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KiesKleuriga colourful choise handbook for international teaching materials Auteurs: Ineke Mok & Peter Reinsch
©Parel, Utrecht 1999
The Characteristics of Intercultural School Textbooks By Ineke Mok and Peter Reinsch
In this chapter Ineke Mok and Peter Reinsch describe the characteristics of intercultural school textbooks. They stress that the distinction between the 'Dutch' and 'ethnic minorities' or - as is regularly the case with pupils - between 'us; and 'them' is often lacking in subtleties and causes polarisation. Their second important point is that in school texts all people must be seen to be equal in spite of any differences. The authors illustrate that the European lifestyle is often elevated to the position of norm by a one-sided choise of examples and facts, so that alternative perspectives or experiences remain undiscussed. This is usually at the expense of people from other parts of the world. The lesson material is geared to 'white' Dutch people to such an extent that pupils from ethnic minority groups are excluded. Mok and Reinsch give some general advice for the evaluation of lesson-material for teachers working individually as well as those working as a team.
1.1 Recognisable and Accessible Recognisable Suggestions Make sure that the
contents of classroom material - illustrations, stories and
explanations - connects with the everyday knowledge and
experiences of all pupils. Us and Them "In our society we come across people who are 'different'. They speak a different language, have a different religion, eat different food and sometimes wear clothes we would not feel comfortable in. Can you give an example of people in The Netherlands who do not share our culture in its entirety with us?" (1) In this instance only a certain group of pupils are addressed as 'us', while other pupils are positioned outside 'our' culture. Suggestions
Germany From:·F. Pingel, Georg-Eckert-Institut für Internationale Schulbuchfor/schung, Braunschweig, Germany Source:·Politik und Gesellschaft, Band 1, Landesausgabe Brandenburg, Militzke Verlag 1993, Sekundarstufe 1, Klasse 7/8 The following excerpt is from "Ich und der Fremde", a chapter that aims to facilitate more understanding for the 'foreigner'. The term 'foreigner' illustrates the problem at the crux of the chapter. The lesson begins with a conversation between Laura and Michael. They are freely discussing their opinions, and the opinions of others, concerning Janek, a Polish boy. They are using their opinions to justify excluding him from the football team. The conversation is then subjected to a critical commentary from which is appears that Janek is no exception. His experience is one shared by many others. "Sie alle sind uns meinstens fremd, wir kennen sie nicht, sie sind anders als wir: Sie ziehen sich vielleicht anders an, bevorzugen andere Speisen. Sie haben eine andere Frisur, sehen anders aus, sprechen eine andere Sprache und haben andere Freunde und Bekannte. Vielleicht gefällt ihnen eine andere Musik, vielleicht drücken sie für eine andere Fussballmannschaft die Daumen. Sie leben anders, benehmen sich anders und haben vielleicht zu vielen Sachen eine andere Meinung." (p.61) Translation:·"Most of them are foreign to us, we dont't have any contact with them, they're different to us. Perhaps they dress differently, prefer different food. Their hair is different, they look different, speak a different language and have different friends and acquaintances. Maybe they like other kinds of music, or stick up for a different football team. They live differently, behave differently and maybe have different views on many subjects." (p.61) This excerpt exhibits many similarities with the text from the Dutch school book cited above. In both, the difference between 'the foreigner' and 'ourselves' is foregrounded. Exercises follow. 'Foreigners' remain an object to be studied. "Vielleicht fallen dir noch andere Beispiele ein? Wie gehst du und wie gehen deine Mitmenschen mit solchen fremd erscheinenden Leuten um? Beobachte doch mal." (p.61) Translation:·"Perhaps you can think of a few examples? How do you and your fellow citizens deal with foreign looking individuals? Go out and observe." (p.61) Eventually, the pupils are encouraged to go and talk to 'victims' to find out about their experiences and feelings. The manner in which the pupils in the class are addressed remains problematic in this chapter. The lesson fails to acknowledge the presence of 'foreigners' in the class and directs itself exclusively to the 'white' pupils. This exclusion of certain class members can only have a negative influence on the treatment of prejudice, a subject dealt with extensively in this chapter. Attempting to counteract prejudice from an 'us/them' dichotomy is no guarantee for positive results. On the contrary, it can lead to a reification of existing prejudices. The quotes cited above have been introduced to pinpoint one of the most crucial shortcomings of intercultural textbooks for schools. All too often, intercultural education is perceived to be an education in understanding 'foreigners' for 'native-born' pupils. The class is addressed as a 'white' entity, rather than a multi-cultural group.
