Listening To Children’s Voices On Intercultural Education Policy And Practice

Author(s):

Panayiotis Angelides(presenting / submitting)Christina Hadjisoteriou

Conference:

ECER 2014

Network:

20. Research in Innovative Intercultural Learning Environments

Format:

Paper

Session Information

20 SES 07 A, Intercultural Learning, Identity and Citizenship

Paper Session

Time:

2014-09-03

17:15-18:45

Room:

B322 Sala de Aulas

Chair:

Eunice Macedo

Contribution

Research Questions and Objectives: The focus of this research is to investigate Cypriot and immigrant children’s experiences of intercultural pedagogical practices inCyprus. This study also aims to explore children’s suggestions for the improvement of policies and practices for intercultural education. In addition, we examine whether Cypriot and immigrant students share similar or different conceptualisations and understandings regarding the above aspects. In a setting that lacks a research culture, this study aims to point out Cypriot and immigrant children’s understanding of the disparities, conflicts and dilemmas, but also of the prospects of intercultural education inCyprus.

Theoretical Framework: In the recent years, listening to children’s voices has gradually arisen in the agenda of education research as an important aspect that facilitates school improvement (e.g. Rudduck et al., 1996; Raymond, 2001). Beyond education research, listening to children’s voices has been also stimulated by international organisations, such as the United Nations (UN) through the UN Convention on the Rights of the Child (UN, 1989). Furthermore, previous research has shown that listening to children’s voices is a prerequisite in order to develop inclusion (e.g. Tangen, 2008; Messiou, 2011). Messiou (2006) argues that children may better identify the factors that impede or promote inclusion in their schools, while they may challenge segregationist practices that enhance marginalisation. In addition, Stevens (2008: 184) argues that research should examine students’ understanding of racism in order to make ‘inferences about the impact of racism on students’ self-esteem and educational outcomes.

Despite concerns in the international literature, in the Cypriot context, there is little evidence that children’s voices have been taken into consideration in the research focusing on school policies and practices for intercultural education. Nevertheless, Ainscow et al. (1999: 39) argue that ‘without listening to the often hidden voices of students it is impossible to understand fully the policies and practices of individual schools’. Taking a step further, we argue that research should listen to children’s voices in order to fully examine the policy trajectory, including policy development and implementation. Arguably, the definition of intercultural education as an approach, in which every individual takes action towards social emancipation (Tiedt & Tiedt, 2002), necessitates the involvement of children in both the decision-making and implementation of intercultural education policy.

In the Cypriot context, little research engages with children’s voices and their experiences in the area of inclusion and/or intercultural education’s. Firstly, Messiou’s research (2006; 2011) on students’ experiences of marginalisation within primary schools, concluded that children conceptualise marginalisation in adverse ways. Although some children recognise that they are marginalised and make efforts to alter this situation, other children either do not feel it or do not admit it. Moreover, Nicolaou et al.’s (2007) research focusing on high-school students’ attitudes of cultural diversity showed that students held both positive and negative attitudes towards the ethnic ‘other’. Partasi’s (2009; 2011) study on identity and belonging in culturally diverse classrooms indicated that immigrant students experience an identity conflict struggling between their family and peer cultures. In addition, the participant children referred to racist incidents against immigrant students because of their skin colour and their dress code.

Apparently, research encompassing children’s voices in theCypruscontext has not thoroughly, if at all, examined children’s understandings of education policy regarding intercultural education. However, children’s meanings of a change that is proposed may become a factor that could prevent (or promote) change. Thus, Rudduck et al. (1996) contends that if these meanings are not connected to the purpose of the proposed change, they will act as barriers or resistance to change, while children will continue to safeguard tradition.

Method

Methods and Methodology: The need to carry out this study emerged out of a larger multi-level research, which examined the Europeanisation of Cypriot intercultural education policy. The bigger project provided inter alia the opportunity to EU and Cypriot policy-makers, head-teachers and teachers to voice their perceptions regarding intercultural education policy. During the project, the necessity to allow children - the recipients of the policy - to reflect upon intercultural education had become clear. We deliberately selected five schools (one within each education district of Cyprus) as information-rich cases, able to illuminate the issues under investigation. Within each of the participant schools we selected two classrooms of the sixth grade (the final grade of primary school). Thereafter, we carried out observations in the participant classrooms, which were weekly (a 40 minute period per week) and continued for 5 weeks. Observations referred to occurrences during classroom work, which we considered to be related to intercultural education. In addition, we carried out interviews with four children from each of the selected classrooms; two Cypriot and two immigrant children, aged 11 to 12. The interviews were tape-recorded and fully transcribed so that no verbal information would be lost. In the event, a total of 40 interviews and 50 observations were carried out, which were inserted in a thematic analysis cycle. In our analysis of the data, we followed the six stages suggested by Creswell (2013). In the first stage we organised and then studied the data organised according to the method they were collected (interview, observation). In the second stage, we read our data in order to understand them better and in parallel we kept notes about our thoughts. After that, we began examining our data for groups of meanings, themes, assumptions and behaviours and tried to locate how these were connected within a theoretical model. In the third stage, we continued the process of analysis and we divided the data into categories. Each part was named. In the fourth stage, we put all the names together in big groups to create areas of analysis. Finally, in the fifth and sixth stages of analysis, given that the categories were set and they seemed to be connected to the research questions, we began looking at our data in order to substantiate these categories with raw data. In trying to establish the trustworthiness of the data, we examined and triangulated our data from multiple angles and different perspectives.

