Dáil Éireann Debate, Tuesday - 15 September 2020
400. Deputy Cian O'Callaghan asked the Minister for Education the steps she has taken to ensure that the texts studied at second level are inclusive of Travellers and persons of colour; if advice has been sought from Travellers, persons of colour and other minority groups on the content of the curriculum; and if she will make a statement on the matter. [23436/20]
Amharc ar fhreagraThe curriculum, at both primary and post primary level, is considered to be for all learners regardless of race, religion, socioeconomic background, gender or orientation. It is the aim of my Department that every child has access to equitable education and that each learner feels safe and happy in the school environment, at every stage.
At primary level, the current curriculum acknowledges the importance of a balanced and informed awareness of the diversity of peoples and environments in the world. Such an awareness helps children to understand the world and contributes to their personal and social development as citizens of a global community. The curriculum promotes tolerance and respect for diversity in both the school and the community. The Primary Curriculum is currently complemented by Guidelines on Traveller Education in Primary Schools (DES, 2002) and Intercultural Education in the Primary School (NCCA, 2005). These guidelines promote an intercultural approach in the classroom and provide practical examples of how intercultural themes, including Traveller culture, can be accommodated through the various curriculum areas. They aim to contribute to the development of a shared ability and sense of responsibility to protect for each other the right to be different and to live free from discrimination.
The National Council for Curriculum Assessment, (NCCA), is currently in the process of redesigning and redeveloping the primary curriculum and through an ongoing public consultation is providing an opportunity to all stakeholders to consider how it may be restructured. Inclusive education and diversity is one of eight overarching principles of the draft PC framework and provides for equity of opportunity and participation in children’s learning. Inclusive education celebrates diversity and responds to the uniqueness of every child.
While the Department prescribes curricula and syllabuses for implementation in primary schools, it does not endorse any textbooks for use in schools. Neither does the Department have any involvement in the publication of such textbooks, beyond informing publishers in a timely fashion about the introduction of any new syllabus.
At post primary level, schools have the autonomy to determine which textbooks and/or resources to use in order to best aid the delivery of the curriculum, however there some prescribed texts for English at both junior and senior cycle. A diverse range of authors, including poets and playwrights, is included in the prescribed lists of texts. The texts referred to are not compulsory, but are options on a wider list of prescribed texts. Which text is used in a school remains at the discretion of that school.
A variety of factors influence the selection of prescribed texts, including the aspiration to achieve social and cultural diversity and inclusivity, the age appropriateness of texts, the merit of the text on grounds of excellence, as well as practical factors, such as availability and cost. As prescribed lists are developed from year to year, additional factors come to the fore and influence the choices made. Contemporary issues and world events also impact on prescription. It is the intention that prescribed texts for both Junior Cycle and Leaving Certificate English are diverse and inclusive, and meet the needs of teachers and students. Current and previous text lists offer many opportunities to explore issues relating to racism and inclusion/exclusion of particular groups in society. Achieving a balanced list remains a challenging and worthwhile endeavour and work continues to create a broadly balanced, diverse and inclusive list every year.
As part of this Department’s ongoing curricular reform, issues in relation to inclusivity/diversity etc. will be considered as part of the ongoing reviews in relation to the curriculum at both primary and post-primary level.
The NCCA is also in the process of conduction a review of senior cycle. The NCCA commenced the review in late 2016. As part of the first phase of the review the NCCA conducted international research on senior cycle in a number of other jurisdictions. The report of this research was published in February 2018. From September 2018, the NCCA engaged with a cohort of schools as well as hosted a series of national seminars. This was followed by a wider public consultation. This phase of consultation was informed by two important NCCA documents, an Interim report of review of Senior Cycle Education and accompanying Senior Cycle Review Consultation Document. The Interim Report on the review brings together the discussions held during the review in schools, at the national seminars and the national and international research on senior cycle, while the Senior Cycle Consultation document outlines the emerging areas for further consideration in senior cycle. Elements of the review are examining how senior cycle can be inclusive to students from all backgrounds. The NCCA are now considering the findings to date and are working to produce an advisory report.
The NCCA has also been progressing work on the issue of the place of Traveller history and culture in the curriculum, from early years to senior cycle, in order to identify current opportunities for children and young people to encounter and learn about aspects of Traveller culture and history. As part of this process the Council has engaged directly with Traveller repreesentative bodies.
The Department will continue to address the areas such as cultural awareness through a suite of supports including the recently revised Stay Safe Programme and the provision of Continuing Professional Development (CPD) to teachers at Primary and Post-Primary level and in initial teacher education. It will ensure that such programmes enable teachers to deal with teaching and learning needs of all students from all cultural backgrounds and provide support for pedagogical practices that promote inclusion.
