland has long been culturally
1995 420
diverse. One of the largest minority ethnic
1996 1,180 groups in Ireland is the Irish Traveller
1997 3,880 community. There are an estimated 25,000
1998 4,630 Travellers in Ireland, a further 15,000 Irish
1999 7,720 Travellers living in the UK and 10,000 living
2000 10,938 in the USA. The Irish Government’s 1995
2001 10,325 Report of the Task Force on the Travelling
2002 11,634 Community identifies that Travellers are a
2003 7,900 distinct ethnic group in Ireland, but also
2004 4,766 identifies that this has often not been
fully recognised.
During the 1990s Ireland began to receive
a larger share of asylum seekers (Table 4). It is clear that the Traveller community’s
culture is distinct and different. ‘Settled’
These asylum seekers came from many
people generally recognise the difference
countries including Nigeria, Romania,
but fail to understand it as cultural
Republic of Moldova, Poland, Democratic difference. This is a phenomenon,
Republic of Congo, the Russian characteristic of many societies, where the
Federation, Algeria, and the Ukraine. In majority culture sees itself as holding a
addition to those who sought asylum in universal validity or norm in relation to
Ireland, the Irish government has, at values, meanings and identity.
various times, welcomed groups of people
who were fleeing persecution, such as Ireland has also long been a linguistically
those from former Yugoslav states such as diverse society and has two official
Bosnia-Herzegovina during the period of languages, Irish and English. The island of
genocide in that country, or at a later date, Ireland is also the home of a number of
those fleeing persecution in Kosovo. These other native languages, including Ulster
were known as Programme Refugees and Scots, Irish Sign language and Gammon or
did not have to go through the asylum Cant (a language historically known to and
process. In recent years the number of used by Irish Travellers). Indeed, like many
applications for asylum in Ireland has societies world wide, Ireland is
been decreasing. characterised by some degree of
bilingualism. The 1996 Census showed
Simply listing the numbers of people and that, as well as being speakers of English,
the countries from which they come in this 43 per cent of the Irish population were
way does not fully represent the reality of speakers of Irish. In Gaeltacht areas, this
cultural diversity, which these immigrants rises to 76 per cent. On a national basis,
represent. A country like Nigeria, for one quarter of those who speak Irish use it
example, contains three major ethnic daily. This rises to 60 per cent in Gaeltacht
groups and, perhaps more than 240 areas. For some, Irish is their first language
minority languages and ethnic groups. (usually with English as a second
4 Intercultural Education in the Post-Primary School

19. THE CONTEXT OF INTERCULTURAL EDUCATION 1
language). For others, it is a second colour, are a core part of Irish life. They
language, learned in addition to the each play a role in contributing to the rich
language of their home. This highlights the mix that is Irishness.
complexity and diversity of the linguistic
environment in Ireland, and indeed in Irish In this respect, Ireland today mirrors
education. Both Irish and English play an Ireland at various times in her past. Ireland
important role in Irish identity and society, has been forged from diversity, from
and both languages are required subjects of successive waves of immigration including
study for students following the junior Celtic, Viking, Norman, English, Scots and
cycle programme. Huguenot, something which can be seen in
the diversity of origins of names which are
Religious diversity is also a feature of Irish typical in Ireland. The Irish Nobel Prize
society. The 2002 Census shows that over winning playwright George Bernard Shaw
11% of the population belong to minority expressed this when he wrote, “I am a
religious groups. Alongside the 3.4 million genuine typical Irishman of the Danish,
Roman Catholics in the state, over Norman, Cromwellian and (of course)
200,000 people were described as having Scotch invasions.”
no religion or did not state a religion,
while over 115,600 people described their RACISM IN IRELAND
religion as Church of Ireland or Protestant.
Presbyterians and Muslims each account Some researchers indicate that a traditional
for about 20,000 people while the view of Irishness–one that does not
Orthodox Church accounted for over recognise the cultural and ethnic diversity,
10,000 people. Other significant religious which has long existed in Ireland–has
groups in Ireland include Jews and made many Irish people from minority
Jehovah’s Witnesses. While the religious groups feel excluded. In a similar way, the
make-up of Ireland has changed over the idea that ‘Irish’ means ‘settled’ has meant
years, Ireland has long had significant that there has been little accommodation
religious diversity. Indeed, in the past the for what is distinctive in Traveller culture
Protestant and Jewish populations in in Irish society. These can be understood
Ireland would have been significantly as some of the manifestations of racism in
larger than in more recent times. Irish society.
Even within the majority ethnic group
UNESCO Declaration on Race and
(although the term ‘ethnic’ is often applied
Racial Prejudice
to minority groups, everyone has an
ethnicity) there exists significant diversity
Article 2:2 – Racism includes racist
in lifestyle, values and beliefs. A number of
ideologies, prejudiced attitudes,
studies of Irish attitudes and values show
discriminatory behaviour, structural
significant differences between urban and
arrangements and institutionalised
rural dwellers, as well as differences across
practices resulting in racial inequality as
age, education level and social class. This
well as the fallacious notion that
suggests that, even without looking at
discriminatory relations between groups
minority ethnic groups, the generalisation
are morally justifiable; it is reflected in
that is called Irish culture hides a great
discriminatory provisions in legislation or
diversity of ways of life. Diversity in food,
regulations and discriminatory practices as
music, lifestyle, religious beliefs, language,
well as in anti-social beliefs and acts...
values, ethnicity and, increasingly, in skin
Intercultural Education in the Post-Primary School 5