Expected Outcomes

Outcomes: This study examined how Cypriot and immigrant primary-education students understand education policy for intercultural education. Our research offered students a unique opportunity to ‘voice’ their concerns, but also their suggestions regarding intercultural education. Children’s conceptualisations of intercultural education were largely consistent with the literature and pointed towards collaboration within the learning community (i.e. Stables, 2005); classroom discussions about (inter)cultural issues (i.e. Hajisoteriou, 2012); and language learning (i.e. Chamberlin-Quinlisk & Senyshyn, 2012). On the basis of students’ suggestions, teachers should acknowledge that teamwork enhances opportunities for collaboration between culturally-diverse students. To this end, students may gain a better understanding of not only their differences, but also their commonalities. Additionally, the students who participated in this research argued for classroom discussions regarding diversity and other intercultural issues. Last but not least, the need for Greek-language learning was suggested by several Cypriot students. In particular, the Cypriot participants experienced significant concerns about their immigrant peers’ linguistic skills. Although they overemphasised the importance of Greek-language learning, they underestimated the importance of other cultural characteristics of their immigrant peers, such as the cultural situation of the family, cultural norms and expectations and sexual orientation and disability. In addition, they did not refer to concepts related to equality and social justice. On the other hand, the findings that emerged from our interviews with the immigrant participants raise concerns regarding the current language policy. Most immigrant students pointed out that Greek-language instruction is necessary, yet not efficient. They criticised both its current form in terms of teaching and pedagogy, time management, and focus. Policy-makers and teachers may and should inter alia look for the ‘components’ of future intercultural education policies in children’s voices and suggestions. Arguably, children’s suggestions may inform developments in the field of intercultural education.

References

References: Ainscow, M., Booth, T. & Dyson, A. (1999). Inclusion and exclusion in schools: Listening to some hidden voices. In: K. Ballard (Ed.) Inclusive Education: International Voices on Disability and Justice (pp.139-151). London: Falmer Press. Chamberlin-Quinlisk, C. & Senyshyn, R. M. (2012). Language teaching and intercultural education: Making critical connections. Intercultural Education, 23(1), 15-23. Creswell, J. W. (2013). Qualitative Inquiry and Research Design. Choosing Among Five Approaches (3rd Edition). California: Sage Publications, Inc. Hajisoteriou, C. (2012). Intercultural education set forward: Operational strategies and procedures of Cypriot classrooms. Intercultural Education, 23(2), 133-146. Messiou, K. (2006). Conversations with children: Making sense of marginalisation in primary school settings. European Journal of Special Needs Education,21(1), 39-54. Messiou, K. (2011). Collaborating with children in exploring marginalisation: An approach to inclusive education. International Journal of Inclusive Education, DOI:10.1080/13603116.2011.572188 Nicolaou, A., Nitsiou, C. & Charalambous, S. (2007). Cypriot high schools as cultural mosaics: Pupils’ perspectives and experiences. International Journal of Diversity in Organizations, Communities and Nations, 7, 343-351. Partasi, E. (2009). Identity and belonging in a culturally diverse classroom in Cyprus. International Journal of Diversity in Organizations, Communities and Nations, 9(2), 146-156. Partasi, E. (2011). Experiencing multiculturalism in Greek-Cypriot primary schools. Compare: A Journal of Comparative and International Education, 41(3), 371-386. Raymond, L. (2001). Student involvement in school improvement: From data source to significant voice. Forum, 43(2), 58-61. Rudduck, J., Chaplain, R. & Wallace, G. (1996). Pupil voices and school improvement, in: J. Rudduck, R. Chaplain, & G. Wallace (eds) School Improvement: What can pupils tell us? London: David Fulton. Stables, A. (2005). Multiculturalism and moral education: Individual positioning, dialogue and cultural practice. Journal of Moral Education, 34(2), 185-197. Stevens, P. A. J. (2008). Exploring pupils’ perceptions of teacher racism in their context: A case study of Turkish and Belgian vocational education pupils in a Belgian school. British Journal of Sociology of Education, 29(2), 175-187. Tangen, R. (2008). Listening to children’s voices in educational research: Some theoretical and methodological problems. European Journal of Special Needs Education, 23(2), 157-166. Tiedt, P. L. & Tiedt, I. M. (2002). Multicultural Teaching: A Handbook of Activities, Information and Resources (Sixth edition). Boston: Allyn & Bacon.

Author Information

Panayiotis Angelides (presenting / submitting)

University of Nicosia, Cyprus

Christina Hadjisoteriou