The multicultural classroom: how can our schools ensure a more stable, diverse society?

There has been a huge transformation in schools during the past two decades. Gone are the monochrome school classes, to be replaced with multicoloured, multi-ethnic groupings that reflect the changed composition of our society. In the light of recent events in France and elsewhere, it seems appropriate to ask what our schools can do to ensure a more stable, inclusive, diverse society.

It’s worth noting that schools reflect their catchment areas and their composition can be determined by patterns of settlement and housing policies over which schools have no control. On the other hand, schools’ admission policies can determine their composition if supply of places does not match demand, but that’s another issue.

The best model for secondary schools is probably the stand-alone inclusive school serving the whole community. However, this model doesn’t always occur, so many designated disadvantaged (Deis) schools have a disproportionate number of students of non-Irish backgrounds, often as high as 40 per cent of intake, while the national figure for such children is closer to 10 per cent. However, this imbalance has resulted in a welcome boost in the number of students attending these Deis schools, resulting in raised standards, new approaches, wider subject choice and changed pedagogy.

In suggesting some successful strategies here, I don’t mean to be smug or complacent and I acknowledge that problems of integration persist, misunderstandings occur and racism is a fact of life for many students of non-Irish background. However, I believe schools that have adopted these strategies play an important role in preparing young people of all backgrounds for fulfilling roles in society.

• Schools need an inclusive ethos and practice in both their formal programmes (the timetable) and informal programmes (sports, games, clubs, extracurricular activities). The physical structure of the school – its walls, corridors, canteen, library – needs to reflect inclusion. The old "heroes and holidays" approach just pays lip-service by celebrating special anniversaries and events. What is needed is real inclusive practice as part of the school's culture.
• Good, open relationships between teachers and students are essential. Teachers are role models, and so are older students, who may and should be involved in prefect, mentoring and "buddy" structures in schools. Immigrant-origin students often remark on the closeness and friendliness of Irish teachers, especially in Deis schools.
• The curriculum can be adapted to reflect the cultures of the students. Some subjects lend themselves more easily to this than others: history; geography; religion; music; home economics; art; civic, social and political education (CSPE); and social, personal and health education (SPHE). But all subjects, through their teachers, can be made more relevant to student needs and interests. Some examples include the struggle for civil rights in the US and South Africa in history; trade and aid in geography; case studies in religious education; jazz and rap in music; international cuisine in home economics; and art history and appreciation know no boundaries. CSPE and SPHE lend themselves to debate and discussion on all aspects of social and political life.The National Council for Curriculum and Assessment guidelines on intercultural education offer many more examples for both primary and post-primary schools. The proposed reforms of the new junior cycle give great scope for short courses on new curricular areas.
• Bullying and racism need to be confronted with robust policies and practice. Student and teachers need to know there is a line you do not cross in terms of respect and dignity for yourself and others. Schools can also be proactive in fostering a climate of goodwill and tolerance. One school reported to me how its five-a-side leagues were getting edgy and dangerous due to having "national teams" competing. A teacher sorted this out by rewriting the rules to require at least three nationalities on each team.
• Parents need to feel included and listened to, although this can be difficult if there are language differences. Often migrant students have better English than their parents, and this can lead to parenting problems. This is an area where the Deis home-school community liaison teacher can play a very important role, although all schools with migrant students ought to have a designated teacher to liaise with migrant families.
• Teachers need continuing professional development and initial teacher education to help them reflect on, plan for and discuss new approaches and ideas. Cultural and linguistic knowledge are two obvious areas but equally important is the need to practice differentiation and recognise and adapt to changes in the classroom.
• Most importantly, students need to be given the opportunity to socialise and learn in an open, tolerant and supportive environment where high standards are set and expected for all. This is not to suggest a bland multiculturalism where anything goes and where all beliefs and practices are accepted uncritically. To treat someone with respect and dignity, you do not have to agree with or honour all aspects of his or her culture. Looking at the banlieues and ghettos of Europe with their disaffected, underachieving, disconnected young men (especially). We are fortunate in Ireland at the dispersed settlement of migrants, for the most part, but we should always be vigilant and responsive to the needs of the young people in front of us in our schools. As the great Tennessee educator Myles Horton put it, "our job is to figure out ways to help people take over their own lives".

John Condon is a retired principal of Beaufort College, Navan, Co Meath