20. UN International Convention on the have appeared as such to many people at a
Elimination of All Forms of Racial first glance.
Discrimination
• An attitude or belief is racist if it implies
Article 1 – "racial discrimination" shall that some groups are superior or inferior
mean any distinction, exclusion, restriction to others based on their ‘race’, colour,
or preference based on race, colour, descent, or national or ethnic origin.
descent, or national or ethnic origin which This might include the belief that certain
has the purpose or effect of nullifying or groups (for example, Traveller, Asian or
impairing the recognition, enjoyment or Middle Eastern cultures) are more
exercise, on an equal footing, of human primitive or contain less intrinsic value
rights and fundamental freedoms in the than others.
political, economic, social, cultural or any • A racist practice or rule is one that
other field of public life. distinguishes, excludes, restricts or gives
rise to a preference based on ‘race’,
colour, descent, or national or ethnic
origin. Racist practices and rules make it
The term ‘race’ appears in inverted more difficult for members of some
commas each time it is used here (except in groups to attain the human rights, access
quotes) because scientific research has now to opportunities and life chances to which
made clear that, although the term is they are entitled. Racist practices or rules
widely used to describe groups of people may be practised by individuals (for
who are thought of as biologically example through name-calling, racist
separate, there is, in fact, no genetic or graffiti, excluding people or using
other scientific basis underlying the term. violence against them), or by institutions
(for example, though the application of
rules or regulations which do not make
Racism is one of a number of forms of allowance for cultural difference).
discrimination that exist in contemporary
societies. Others include sexism, ageism and These interlocking dimensions of racism
discrimination on the basis of a disability. are represented graphically in Figure 1.
All involve rules, practices, attitudes and
beliefs which have the effect of denying or
RACIST ATTITUDES OR BELIEFS
impairing someone’s access to the same
basic rights and freedoms as everyone else. Studies in Ireland from the 1980s onwards
Despite their similarities as forms of have consistently found a significant
discrimination, racism is sometimes wrongly minority who held hostile attitudes. In his
perceived as being worse than other forms study of Prejudice and Tolerance in Ireland
of discrimination, perhaps because it is Micheál Mac Gréil found that in the late
often associated in people’s minds with 1980s there was a significant minority of
violence, genocide or ‘hate crime’. The term Irish people who expressed racist views:
racism, used properly, has much wider
implications than a narrow focus on ‘racial’ • 16.7% of his national sample said that
hatred or violence would suggest. It black people could never become as
encompasses a range of attitudes or beliefs good Irish people as others because of
on one hand and practices or rules on the their basic make up.
other. This means that the term ‘racism’ • 10.8 % believed that black people were
actually includes some things that may not inferior to white people.
6 Intercultural Education in the Post-Primary School

21. THE CONTEXT OF INTERCULTURAL EDUCATION 1
• Only 13.5% would welcome a Traveller • 31% support promoting equality at all
into the family through marriage while levels of social life (also the lowest in the
59% would not welcome Travellers as European Union)
next door neighbours. • Irish people are more prepared to
• When asked if an American person welcome Muslims and people from
would be welcome into the family, eastern and central Europe than are
78.6% said that they would welcome a other EU citizens, but are less
white American, while only 26.2% welcoming of people fleeing human
would welcome a black American. rights abuses or situations of conflict
• 95.6% said they would have white • Only 32% of Irish people feel minorities
Americans as a next-door neighbour, but enrich our cultural life compared to
only 59% said they would similarly 50% of all EU citizens surveyed.
welcome black Americans.
Recent studies have found that some school
A 2000 Eurobarometer study found that, children associate black people with images
in Ireland of poverty, warfare and helplessness with
which they have become familiar from
• 13% of the national representative pictures and stories from Africa which are
sample had very negative attitudes commonly used in Ireland. While such
towards minorities attitudes may express themselves through
• 24% support the outlawing of ideas of charity and aid, they can be
discrimination against minorities (the understood as racist attitudes, if they are
lowest figure in the European Union) based on a sense that African cultures are
inferior to Western cultures.
Intercultural Education in the Post-Primary School 7