Portugal From:·M. Praia, Escola Superior de Educaçào do Instituto Politécnico do Porto, Porto, Portugal Source:·Desenvolvimento
pessoal e social, Ciclo 2, 5/6 anos. (Personal and
social development) Lisboa: Plátano Editoria 1994 We find the same approach in the following quote from a Portuguese school textbook. While the lesson "Who Am I?
How Am I Growing Up?" begins with something amenable to the
understanding of most pupils in the form of the poem, the
lesson itself is concerned solely with 'others'.
DA CASA PARA O MUNDO SE Se eu tivesse um barco Se eu tivesse um
avião -Tens duas pernas Luísa Ducla
Soares Às vezes, relacionamo-nos com os outros sem os conhecermos bem, temos sobre eles ideias que nos vãa sendo transmitidas e sobre as quais não pensamos - e daqui nascem os preconseitos. Isto acontece, em particular, em relação aos "ciganos", aos "negros", aos de outras religiões, às chamadas "minorias". Translation: THE GROUPS TO WHICH WE BELONG Although we live close to
other people, we often don't know anything about them or
worst than this our opinion about them is based upon
stereotype. Começa pela tua
escola Projecta de turma Translation: First your school SOME SUGGESTIONS TO CARRY ON
WITHIN YOUR CLASS Accessibility It requires some effort on
the part of a teacher to transform this material in one
lesson into something both comprehensible and cohesive.
Generally speaking, material that is contained in a
narrative text is preferable to material presented with a
great deal of extra information. Questions and assignments
can also present problems: a bias towards open-ended
questions will naturally stimulate creativity and a critical
attitude in pupils, but when assimilation of the material
itself is being tested, closed questions are always more
effective. Suggestions
The Dutch: A Mixed
Bunch Suggestions U.K. Source:·Guidelines for the evaluation and selection of toys and other resources for children. (The Working Group Against Racism in Children's Resources) London. A mirror-image of society, the class or the neighbourhood can also be expressed through other material used in your school: What do your playthings, and your class, and your school look like? What type of pictures are hanging on the walls? "This will help us select resources which will encourage children to learn about and value other cultures and question sexist or racist assumptions which they will inevitably face as they grow up. Providing positive resources does not necessarily mean that you have to buy them; ·You can provide visual displays and learning materials by using photos of black heroes and heroines and role models, cut or photocopied from magazines etc. ·Use photographs of children to change traditional games or to create new ones. ·Explore your neighbourhood and create a poster with photographs of local black fire fighters, solicitors, shop keepers etc. ·Involve parents and other network and ask them to donate clothes, cooking utensils, artefacts etc. Toys and books should fire children's imaginations, stimulate their curiosity about the world and extend their general knowledge and understanding. Most important, they should give them pleasure. Aim to provide resources with an emphasis on those which feature black characters in leading roles as well as a variety of black dolls and other items which reflect black children and their diverse communities. This will help counter the emphasis on the 'white world' which is still prevalent today. Good resources alone cannot halt the powerful influence of racism, but it is an important step in the right direction." (p.5)
White Faces Painted
Black Comparable is a device whereby Dutch-sounding names are simply changed for non-Dutch-sounding names in, for example, accompanying stories. The differences between people -- and these are not contained merely in a name or a colour -- are negated or erased. It is unrealistic to pretend there are no differences between the various ethnic groups in The Netherlands. Socio-economic status is a prime example of this. Equality is not equatable with sameness. Nonetheless, it would be refreshing if higher functionaries were not only represented as white men, but also women and men from ethnic minority groups. This stigmatises less and offers children suitable role models they can strive to emulate. Are we then not faced with a dilemma? Are we not drawing an over- idealised picture, in contradiction with reality? The dilemma pertaining to the depiction of a reality or an ideal is central to one crucial question: should school textbooks emphasise that a society without racism and gender-bias is both desirable and attainable, or merely that our present society is characterized by these discriminatory processes. The answer, naturally, is both! In the following paragraphs the problems of equality and sameness will be the subject of further discussion. Suggestions Equality entails the discussion of cultural differences and social inequalities. Discrepancies and problems, potentialities and impossibilities in the multicultural society are recognized and explored in the classroom material.
