Interculturalism
An intercultural ethos permeates through our school, embracing all cultural minority groups and languages. Embracing other cultures does not dilute the great pride we have in our own Irish heritage and Catholic roots. Virgin Mary Girls’ N.S. is an Irish, Catholic school and being loyal to and upholding this identity, while showing respect to all, is at the core of all decisions made by staff and Board of Management.
What is Interculturalism?
It is education which respects, celebrates and recognises the normality of diversity in all areas of human life. It sensitises the learner to the idea that humans have naturally developed a range of different ways of life, customs and worldviews, and that this breadth of human life enriches us all.
It is education, which promotes equality and human rights, challenges unfair discrimination, and promotes the values upon which equality is built.
The term ‘Interculturalism’ expresses a belief that we all become personally enriched by coming in contact with and experiencing other cultures, and that people of different cultures can and should be able to engage with each other and learn from each other.
(Intercultural Education in the Primary School – Guidelines for Schools, pg. 3)
What are the characteristics of Intercultural Education?
Intercultural education is for all children. It equips children to participate in an increasingly diverse society. Equally, an education which is based on only one culture will be less likely to develop these capacities in children. Recognising that diversity is normal in humans is something that is appropriate at all ages.
Intercultural education is embedded in knowledge and understanding, skills and capacities, and attitudes and values.
Intercultural education is integrated with all subjects and with the general life of the school.
Intercultural education requires real-world focus.
Language is central to developing intercultural competencies.
Interculturalism is not something extra that teachers must do in an already busy school day – rather it presents a different way of doing the same things. Intercultural education is not an addition to the Primary school curriculum since the curriculum itself is an intercultural curriculum.
The school context is important in facilitating learning. Inclusive environments are characterised by learning environments that reflect and show pride in the language, ethnic and cultural diversity that characterises Ireland. As such, they provide support for the positive self-image of all children irrespective of their ethnicity, as well as reinforcing the normality of diversity for all children.
We in Virgin Mary Girls’ N.S. ensure that all children irrespective of their colour, ethnic group, or ability can feel at home and represented within the school.
(Intercultural Education in the Primary School – Guidelines for Schools, pgs. 20-23)
Rationale:
Over the last number of years the school’s population has grown to mirror the changing social environment in the country, an environment rich in cultural diversity, welcoming visitors from all walks of life and all parts of the world.
Aims:
By adopting an Intercultural Approach to Education we hope to:
Develop in each child a respect for self and for others.
Promote a sense of social responsibility and justice.
Develop an appreciation of difference.
Ensure each child feels valued and has a sense of who they are.
Contribute to students’ awareness of their own culture.
Recognise and value the symbolic role of the presence of mother tongues in the school.
Provide opportunities for communication regardless of mother tongue and enhance social skills.
Develop a sense of enquiry in our pupils, teachers and parents.
Promote critical thinking on equality and cultural issues.
Introduce the ideas of cultural identities, conflict and conciliation.
What is Interculturalism?
It is education which respects, celebrates and recognises the normality of diversity in all areas of human life. It sensitises the learner to the idea that humans have naturally developed a range of different ways of life, customs and worldviews, and that this breadth of human life enriches us all.
It is education, which promotes equality and human rights, challenges unfair discrimination, and promotes the values upon which equality is built.
The term ‘Interculturalism’ expresses a belief that we all become personally enriched by coming in contact with and experiencing other cultures, and that people of different cultures can and should be able to engage with each other and learn from each other.
(Intercultural Education in the Primary School – Guidelines for Schools, pg. 3)
What are the characteristics of Intercultural Education?
Intercultural education is for all children. It equips children to participate in an increasingly diverse society. Equally, an education which is based on only one culture will be less likely to develop these capacities in children. Recognising that diversity is normal in humans is something that is appropriate at all ages.
Intercultural education is embedded in knowledge and understanding, skills and capacities, and attitudes and values.
Intercultural education is integrated with all subjects and with the general life of the school.
Intercultural education requires real-world focus.
Language is central to developing intercultural competencies.
Interculturalism is not something extra that teachers must do in an already busy school day – rather it presents a different way of doing the same things. Intercultural education is not an addition to the Primary school curriculum since the curriculum itself is an intercultural curriculum.
The school context is important in facilitating learning. Inclusive environments are characterised by learning environments that reflect and show pride in the language, ethnic and cultural diversity that characterises Ireland. As such, they provide support for the positive self-image of all children irrespective of their ethnicity, as well as reinforcing the normality of diversity for all children.
We in Virgin Mary Girls’ N.S. ensure that all children irrespective of their colour, ethnic group, or ability can feel at home and represented within the school.
(Intercultural Education in the Primary School – Guidelines for Schools, pgs. 20-23)
Rationale:
Over the last number of years the school’s population has grown to mirror the changing social environment in the country, an environment rich in cultural diversity, welcoming visitors from all walks of life and all parts of the world.
Aims:
By adopting an Intercultural Approach to Education we hope to:
Develop in each child a respect for self and for others.
Promote a sense of social responsibility and justice.
Develop an appreciation of difference.
Ensure each child feels valued and has a sense of who they are.
Contribute to students’ awareness of their own culture.
Recognise and value the symbolic role of the presence of mother tongues in the school.
Provide opportunities for communication regardless of mother tongue and enhance social skills.
Develop a sense of enquiry in our pupils, teachers and parents.
Promote critical thinking on equality and cultural issues.
Introduce the ideas of cultural identities, conflict and conciliation.