Week fourteen: (14/05/12-20/05/12) Professional

The Northern Ireland curriculum (2007: 3) states that teachers should, “plan work which builds on interests and cultural diversity.” My placement on Erasmus has given me the opportunity to experience strategies to help integrate diversity into the classroom as well as build on GTCNI Competency 8 (2006:8); “Teachers will have developed a knowledge and understanding of the need to take account of the significant features of pupils’ cultures, languages and faiths and to address the implications for learning arising from these.’ In my opinion, this is a vital competency as it helps develop children’s identity, self-worth and provides them with an opportunity to feel part of the class, giving them a sense of belonging. This is delicately balanced alongside showing their uniqueness, distinctiveness and separateness from others within the class in a positive and appreciative manner, celebrating diversity.

“Knowledge of the culture and community or communities in which a language is spoken is very important in the language learning context. The learner should develop an understanding of the similarities and differences between his/her culture and other cultures. All language and intercultural competence should be acknowledged equally.”

European Language Portfolio (ELP) guidance (SELB 2003:7) sighted in the, Toolkit for Diversity: in the Primary School, (2007:37)

 In my Kindergarten class our current theme is; ‘Common songs and rhymes from around the world’. The teachers had included me in the planning of the scheme and we decided to use the different cultures of the children in the classroom. The scheme was designed around equipping the children with different attitudes, concepts, skills and behaviours (which are set out in their curriculum). The topic allows for children to form a respect for others' cultures, as well as an appreciation of their own.

In the Primary Toolkit for Diversity (2007) it suggests to introduce a world map which indicates the different locations the children are from. Taking this idea we began this new topic with introducing the world map with the different flags representing the children within the class, (e.g. Bulgaria, Sudan, Poland, Spain and Ireland). After identifying each representative country, the children stuck their flag to the map. They were also all given a sticker to put on their uniform for the day (which is shown in the picture.) As one of the boys comes from Ireland the teacher asked if I could represent the British flag being from Northern Ireland were we can have dual nationality. This caused the Irish boy to ask questions when he went home as he was confused about why I would say I have a different flag to him. The next morning his mother came to me explaining that she had a ‘political debate’ with her son to explain that I came from a special part of Ireland. This experience reinforces that celebrating diversity is not always simple, as it shows the complexity of highlighting differences in cultures that are not always celebrated, but rather have been the basis for division, war and murder. Diversity can be sensitive and challenging and is not all sweetness and light!

In order for a teacher to model the skills, behaviours and attitudes, (like respect for other cultures and understanding different faiths from their own), pupils and teachers need opportunities to be exposed to them themselves and to work through their own thoughts, feelings and prejudices. This is one of the benefits of being involved in Erasmus. It has been an eye opening experience regarding my perspective on education and culture. Although I cannot say I agree with all the methods and traditions I have been exposed to, it has given me a different perspective and appreciation for cultures, languages and faiths within the classroom. I have a better understanding of how to try and grasp a balance between exposing separateness and uniqueness alongside creating self-worth and togetherness. Due to Northern Ireland having a growing population of Polish immigrants I feel that this experience has highlighted the importance of GTCNI Competency 8 (2006), through having a greater understanding and knowledge of the Polish culture and language.

Reference

·  CCEA, (2007) The Northern Ireland Curriculum Primary, Belfast, A CCEA Publication.

· General Teaching Council for Northern Ireland (2006) Teaching: The Reflective Profession: Belfast.

·  IILT and SELB, (2007) Toolkit for Diversity: In the Primary School, Dublin and Armagh, an IILT and SELB Publication.