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exploring the issues and complexities of establishing a cultural identity within a rural school context

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Title: exploring the issues and complexities of establishing a cultural identity within a rural school context


1
A Sense of Self
  • exploring the issues and complexities of
    establishing a cultural identity within a rural
    school context

Branwen Beattie May 15th 2009
2
A Sense of Self Aims and Outcomes
This session aims to encourage a debate about
the dilemmas faced by student teachers and NQTs
when teaching PSHE and citizenship, including
issues of cultural identity, morals and
values. It will investigate the possible role
that we as teacher educators may have in
addressing this, if we are to prepare trainees to
teach in wide ranging contexts.

3
Contents
  • Part 1 The Wider Context
  • UN The Rights of the Child
  • UK The National Curriculum, Ofsted and ECM
  • Part 2 Local Rural Realities and implications
    for ITT
  • Case Study talking to teachers
  • Rose, Macdonald and the future

4
The Wider Context
5
Convention on the Rights of the Child (1990)
  • Article 30 (Children of minorities/indigenous
    groups) Minority or indigenous children have the
    right to learn about and practice their own
    culture, language and religion. The right to
    practice ones own culture, language and religion
    applies to everyone the Convention here
    highlights this right in instances where the
    practices are not shared by the majority of
    people in the country.
  • Article 31 (Leisure, play and culture) Children
    have the right to relax and play, and to join in
    a wide range of cultural, artistic and other
    recreational activities.
  • Article 42 (Knowledge of rights) Governments
    should make the Convention known to adults and
    children. Adults should help children learn about
    their rights, too.

6
The right to practice ones own culture,
language and religion applies to everyone
(OHCHR, 1990)
7
Education for citizenship and the teaching of
democracy in schoolsFinal report of the Advisory
Group on Citizenship 22 September 1998
  • The Crick Report
  • commissioned in order to report on and make
    recommendations regarding the teaching of
    citizenship in schools in response to the
    governments White Paper Excellence in Schools

8
Defining Citizenship
  • 2.10 So what do we mean by effective
    education for citizenship? We mean three
    things, related to each other, mutually
    dependent on each other, but each needing a
    somewhat different place and treatment in the
    curriculum social and moral responsibility,
    community involvement and political literacy.
  • The Crick Report, 1998

9
The National Curriculum - Values and purposes
underpinning the school curriculum (QCA, 1999)
  • Education influences and reflects the values of
    society, and the kind of society we want to be.
    It is important, therefore, to recognise a broad
    set of common values and purposes that underpin
    the school curriculum and the work of schools.

10
  • Foremost is a belief in education, at home and
    at school, as a route to the spiritual, moral,
    social, cultural, physical and mental
    development, and thus the wellbeing, of the
    individual. Education should reflect the
    enduring values that contribute to these ends.
    These include valuing ourselves, our families
    and other relationships, the wider groups to
    which we belong, the diversity in our society
    and the environment in which we live

11
The National Curriculum - Aims for the school
curriculum (QCA, 1999)
  • Aim 2 The school curriculum should aim to
    promote pupils' spiritual, moral, social and
    cultural development and prepare all pupils for
    the opportunities, responsibilities and
    experiences of life

12
Towards consensus? Citizenship in secondary
schools (Ofsted, 2006)
  • Key findings
  • In schools that have taken citizenship seriously
    it now has a significant place in the curriculum
    as well as the broader life of the school.
  • There is good support available for citizenship
    and improved opportunities for training, and
    there is now much good practice that can be
    shared.
  • The post-16 citizenship programme has been
    successful in showing what can be done in
    schools, colleges, youth centres and work-based
    training and these examples now need to be shared
    more widely.

13
  • The intentions for citizenship education remain
    contested and are sometimes misunderstood
    however, the period of implementation has
    established important principles and fostered
    good practice which can inform future curricular
    revision.
  • Aspects of the knowledge and understanding are
    treated lightly or not at all in some schools
    the three strands of the subject and their
    inter-relationship and some aspects of the
    programme of study have often been
    misunderstood.
  • In many schools there is insufficient reference
    to local, national and international questions
    of the day and how politicians deal with them.

