The ‘New Irish’ Education for Overseas Children Fionnuala Tynan IPPN Conference 5-7 February, 2004

Agenda  Background information: Migrants, refugees, asylum seekers  Ireland’s situation and recent trends  Challenges for schools  Issues around parents  Intervention  Adding an intercultural dimension to the school  Whole School Issues (Workshop)

The twenty-first century promises to be a new age of migration. Intensifying international migration pressures present many societies with major policy dilemmas; most countries of the world are becoming more multicultural, multi-ethnic, multi-religious and multi-lingual … Let us build upon shared moral values and see in diversity, not a threat, but rather an enrichment. Our daughters and sons deserve nothing less. Brunson McKinley, Juan Somavia and Mary Robinson

Migrants  Voluntary Migrants: labour, better life, re-unite family; million  Forced Migrants: persecution, war, catastrophe; 25 million  3 people out of every 100 live outside their country of origin  Each statistic is a real person

Refugees/Asylum Seekers: Same difference? A refugee is a person who ‘owing to a well founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of nationality and is unable, or owing to such fear, is unwilling to avail of the protection of that country’ Geneva Convention

The Process  Person entering country must apply for asylum (a human right)  This makes them asylum seekers  Case to prove they are migrating for reasons as defined by Geneva Convention  If successful: they gain refugee status  If not … deportation

Ireland  20 million refugees in the world, 5% of which are in Europe. Of this 5%, 1% are in Ireland  Asylum process in Ireland is new  Most asylum seekers from Nigeria, Romania, Democratic Republic of Congo and former Soviet Union  Ireland has asylum seekers from approx 120 different countries  Ireland had 30 applications for asylum in 1991, this number rose to in 2001.

Challenges for Schools  Language  Religion  Homework  Behaviour  A new knowledge base  Convincing individual teachers/schools of the relevance/importance of intercultural education  A well meant ‘charity’ attitude  Lack of teacher education  Lack of resources  Methodologies

Issues with Parents  Culture  Language  Enrolment  Notes home  Homework  Social/emotional aspect  Parental involvement

Intervention  Age-appropriate class  Supplementary English classes  Buddy system  Allow them to use infant computer programmes to learn/develop basic English  Check the religion of the child  Be aware of your own attitudes to other religions and cultures as you teach different areas of the curriculum  Purchase intercultural books for the class library some in other mother tongues  Use maps when discussing new countries  Use posters which show diversity

 Use songs and games from a variety of countries  Encourage the child to teach basic words to the class when s/he has settled in  Art for self-expression and/or starting point for talking  Ask for help! Other teachers, resource or learning support, outside groups  Notes sent home: pictures, translations  Thematic days/weeks  Use of authentic materials  Develop intercultural elements to the curriculum

Intercultural Dimension: Rationale  Schools are social and cultural organisations  Ties with curricular areas  Pilot project for foreign languages  Everyday issues of discrimination  Culture stereotyping before age 12  Pupil populations  It develops a sense of enquiry

 It enhances social skills  It promotes critical thinking on equality and cultural issues  It introduces children to the idea of political issues and their involvement with them  It introduces the ideas of cultural identities, conflict and conciliation  It develops in each child a respect for self and for others

 It promotes a sense of social responsibility and justice  It develops an appreciation of difference  It ensures each child feels valued and has a sense of who they are  It contributes to students’ awareness of their own culture  It recognises and values the symbolic role of the presence of mother tongues in the school

 It promotes a pluralistic approach to the acquisition of knowledge  It challenges the socially biased and ethnocentric foci of students and teachers  It recognises the value of different cultures in a way that enhances the status of migrant cultures  It recognises the potential of the curriculum to develop this area

Suitable Learning Activities  Discussion  Games  Debates  Group work  Simulation exercises  Role play  Project work  Events  Storytelling

Whole School Issues Workshop