Cultures and
Differences By dividing people into cultural groups the world might be rendered more readily comprehensible, but this is, at the same time, a simplification. The extent to which polarisation is the result of this tendency, can be gathered from the following example.
"Foreigners probably never feel entirely at home in The Netherlands. The differences between their own country and The Netherlands are vast. The religion is difference, the weather is different, the customs are different, classrooms are different, the language is different, fathers and mothers are different, sports are different. In brief: everything is different". (3) It is exactly through this continued emphasis on the differences between foreigners and the Dutch that an eternal clash of cultures is made to seem inevitable. The fixation with difference can also lead to cultural background being seen as the cause of someone's place in society. Suggestions Throughout the world people maintain differing values and norms. The differences are not exclusively attached to the North or the South, to 'us' and 'them', to white and black. Avoid polarisation; cultural differences are never absolute.
There Is No Such Thing As
[Thé] Dutch Culture Suggestions Look to see if cultures appear to be dynamic. Cultures influence each other continuously. Show the similarities between cultures and the differences between the Dutch and other European cultures. The Perspective School textbooks can extend that field of vision by choosing a multicultural perspective: the occurrences are seen from a variety of perspectives and points of view. By allowing 'others' to speak, not only is their way of life more comprehensible, but the pupils themselves are made aware of the relativity of the word 'us'. To look at a map in which Australia is the central point, or to be acquainted with calendars not oriented from the birth of Christ, entails a process of enlightenment; as does the discovery of literature from other parts of the world, or African inventions, art and music from outside Europe and North America. These acquaintances stimulate the curiosity, but, moreover, they can indirectly lead to pupils experiencing the inadequacy of biased representations. Special attention should be paid to children's literature. Until approximately 1980 heroic deeds in Dutch-language literature for the young were exclusively reserved for white men and boys. Women seemed to be especially docile, along with fictional characters from ethnic minority groups. A simple analysis of the division of roles can expose the partiality of the picture. Who speaks most frequently? Who finds the most explanations and solutions? And is this justified given the theme being dealt with? Suggestions Monitor the presentation of occurrences, situations and developments that refer to several people and cultures to ensure that the various perspectives of those involved are represented.
Neutral Language The words by which people and groups of people are indicated, merit special attention when school textbooks are being assessed. Ostensibly neutral words such as 'natives' and 'negroes' imply a history of oppression. The pejorative connotations are frequently perceived when those terms are used by Dutch people. Then 'native' becomes more semantically charged than 'original inhabitant'. Pejorative connotations also stick to terms such as 'Eskimos', 'jungle-men', 'Mohammedans', and 'guest workers'. The following terms bear witness to a higher degree of recognition for identity: respectively, 'Inuit', 'Khoi San', 'Muslim' and 'migrant worker'. The same applies to descriptions of lifestyles in various cultures. The use of certain terms, such as 'medicine men', living in 'huts', belonging to a 'tribe' or the influence of 'superstition' are condescending synonyms for 'doctors', 'houses', 'peoples' and 'beliefs'. The correct manner of indicating people and groups of people is dependent on the context. For example, in language-teaching a word such as 'multilingual' should be in more common usage, as should 'migrant' in geography. The values inherent on the terminology change with the times, along with other aspects of language and culture. Suggestions Define peoples and their cultures in terms they use themselves without (implicit) comparisons that suggest a superior European or Western cultural manifestation.