14
Overall, expectations of achievement in
citizenship are not yet commensurate with other
subjects and progression is often
erratic. Ofsted, 2006
15
Every Child Matters
16
Local Rural Realities
17
Case Study Talking to Teachers
  • School context a 9-12 middle school with a
    small town mono-cultural catchment. General
    socio-economic situation is high employment, low
    aspiration.
  • Focus group nine teachers, ranging in roles,
    experience and entry routes to teaching
  • Group interview run as staff discussion

18
So what are the implications for teachers?
19
Maslows Hierarchy of Needs
TDA, 2008
20
We the undersigned petition the Prime Minister to
Make November the Official White History Month.
  • MAKE NOVEMBER THE OFFICIAL WHITE HISTORY MONTH
  • We call for White History Month every November in
    response to calls from the British public
    following yet another officially-endorsed Black
    History Month in October.
  • The campaign is a response to the annual Black
    History Month held every October. Black History
    Month is endorsed by the government, politicians,
    the BBC and other state institutions. There are
    exhibitions, websites, events and initiatives in
    schools, universities, colleges, town halls and
    city centres in Britain and all over the world.
  • We have no problem with anybody wishing to
    celebrate Black History Month, which allows Black
    people to celebrate their identity, explore their
    heritage and show pride in their achievements.
  • This is why we urge you to sign this petition
    giving full support to official White History
    Month. During this month all White people around
    the world and in Britain -- will celebrate will
    their history and heritage with pride.
  • We hope that White History Month will attract the
    same level of funding, public recognition and
    support from politicians and celebrities which
    Black History Month has drawn.

21
Rose, Macdonald and the future
22
Are there implications for teacher educators?
23
The Macdonald Review of PSHE
  • The PSHE Association welcomes Sir Alasdair
    Macdonalds report on his independent review of
    the proposal to make PSHE education statutory. In
    particular it is delighted to see that his number
    one recommendation is that PSHE Education should
    become part of the statutory National Curriculum,
    in both primary and secondary schools.

24
  • All existing guidance related to PSHE should be
    reviewed and brought together in an overarching
    document
  • DCSF should commission further research on models
    of delivery for PSHE education and their
    effectiveness
  • Initial teacher training and continuing
    professional development should support PSHE
    education, and CPD should also be available for
    other school staff and the wider children's
    workforce
  • PSHE should be excluded from the requirement to
    have statutory levels of attainment
  • No additional monitoring or evaluation of PSHE
    education should be introduced

www.pshe-association.org.uk
25
Roses Recommendations
  • The review recommends therefore that the
    primary curriculum is organised into the
    following six areas of learning
  • Understanding English, communication and
    languages
  • Mathematical understanding
  • Scientific and technological understanding
  • Historical, geographical and social understanding
  • Understanding physical development, health and
    wellbeing
  • Understanding the arts.

26
  • High-quality teaching in the primary years, as
    elsewhere, is crucial to childrens success.
    McKinsey and Company in its 2007 report How the
    worlds best-performing school systems come out
    on top said that The quality of an education
    system cannot exceed the quality of its
    teachers.
  • This is echoed by the Cambridge Primary Review,
    which states that A curriculum is only as good
    as those who teach it. Pedagogy intersects with
    curriculum content to such an extent that the
    review, at times, has to consider both.

Rose, J. (2009)
27
It didnt feature in my PGCE I felt very poorly
equipped Comment made by Chris Rigby during
ESCalate training on reflection, 16th January 2009
28
To quote from a speech by the Lord Chancellor
earlier this year (on which we end this report)
We should not, must not, dare not, be complacent
about the health and future of British democracy.
Unless we become a nation of engaged citizens,
our democracy is not secure. The Crick Report,
1998
29
References
  • Crick, B. (1998) Education for citizenship and
    the teaching of democracy in schools Final
    Report of the Advisory Group on Citizenship.
    London QCA.
  • http//curriculum.qca.org.uk/ Accessed 25th
    March 2009
  • http//publications.everychildmatters.gov.uk/eOrde
    ringDownload/DCSF-00331-2008.pdf Accessed 29th
    March 2009
  • Ofsted (2006) Towards Consensus? Citizenship in
    secondary schools. London Ofsted.
  • http//www.ofsted.gov.uk Accessed 25th March
    2009
  • http//www.ohchr.org Accessed 25th March 2009
  • http//www.pshe-association.org.uk/news_and_events
    /sir_alasdair_
  • macdonald.aspx Accessed 12th May 2009
  • Rose, J. (2009) Independent Review of the Primary
    Curriculum Final Report. Nottingham DCSF
  • TDA (2008) Special Educational Needs and/or
    Disabilities A Training Resource for Initial
    Teacher Training Providers, Primary Undergraduate
    Courses. London TDA
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