22. FIGURE 1
What do we mean by racism?
Belief that Practices including
> one culture is inferior > shunning people
or superior to another
> one culture is
RACISM >
>
name-calling
graffiti
primitive or lacks > violence.
value.
Racist Individual
Attitudes Racist
Practices
Institutional
Racist Practices
Indirect discrimination may include
> entry criteria that do not allow for > a lack of positive action to
nomadic lifestyle promote equality
> indiscriminate use of standardised > a lack of professional expertise or training
tests on ethnic minorities that are not in dealing with diversity in the organisation
normed for that ethnic group > a lack of systematic data gathering on the
> development of service provision in impact of policies on minority groups
a way which reflects only the majority > a lack of workable facilities for consultation
community's culture and identity and listening to minority groups.
RACIST PRACTICES BY INDIVIDUALS In 1995, the Government’s Task Force on
the Travelling Community noted:
Evidence of racist practices by individuals
can be found in studies of the experiences Discrimination at the individual level is
of ethnic minorities in Ireland. In a 2001 most common when a Traveller seeks
Amnesty International survey of ethnic access to any of a range of goods, services
minorities in Ireland, 78 per cent of more and facilities, to which access is denied
than 600 respondents from a variety of purely on the basis of their identity as
ethnic minorities living all over Ireland Travellers. Examples abound of public
highlighted that they had been a victim of houses refusing to serve Travellers, hotels
racism, most often in public places like the refusing to book Traveller weddings, bingo
street, or in shops or pubs, and over 80 per halls barring Traveller women, leisure
cent of the sample tended to agree that facilities barring access to Travellers, and
insurance companies refusing to provide
racism is a serious problem in
motor insurance cover. This experience can
contemporary Ireland.
also include physical and verbal attacks
and intimidation. (pp 70-80).
8 Intercultural Education in the Post-Primary School

23. THE CONTEXT OF INTERCULTURAL EDUCATION 1
RACIST PRACTICES BY INSTITUTIONS criteria in rules or regulations. For
example, if the entry criteria for a society,
While individual racist practices and
club or school required people to be
attitudes are sometimes the most obvious
resident in an area, this may discriminate
form of racism, they are not the only form
against nomadic families. Indirect racism
of racism. The term institutional racism is
may also be found in the development of
used to describe racism in the form of
provision which reflects only the majority
discriminatory provisions in legislation,
culture or which assumes that everyone
regulations or other formal practices.
belongs to that culture. For example, if
Institutional racism includes:
information or services are made available
in a way that assumes that everyone will
• indirect discriminations have a good proficiency in the language of
• a lack of positive action to the majority, those who have difficulty
promote equality
with that language may be discriminated
• a lack of professional expertise or against. If clinical testing or interviewing is
training in dealing with diversity in
only carried out in the language of the
the organisation
majority or in a way which reflects the
• a lack of systematic data gathering culture of the majority, or using criteria
on the impact of policies on
which are derived in respect of the
minority groups
majority population, incorrect judgements
• a lack of workable facilities for may be reached concerning members of
consultation and listening to
minority groups.
minority groups.
DISCRIMINATION AND INTERCULTURALISM IN
Indirect racism and other types of indirect
LAW AND POLICY
discrimination occur when practices or
policies, which do not appear to In recent years, the Irish Government has
discriminate against one group more than worked to challenge racism and to
another, actually have a discriminatory promote intercultural practices in Ireland.
impact. It can also happen where a To these ends, it has introduced both
requirement, which may appear non- legislation and initiatives. These have
discriminatory, has an adverse effect on a
group or class of people. For example, a • provided a framework for people to
school that, because it is oversubscribed, challenge racism and discrimination in
offers places first to children who have a Ireland across a range of grounds
sibling there is likely to disadvantage • promoted equality and interculturalism
nomadic families who move into and out through education and public
of a given area. While the practice did not awareness.
originate from the prejudiced intention of
reducing the numbers of Traveller children, A National Action Plan Against Racism
this will be the effect. Such a practice (NPAR) has been developed by the
would also have the effect of reducing the Government. This was a key commitment,
numbers of children of recent immigrants which arose from the World Conference
in the school. Practices such as these are Against Racism, which was held in
defined as indirect racism. Durban, in South Africa, in 2001. This
will include an education action plan
Indirect racism may be found in the against racism.
application of culturally inappropriate
Intercultural Education in the Post-Primary School 9

24. Legislation which provides a framework educational policy. It also notes ‘the
for people to challenge discrimination democratic character of this society
includes the Employment Equality Act requires education to embrace the diverse
(1998) and the Equal Status Act (2000). traditions, beliefs and values of its people’.
These make it illegal to discriminate
against a person in employment, vocational These principles are also endorsed in
training, advertising, collective agreements, school curricula. The Primary School
the provision of goods and services and Curriculum recognises the diversity of
other opportunities to which the public beliefs, values and aspirations of all
generally have access, if the discrimination religious and cultural groupings in Irish
happens on one of nine grounds. The society and acknowledges that it has a
grounds are gender, marital status, family ‘responsibility in promoting tolerance and
status (having children or being a carer), respect for diversity in both school and the
age (between the ages of 18 and 65), community’. This is reiterated in two of
disability, race, sexual orientation, the aims and principles of the Junior
religious belief, membership of the Certificate education which states,
Traveller community.
The Junior Certificate programme aims to
Much of Ireland’s policy framework for
education has sought to promote equality • contribute to the moral and spiritual
and interculturalism through education. development of the young person and to
The 1995 White Paper on Education– develop a tolerance and respect for the
Charting our Education Future highlights values and beliefs of others;
that equality and pluralism are two of the
key considerations, which underpin
10 Intercultural Education in the Post-Primary School

