What are the issues for schools?

Responding to ALL learners needs

Having gained practical experience teaching immigrant children, Cristina Igoa (1995) recognized she needed to acknowledge:

■ the importance of listening to the children;

■ the importance of the feeling of having roots;

■ the importance of understanding cultures;

■ the importance of belonging.

(ibid.: 10)

Four very short sentences, but these incorporate a number of substantial issues for schools and other educational settings re-examining their ability to respond to the cultural needs of their learners. This is a vital issue and one that is of growing significance:

The 2001 Census has shown that nearly one in eight pupils comes from a minority ethnic background. By 2010, the proportion is expected to be around one in five. Their school achievement will determine their success in later life.  (DfES, 2003a: 7, 1.1)

It is also important to state at this point that culture issues are dominant factors for all learners. Recently in an article entitled ‘Focus on Needs of London’s white boys’, a panel member from the Home Office’s Community Cohesion Unit said, ‘It had been pressing the DfES to introduce a strategy for white children as a follow up to its Aiming High campaign for ethnic-minority pupils. But officials were hesitant because they feared it could be perceived as racist’ (Shaw, 2004). The DfES responded by saying that there were no such fears and that a pilot scheme for white European boys would be running in London. Importantly the Commission for Racial Equality (CRE) supported this campaign, saying that, ‘Schools and local authorities are obliged not to discriminate against children because of their racial background – not just ethnic minority groups – particularly if they are underperforming’ (Shaw, 2004). All these comments thus agree that it does not matter which so-called ‘cultural group’ the learners come from, it is their learning needs that must now be recognized as the most important issue. Recent government research findings (July 2003) also support this need to be alert to all learners’ individual requirements as learners’ cultural backgrounds do NOT explain all the variations in how they perform at school:

the largest discrepancy in attainment between FSM [Free School Meals] and non-FSM pupils is found amongst White pupils indicating that other factors must also be considered in understanding and addressing the achievements of minority ethnic pupils. (DfES, 08.01.2004a)

It is clear, therefore, that cultural diversity in educational settings is evolving and developing, requiring all those involved in teaching and learning to think about the suitability of the curriculum, the social experiences, the teaching practices and the policies being offered to the learners.

Discussion

■ How well prepared do you feel the learners in your educational setting are for the cultural diversity of the twenty-first century?

■ What factors do you think influence your feelings/thoughts on these issues?

■ Are changes required in schools and, if so, how can these effectively be managed?