Equality Suggestions It is best to represent people as unique personalities with a diversity of habits and interests who, irrespective of their origins, are actively engaged in building a worthy existence.
Black Problems and White
Solutions What a wonderful picture this paints! Perhaps, for many it is correct. But when Dutch lifestyles are put increasingly in the spotlight, other cultures are thrown into deeper shadows. The way people live in the southern hemisphere seems especially to be an inexhaustible source of problems. The themes are already well known: the people are poor; we must help them to stand on their own feet; they must learn to look after themselves; they must listen to us better. The presence of ethnic minority groups in The Netherlands and other European countries is represented equally stereotypically: they are here as 'guests' to earn money; now that there is not enough work to go round, they live on social benefits or from the fruits of crime; their lifestyles co-exist in a state of friction with Dutch lifestyles; they refuse to adapt. It is unlikely that such a string of prejudices would be found together in one school textbook, but in older textbooks they are to be found in abundance. Suggestions The inferiority of other lifestyles and societies is often implicit in an exclusively positive depiction of Dutch society. An ethnocentric manner of reasoning automatically associates 'other' people and cultures with problems; a multicultural perspective relates the solution to social problems with both 'black' and 'white' viewpoints and both 'black' and 'white' efforts.
Blaming the Victim It is unrealistic to expect school textbooks to explain social inequality in all its complexity. One can expect that they should contradict statements that are overtly racist or incline in that direction. Implications of this sort have one thing in common. They suggest that social inequalities are the fault of the underprivileged group itself. The victim is given the blame. This sort of reasoning is also found in Dutch school textbooks. For example, in discussions of poverty in so-called developing countries, their relative underdevelopment is often treated as a result of a lack of initiative or knowledge, of the stubborn adherence to 'old traditions', or of an 'inability to listen to the advice of Western development workers'. Comparable statements can be found in discussions of the circumstances of ethnic minority groups in The Netherlands. The relatively high unemployment among members of ethnic minority groups is mostly explained away with statements such as 'they are under-educated' or 'they do not want to learn to speak Dutch'. Suchlike prejudices should not be reinforced in school textbooks, and where this happens, it is the responsibility of teachers to oppose them. To refute these prejudices one need only look a the unemployment figures for members of ethnic minority groups with a higher level of education, as well as the waiting lists for entrance to courses in adult education, and at research into discrimination by employers. Suggestions Look to see if individuals or groups are not automatically put at fault for the social and economic problems they experience.
Stereotypes Especially when these generalisations bear reference to an assumed common inner life, there is cause for suspicion. Happily, generalisations of this sort are seldom found in the more recent school textbooks. The problem of simplification is succinctly pinpointed by Godfried Bomans in an (old) series of short stories for primary education. In one story, in which children's everyday experiences of racial discrimination are dealt with, the pupils are given the following instructions: "Look out if you hear someone talking about how the Germans did this, the Jews that, the French something else and the Catholics whatever. The danger lies in the word 'the', because, you see, 'the German' is a figment of the imagination. There is always just one German. It is easy to stick a label on a person, to see them as representative of a group. It saves time too. Then you imagine someone who is like no-one else in the whole world, and there's only one copy available. Whoever speaks of the Jew is in fact an anti-semite, even when he is saying something nice. He should speak of a particular Jew. A person is first and foremost a human. Only then are you a member of a particular church, inhabitant of a country, or have a particular skin colour." (4) Most stereotypes are more difficult to recognise. They belong to the seemingly self-evident images of our world which are served up to us daily, also by the media. People suffering from hunger represent the image of Africa; men kneeling in prayer depict Muslims. Often, these images are not easily dispelled, because the are partially drawn from fact. Relatively speaking, many Africans do suffer from hunger, and prayer is one of the daily activities of many Muslims. But these stereotypes are also Eurocentric. The 'average' African or Muslim would surely choose other illustrations to typify his daily activities. In the absence of more in-depth material, stereotypes become a further source of problems. Suggestions Avoid or dispel those stereotypes by means of which differences in lifestyles are directly or indirectly transformed into innate group characteristics.