25. THE CONTEXT OF INTERCULTURAL EDUCATION 1
• prepare the young person for the All children, irrespective of their country of
responsibilities of citizenship in the origin or their reasons for being in Ireland,
national context and in the context of are entitled to free primary and post-
the wider European and global primary education. All children are
communities. required to attend school from the age of 6
to the age of 16, or until the completion of
Guidelines on Traveller Education in three years of post-primary education,
Second-Level Schools, issued by the whichever is later. The Department of
Department of Education and Science in Education and Science does not
2002, also emphasise the importance of differentiate between ‘national’ and ‘non-
interculturalism within the school. In this, national’ children.
they emphasise the two elements of
intercultural education, appreciation of Intercultural education is one of the key
diversity and the challenging of inequality. responses to the changing shape of Irish
society and to the existence of racism and
An intercultural approach is important discriminatory attitudes in Ireland.
within the curriculum in order to help As an approach, it emerges naturally from
students to develop the ability to recognise existing educational policy and is in
inequality, injustice, racism, prejudice and keeping with other equality legislation
bias and to equip them to challenge and to and initiatives.
try to change these manifestations when
they encounter them. Young people should
be enabled to appreciate the richness of a
diversity of cultures and be supported in
practical ways to recognise and to
challenge prejudice and discrimination
where they exist. (p. 20).
Intercultural Education in the Post-Primary School 11

26. Intercultural Education
in the Post-Primary School

27. 2
13

28. INTERCULTURAL EDUCATION IN THE
POST-PRIMARY SCHOOL
The general aim of education is to contribute towards the
development of all aspects of the individual, including aesthetic,
2
creative, critical, cultural, emotional, intellectual, moral, physical,
political, social and spiritual development, for personal and family
life, for working life, for living in community and for leisure.
(The aims of the Junior Certificate as stated by the Department of Education and Science)
If the primary aim of education is the Two of the aims of the Junior Certificate
preparation of young people for the programme are to:
challenges of living in the world today
then intercultural education is an essential • contribute to the moral and spiritual
part of that process. Intercultural development of the young person and to
education is not another subject to be develop a tolerance and respect for the
added to the curriculum, nor does it values and beliefs of others;
involve extra material to be covered in • prepare the young person for the
particular subjects. It is an approach to responsibilities of citizenship in the
education that can be integrated across national context and in the context of
all subject areas. the wider European and global
communities.
Chapter 5 illustrates how such an
approach might be taken in a range of This is echoed in the statement of purpose
subject areas. However, it is important to and aims of senior cycle education:
emphasise that there are opportunities for
all teachers to promote the knowledge, The fundamental purpose of senior cycle
values and skills associated with education is to enable and prepare people
intercultural education through their to live lives to the fullest potential within
interactions with students both within democratic society.
(Developing Senior Cycle Education, NCCA,
formal class time and informally.
2003, p.37)
14 Intercultural Education in the Post Primary School

29. INTERCULTURAL EDUCATION IN THE POST-PRIMARY SCHOOL 2
One of the specific aims of senior cycle • Intercultural education requires a real-
education is to world focus;
• Language is central to developing
• educate for participative citizenship at intercultural abilities and capacities;
local, national, European and global • Intercultural education takes time;
levels. • The school as a model of good practice.
Intercultural education is one way that a Intercultural education is for all
school can make provision for the
realisation of these aims. Intercultural education is based on the
general aim of enabling the student to
It can also inform and support whole develop as a social being through
school development planning and it can respecting and co-operating with others,
contribute to the development of a school thus contributing to the good of society.
culture that is open, positive, inclusive and Intercultural education is beneficial to all
sensitive to the needs of all students. These the students in our schools, irrespective of
guidelines for post-primary schools must their skin colour or ethnicity, since all
be seen in the context of a longer process. students need to learn how to live within
and contribute to the evolution of our
Guidelines have also been produced for growing multicultural society.
primary schools and it is hoped that both
sets of guidelines will support and build As the Rampton Report in the UK has
upon each other providing teachers with a stated:
coherent and comprehensive menu of ideas
for incorporating an intercultural A ‘good’ education cannot be based
perspective across the student’s full on one culture only, and … where
learning experience. ethnic minorities form a permanent and
integral part of the population, we do not
believe that education should seek to iron
This chapter outlines some of the
out the differences between cultures,
characteristics that underlie contemporary
nor attempt to draw everyone into the
good practice in the area of intercultural dominant culture.
education.
All students have a culture and ethnicity.
CHARACTERISTICS OF INTERCULTURAL Learning to value their own culture and
EDUCATION ethnicity is central to their self-esteem and
sense of identity. Intercultural education
The following seven characteristics of
facilitates all students in coming to value
intercultural education are discussed in this
their own heritage and the heritage of
chapter:
others.
• Intercultural education is for all
Intercultural education has many benefits:
children;
• Intercultural education is embedded in
• It encourages curiosity about cultural
knowledge and understanding, skills and
and social difference.
capacities, and attitudes and values;
• It helps to develop and support
• Intercultural education is integrated with
young people’s imagination by
all subjects and with the general life of
normalising difference.
the school;
Intercultural Education in the Post-Primary School 15

