With partners:
Questions for Reflection
1. A number of students expressed some reservation about discussing cultural difference openly. This is important as the experience of cultural difference amplifies general issues of “fitting in” in early secondary school. This highlights the need for any such discussion to be conducted in a positive, teacher-guided process, which is both supportive and inclusive of all students.
2. Intercultural tensions are sometimes visible in the physical environment of the school. One student observed that “Some girls aren’t sure what is halal so if they had more signs about which stuff is halal [that would be helpful]. I’ve been here three years, and I don’t know what foods in the school canteen are halal.”
3. Sometimes, these tensions may be intra-cultural (sectarian) and manifested between groups. In one school, some tensions between Sunni and Shi’a Muslims took place in the playground. One student from a Shi’a background described how
“they kept on teasing us about out religion, every time they would see us. They say they just don’t like our religion. [But] it’s the same religion, just a different type of it. …they were greasing us up about being Shi’a. They don’t stop, they just keep on going.”
4. In another case, a Christian boy and a Muslim girl developed a strong friendship, of which their parents were unaware. In each of these cases, is there an appropriate role for teachers to assist in dealing with the potential conflict? If so, how would you respond?
5. Research with teachers has shown that more emphasis needs to be placed on teacher/staff receptivity to the challenges and advantages of culturally diverse education. There are few structural mechanisms for dealing with these issues, in terms of training, professional development and available class time. So, rather than focussing purely on what teachers can deliver we need to address what can be delivered to teachers.
To explore these questions work through the four steps.