There Are No Races There is an infinite number of ways to distinguish between people on the basis of their appearance. For a long time scientists sought for methods to classify people on the basis of correlations between physical appearance, personality traits and inclinations. Skull cavities were measured in order to prove a relationship between brain size and intelligence. The angle between the nose and the forehead was measured in an attempt to identify indications of inborn criminality. Eventually this research proved fruitless. Nonetheless, the idea of 'race' started to live a life of its own. Eugenics -- the conviction that mental characteristics are determined by biology and are, therefore, unchanging in various types of people -- lies at the foundations of modern-day racism. A difference in skin colour is still associated with a difference in social position and capacity. Whenever people are seen to be different, they are also often treated differently.
Belgium Source:·De Sterck, Marita, Een Vijf met Negen Nullen: over gelijkenissen en verschillen tussen mensen. België: Lannoo, p.11 A map of the world illustrates that any division of the world into peoples and physical characteristics is untenable. The first map divides the population of the world into skin-colours. These range from black to white. The second map gives a division of peoples according to height, the third according to the shape of the eyes and, finally, the fourth distinguishes on the grounds of types of hair (ranging from tightly curled to straight). The result is four entirely disparate maps.
Germany Source:·Zeiten und Menschen, Neue Ausgabe B, Band 4 "Zeitgeschichte: von der Oktoberrevolution bis zur Gegenwart", Paderborn: F. Schöningh/ Schroedel, 1983 Teaching material that manages to discredit the term 'race' is scarce. The following explanation, that accompanies the index in a somewhat older German history book, is an exception. Moreover, subsequent to the following description, the relationship between racism and anti-semitism is made clear.
Rassenlehre "Rasse is ein Begriff der Zoologie. Er bezeichnet eine grössere Gruppe von Einzelwesen, die gemeinsame Erbmerkmale haben. Die Anwendung des Begriffs auf den Menschen wurde zuerst im 19.Jahrhundert versucht. Da aber für den Menschen in der Geschichte nicht biologische, sondern historisch gewordene Faktoren wesentlich sind, ist der Rassebegriff zur Erfassung historischer Erscheinungen ungeeignet. Die Geschichte wird von sozialen Gruppen (z.B. Völkern) bestimmt. Deren Zusammensetzung ist nacht zoologischen-rassischen Gesichtspunkten oft ein Rassengemisch und meist nicht genauer zu bestimmen." (p.227)
Translation:·Racial doctrine "Race is a zoological term. It refers to a larger group of individuals who have common genetic features. Attempts to apply the term to humans were first made in the 19th century. But since it is not biological, but historical factors which are of importance to humans in history, the concept of race is not suitable for determining historical events. History is characterised by social groupings (e.g. peoples) From a zoological-racial viewpoint the make-up of these can often be characterised no more precisely than simply as a mix of races." (p.227)
In existing classroom material we still find people divided on the basis of race: Caucasian, Negroid or black, Mongoloid or yellow. Mental qualities are seldom directly linked to race. Yet these divisions easily lead to suchlike associations when specific themes are bound to appearances. The following is an example in which skin colour is implicitly associated with development in Africa: "Central Africa is entirely different to the North. (...) The people living there belong to the black race. They work mainly in the fields. In the south it is once again different from the centre. (...) It is more highly developed than in the rest of Africa. Black people live there, but there are also whites who arrived a long time ago from Europe." (5) From this extract many pupils would assume that the higher level of development in the south is due to the whites. In fact, it is only meaningful to introduce the term 'race' into classroom material as part of a critical discussion of racism. Suggestions There is no place in school textbooks for distinctions between races. If the term 'race' arises, it should only in the context of racism and discrimination. Inequality is a Product
of History The present economic inequality between peoples and countries is not an eternal given inherent in the 'nature' of the people, but, rather, a consequence of historical processes, power politics and colonialism. Racism also had a role to play in these processes. Suggestions The under-development of non-Western countries and the marginalisation of women and ethnic minority groups within Western countries is the result of historical processes and is, therefore, subject to change. Colonialism, Eurocentrism, gender-bias and racism are part of these processes. Make sure this is emphasised in classroom material.