30. • It helps to develop critical thinking by strong emotions. When people (students,
enabling people to gain perspective on teachers, parents and others in the school
and question their own cultural community) explore their own attitudes
practices. and values and when they look at their
• It helps to develop sensitivity in the own past reactions to certain situations
student. they may get defensive, angry or upset.
• It helps to prevent racism. Learning to deal with one’s own emotions
and the emotions of others is an integral
Intercultural education is embedded part of the intrapersonal (self-
in knowledge and understanding, understanding) and interpersonal
skills and capacities, and attitudes (understanding of relationships with
and values others) skills essential for personal, social
and educational fulfilment. This is best
The general aim of education is to done within a school and classroom ethos,
contribute towards the development of all which is characterised by a caring
aspects of the individual, including relationship between staff and students and
aesthetic, creative, critical, cultural, by providing young people with a positive,
emotional, intellectual, moral, physical, inclusive and happy school experience.
political, social and spiritual development.
Intercultural education is built on this Intercultural education is integrated
vision, and is outlined in these guidelines across all subject areas and into the life
under the headings of knowledge and of the school
understanding, skills and capacities, and
attitudes and values. The integration of knowledge and
understanding, skills and capacities, and
Neither racism nor interculturalism is based attitudes and values across all subject areas
on knowledge alone. Both are informed and provides the learner with a more coherent
enforced by emotional responses, feelings and richer learning experience. It is also
and attitudes as well as knowledge. Simply more likely that appropriate attitudes and
providing people with facts and information values will be developed by young people if
or focusing on cognitive development will they are integrated across subject areas and
not, on their own, be sufficient to tackle within the whole life of the school, than if
racism, since there may be an emotional they are dealt with in a piecemeal or ‘one-
resistance to changing one’s mind in light of off’ fashion. Intercultural education
new evidence, facts or ways of thinking. In therefore, should be central to all aspects
particular, the development of positive of school life. It should be reflected in the
emotional responses to diversity and hidden curriculum of the school, in school
empathy with those discriminated against policies and practices and the teaching of
plays a key role in intercultural education. the different subject areas.
The school that places a high value on the
personal well-being of all its students and Intercultural education requires a real-
staff will foster the kind of environment world focus
where positive attitudes towards diversity
can thrive. It is a fundamental principle of learning
that the student’s own knowledge and
However, intercultural education may give experience should be the starting point for
rise to some conflict and to a range of acquiring new understanding. In this
16 Intercultural Education in the Post-Primary School

31. INTERCULTURAL EDUCATION IN THE POST-PRIMARY SCHOOL 2
respect, first-hand experience that connects disagreement between ethnic groups may
students with the world in which they live well give rise to strong emotions, especially
and with people of different perspectives if students are being asked to consider if
and experiences is the most effective basis they are part of the dominant or
for learning. discriminating group. Nonetheless, looking
at such situations is central to developing in
Students’ lives will provide the teacher students the ability to apply intercultural
with many opportunities to explore ideas to their own lives.
intercultural themes and to develop
intercultural competence. Young people Examining real-life situations can also play
may well experience examples of a role in developing a sense of empathy for
unfairness, discrimination or conflict in those who are discriminated against. Many
their own lives that will enable them to young people will identify that they have
engage in a concrete way with the concerns been treated unfairly at one time or
of intercultural education. Conversely, another, whether that means having had
unless young people are encouraged and someone else getting preference over them
facilitated in critical reflection on their unfairly, or having had assumptions made
own lives, they may well identify with about them because of the way they look
intercultural ideas in abstract but not or where they live, or having someone in
engage in intercultural practices. authority refuse to listen to them. Such
experiences mean that students can often
Teachers should be aware that looking at readily empathise with others who are
situations which involve conflict or victims of discrimination.
Intercultural Education in the Post-Primary School 17

32. Language is central to developing Dialogue facilitates the exploration of
intercultural abilities and capacities experiences, ideas, and emotions through
increasingly complex language. Through
Whether difference is seen as normal or dialogue students can also be brought to
abnormal, whether equality is seen as a reflect on the way language is used and the
good thing or a problem will depend on power of language in labelling people. The
the language that students learn to apply to aim of dialogue in the context of
situations. Language not only expresses intercultural education is to develop
thoughts, ideas and values-it shapes them empathetic listening. Empathetic listening
too. Because language is so crucial to the means listening with the intent to
learning process the use of dialogue and understand. It means getting inside another
discussion is a key teaching strategy in all person’s frame of reference, seeing the
education. Dialogue also allows us to world the way they see the world and
recognise the value of differences. Through trying to understand how they feel.
dialogue it is possible to see that two Empathy is not sympathy.
people can view the same thing and
interpret it differently. Unless we value the The essence of empathetic listening is not
differences in our ideas, beliefs and that you agree with someone; it’s that you
perceptions, unless we value each other fully, deeply, understand that person,
and give credence to the possibility that life emotionally as well as intellectually.
is richer for all its diversity then we will (Covey, 1998, p. 240.)
have difficulties meeting the challenges of
an increasingly diverse and complex world.
18 Intercultural Education in the Post-Primary School

33. INTERCULTURAL EDUCATION IN THE POST-PRIMARY SCHOOL 2
Both Irish and English play an important The school as a model of good practice
role in Irish identity and society, and an
experience in both languages is the right of The social context within which learning
every child. Experience of a second takes place is a key influence on the nature
language is thought to have a number of and effectiveness of the learning process. In
additional benefits for pupils including teaching the knowledge, skills and attitudes
enhancing cognitive development and of intercultural competence the education
increasing the capacity for learning system can model good practice for the
subsequent languages. students.
Students will learn attitudes, values and
Intercultural education takes time
skills through seeing them modelled by
Children will already have developed some those in the school and in the school
ideas about diversity even prior to entering community. In teaching young people to
primary school. By the time they enter think critically about the world in which
post-primary school many of their ideas they live, it is appropriate for us model this
and prejudices are already well established. by thinking critically about our own
These ideas and attitudes are developed actions and the institutions within which
over a period of time throughout the we work, and if necessary, to vet school
child’s early years experience. They can be policies in relation to the potential for
reinforced or challenged as students move discrimination. Indeed, in this respect,
through post-primary education. intercultural education will bring benefits
to the school and the education system in
For adolescents and teenagers conforming general, alongside the benefits to individual
with the majority view and behaviour is students.
very important. Kohlberg called this stage
of moral development the conventional The concepts of ‘indirect racism’ and
stage when young people are typically ‘institutional racism’ help us to understand
concerned with doing what will gain the how institutions such as schools may in
approval of others. Therefore developing fact be unintentionally racist in their
the skills and capacities to reflect critically operations. When a school prioritises the
and independently and act ethically within culture of one ethnic group to the
that world will not be achieved in one class detriment of others it may be guilty of
or one term. It is acknowledged that many institutional racism. Those in the school
adults never go beyond the conventional community who are responsible for
stage of moral development to the post- policies, practices, and the cultivation of
conventional level where one’s actions are the school ethos should always be vigilant
based on moral principals and values and a in ensuring that the culture, beliefs and
genuine interest in the welfare of others. way of life of all the children in the school
Hence building intercultural sensitivity and are respected.
challenging prejudicial beliefs, attitudes
and actions is a lifelong process.
Intercultural Education in the Post-Primary School 19

34. School Planning

35. 3
21

36. SCHOOL PLANNING
Formal and informal policies and practices related to all the different
components of the life of the school have a significant impact on the
3
experience of students and other members of the school community. The
school community develops an experience of, and positive engagement
with, cultural diversity through the policies and practices which shape
and make up the student’s total experience of school life.
As such, intercultural education extends records of racist incidents, most of the real
beyond a narrow focus on the content of change will depend on the voluntary
classroom teaching. Using an intercultural actions and goodwill of all the members of
perspective when addressing the school the school community. It will be important,
plan is central to the effective development therefore, that everyone involved has the
of an inclusive, intercultural school. opportunity to have their views heard and
feel a sense of involvement in the process
THE ROLE OF ALL THE MEMBERS OF THE of change. People may engage with the
SCHOOL COMMUNITY process with differing levels of enthusiasm
and some may be somewhat resistant to
It is important that all the members of the certain initiatives. It is not unusual for
school community, students, parents, people to be surprised at some of their
teachers, support staff and management own attitudes and beliefs as various issues
are involved in the collective responsibility are discussed. Such resistance, handled
of developing and maintaining an inclusive sensitively, can provide a valuable
and intercultural school. One of the opportunity to raise people’s awareness
underlying principles of successful school and develop their intercultural capacities
development planning is good and knowledge. It may provide an impetus
communication between all members of for staff to explore these issues further in
the school community. While some of the training aimed at developing a sense of the
actions arising from the planning processes value and normality of diversity and at
will be mandatory, for example, changes in enabling them to recognise and challenge
the school behaviour code or keeping unfair discrimination and racism.
22 Intercultural Education in the Post Primary School

37. SCHOOL PLANNING 3
STUDENT COUNCILS The Student Council should listen to the
views of the students in the school when
As the representative structure for all the
drawing up their calendar of activities for
students in a school, the Student Council
the school. In this respect it would be
can play a very important role in the
important that the council would ensure
development of an intercultural school
that newcomer students to the school are
environment. In fact working in
represented in the collection of views.
partnership with school management, staff
Further information on the work of and
and parents on planning for an
setting up of Student Councils is available
intercultural school can provide the
on www.studentcouncil.ie
Student Council with a focus that could
lead them to be involved in a number of
THE INVOLVEMENT OF PARENTS AND THE
related activities. For example:
WIDER COMMUNITY
• liaising with Principal and Board of Parental involvement is crucial to a
Management on intercultural issues of student’s success in school. The
concern to students involvement of parents in the formal
• involvement with the school planning education of their children complements
process of the school and acknowledges their central role in the
• making their views known in relation to child’s development. Parents may feel
policies that are being developed or reluctant about approaching their child’s
modified to reflect an intercultural school. This may be particularly an issue
perspective, for example the reception for parents from minority ethnic groups or
and induction of new students for those whose first language is not that
• making suggestions for improving the of the school. In order to improve school
physical and social environment of the contact with all parents and the wider
school community, schools might consider
• contributing to the development of a
school charter that celebrates diversity • supporting the work of the parents’
and promotes equality association and encouraging the
• ensuring an intercultural balance in the association to become involved in the
school newsletter/magazine development of school policies and plans
• mentoring programmes for newcomer
students.
Intercultural Education in the Post-Primary School 23

38. • providing information to parents in a provision, design of a plan, implementation
way which takes account of the existence and evaluation. These stages form a
of a diversity of literacy levels as well as cyclical process, which continually
cultural and linguistic diversity. For underpin the work of the school. Further
example, parent-teacher meetings, school details on the review, design,
handbook, inviting parents in to the implementation and evaluation process can
school for special events be accessed in the support materials
• providing opportunities for informal provided by the School Development
meetings of staff and parents and Planning Initiative (www.sdpi.ie).
establishing parent—teacher contact that
offers opportunities to discuss and There are many approaches to school
understand each other’s points of view development planning and it is important
• addressing parental fears and concerns that the school community adopts an
• inviting parents to become involved in approach that suits its particular situation.
extra-curricular activities or intercultural However, sometimes it can be difficult to
events know where to start. The following
• identifying opportunities where parents guidelines may give some ideas about how
and other members of the community can a school might include an intercultural
support the school, for example, language perspective in school planning.
support, translation, homework clubs
• developing strategies to involve the wider The planning process should assist all the
community in an intercultural approach, members of the school community in
for example, inviting individuals or developing an inclusive and intercultural
community groups that may have a school that addresses the needs of all its
particular area of expertise. students. The planning process should
include the following:
SCHOOL PLANNING FOR AN INTERCULTURAL
SCHOOL • conducting an intercultural school
review
School planning for an intercultural school • including an intercultural awareness in
can be incorporated into school planning the school mission, policy and action
work which is being started in schools or is plan
already underway. Each school community • implementing the school plan
will be at a different stage in the school • monitoring and evaluating the action
development planning process and will also plan.
have different conceptions of the most
appropriate way of developing an inclusive The school review
and intercultural school. These differences
will affect the way in which each school As an initial step in the planning process it
community engages in the planning process. is useful to engage in a review of where the
school is positioned at the moment in
In the Department of Education and relation to being inclusive and
Science’s School Planning: Developing a intercultural. To this end the school
School Plan-Guidelines for Second Level community could engage in an
Schools, it is suggested that there are four intercultural school review. The School
main stages that might be considered by Review Checklist (Figure 2) could be used
schools: review of current practice and as a model for planning this review.
24 Intercultural Education in the Post-Primary School

39. SCHOOL PLANNING 3
FIGURE 2: SCHOOL REVIEW CHECKLIST
For each question place a tick in the appropriate box. The more positive answers the more
intercultural the school context is. Negative answers identify opportunities for further
development. Use them to make a list of what you need to do, and try to set achievable
deadlines for addressing these issues.
YES TO SOME NOT
EXTENT YET
School mission or vision
Is the mission statement written in such a way that
it is easy for all in the school community to understand?
Does the mission or vision include a commitment to help
each student towards achieving his or her full potential?
Does it reflect the principles of equality and diversity?
Does it promote a positive self-concept for each student?
Current practice
Do all aspects of the school plan have an intercultural perspective?
Are school organisational and administrative procedures
fair and considerate of the needs of all students?
Is the language of the school, both spoken and written,
inclusive of all cultures?
Is the school environment, both physical and social,
inclusive of all cultures?
Is the school complying with the relevant legislation in this area?
Other issues to consider
How have our practices changed in light of cultural diversity in recent years?
What intercultural issues are staff most concerned with at the moment?
Who should be involved in drawing up a plan for an intercultural school?
What aspects of school policy and practice need to be addressed?
What resource documents should be referred to in the planning process?
What resources, human and capital, are employed to facilitate intercultural education?
Intercultural Education in the Post-Primary School 25

40. Developing a school mission, provision for the education of all students
policy and plan in an inclusive and intercultural school,
considering the mission statement and
Once the review has taken place decisions characteristic spirit of the school may be a
can be made as to what needs to be done good place to start.
next. It is important to pick the issues that
are of most relevance to the school at this
School organisation and management
time and to include some issues that can be
addressed quite quickly so that the school The school planning process facilitates the
community can see something happening formulation of basic policies in relation to
in the short term. This is not to undermine important routines and procedures of daily
the importance of addressing the bigger school organisation and management.
issues that may take longer to happen, as Consistency in the implementation of
these are likely to effect the more long- agreed policies greatly assists in the
term changes in school culture that will effective running of the school. The school
have the greatest impact. plan incorporates a coherent set of general
policies that reflect the particular situation
The school mission in which the school operates. Schools may
have policies on
The fundamental purpose of the school
development plan is to improve the quality • school enrolment and admissions
of teaching and learning for all the • school code of behaviour and anti-
students in the school. The mission bullying policy
statement will reflect the ethos of the • programme and subject choices
school community and encapsulate the • religious education
aspirations, expectations and traditions of • involvement of parents in the school and
the school. In formulating this mission and home-school-community liaison
in reflecting on its own ethos, the school • the allocation of specialist resources
community will build a shared vision of • assessment
how it can help each child towards • the special responsibilities of the staff of
achieving his or her full potential. A school the school
philosophy that accommodates principles • school uniform
of equality, diversity and the promotion of • healthy eating
a positive self-concept and personal well- • tours and extra curricular activities
being for each individual is likely to ensure • homework
a supportive environment in which the • learning support
particular educational needs of all young • home-school partnership
people may be met. • induction and reception of new students.
All schools have a sense of mission or All schools are required under the
vision. In some schools this will have been Education Act (1998) to ensure that the
considered as part of the school school plan supports principles of equality
development process and will be clearly of access and participation. These
articulated. Other schools may not have principles should be reflected in the
reached a stage where they have formalised school’s general organisational policies and
the mission statement but nonetheless may the school plan should formally set out the
have a clear sense of what the school is measures the school proposes to take to
about. Therefore, in reviewing the school’s achieve these objectives. One way to
26 Intercultural Education in the Post-Primary School

41. SCHOOL PLANNING 3
ensure this is addressed at all stages of Please refer to Chapter 5 for further
school planning and policy making is to information on the planning of lesson
have an Intercultural Education heading content and to Chapter 7 for further
for every section of the School Plan, and details on assessment and cultural diversity.
for each policy addressed therein. As part
of the planning process, reference should Including intercultural education in all areas
be made to of school planning
• the Education Act (1998) In addition to ensuring that an
• the Education (Welfare) Act (2000) intercultural perspective is brought to
• the Equal Status Act (2000) reviewing existing elements of the school
• Education for Persons with Special plan, there are other areas that need to be
Educational Needs Act (2004). addressed in order to ensure that the
school is an inclusive school. They include
Curriculum and assessment the following:
How the school manages curriculum and • incorporating an intercultural and anti-
assessment is informed by its educational discrimination approach to staff
aims and objectives. The school’s broad development
curriculum programme should be • ensuring equality of access and
sufficiently comprehensive and flexible to participation
ensure that the needs of all students are • promoting intercultural education in the
catered for. classroom
• recording and reporting racist incidents
Intercultural education promotes an • creating an inclusive physical and social
engagement with a diversity of cultures for environment in the school
students of all ethnic groups and religions. • providing language support
As such, students of ethnic groups • providing age-appropriate placement of
(minorities and majority) become aware of newcomer students in class groups
and develop intercultural attitudes towards a • selecting appropriate resource material
diversity of cultures at the same time and in for learning and teaching
the same way. It should be noted however, • celebrating special events in the
that the Education Act does not ‘require any calendars of a diversity of cultures
student to attend instruction in any subjects • developing a communication policy:
which is contrary to the conscience of the within the school, between school and
parent of the student or in the case of the home, and between home and school
student who has reached 18 years, the • developing a school charter that
student’. The place of intercultural education celebrates diversity and promotes
in the school’s mission and the value to all equality.
students of engagement with a diversity of
cultures should play a key role in decision- A review process that looks at the school’s
making on subject options and a school practice in response to these issues will
assessment policy. Such a context is also enable the school community to establish
important in discussing that work with clear development priorities and to
parents. Collaborative planning in relation undertake specific action planning
to the intercultural dimension of some activities that will enhance the educational
subject areas will greatly enhance the provision for all students.
planning process.
Intercultural Education in the Post-Primary School 27