The Argument
Germany Source:·Erdkunde (Diercke), 5, Gymnasien, Nordrhein-Westfalen, Braun-schweig: Westerman Schulbuchverlag GmbH, 1986 While West and East Berlin are still divided, the pupils are acquainted with the Kreuzeberg through the experiences of Elke and Jochem. They make a journey through Berlin. The description is as follows. "Sie kommen am Schöneberger Rathaus vorbei, von dem aus Berlin (West) regiert wird. In Kreuzberg sehen die Kinder Geschäfte mit türkischen Aufschriften. Hier haben sich in den letzten Jahrzehnten so viele Türken niedergelassen, dass Berlin (West) zur grössten Türkenstadt ausserhalb der Türkei geworden ist. Die Berliner, die humorvoll alles mit Spitznamen belegen, nennen deshalb die Kreuzberger U-Bahn-Linie 'Orient-Express'." (p.68) Translation:·"They pass by the Schoneberg town hall, from where (the west part of) Berlin is administered in Kreuzberg, the children see shops with Turkish names. In the last few decades, so many Turks have settled here that (the west part of) Berlin has become the largest Turkish city outside Turkey. The Berliners, who light-heartedly give nicknames to everything, have dubbed the metro line to Kreuzberg the 'Orient Express'." (p.68) At this point the authors should have made some comments. However, they are content to make fun of the name given to the 'Orient Express'. Moreover, they create the impression that a definitive evaluation of the 'Turk' by the 'Berliner' only finds its expression in this coinage.
Racism and prejudices are everyday occurrences. It is seldom easy for pupils to recognise that they themselves are confronted with expressions of racist sentiments, or that they themselves both have and express prejudices. The classroom material can offer the necessary opening for those feelings to be dealt with in an indirect, non-threatening manner.
Danmark From:·K. Nejsum, Holbaek College of Education, Holbaek, Danmark Source:·Samfundsstudier Grundbog 1, Gyldendal 1995 Some books become exceptionally vague as soon as the word racism has been broached, as the following quotation illustrates. A piece of moralizing advice is deemed sufficient. This can lead to a discussion, but generally speaking pupils do need more information. "I et multikulturelt samfund er det vigtigt, at de forskellige kulturer ikke bekaemper hinanden fra hver sin skyttegrav. I stedet for at råbe 'racister!' og 'perkere!' efter hinanden, skal man tale sammen." Translation:·"In a multicultural society, it is important that the various cultural groups should not entrench themselves in conflicting positions. Instead of shouting 'racist', they should open up a dialogue."
Problems arise when school textbooks define racism or discrimination in ambiguous terms, such as: 'people from different cultures are often nasty to each other'; 'there are reservations concerning the Surinamese'; or 'some foreigners feel themselves to be the victims of discrimination'. Sometimes, simply asking pupils how they would define discrimination and what they think of it might seem to suffice. Vagueness of this type denies both pupils and teachers adequate support. It is important, therefore, that school textbooks should not only recognise racism but also condemn it. Assignments, stories, reports of personal experiences can render the condemnation obvious. Such presentations can invite pupils to enter into an exchange of personal experiences in the class. Sometimes, assignments can guide the pupils in this direction. These are not the easiest assignments, especially if clear guidelines are not included in the instructions. These are emotionally charged subjects that can lead unintentionally to chilling silences or to polarising interrogations. As a rule of thumb one should adopt the following: never address a pupil too directly; insure that there is always a case-study or text to which one can return. Discrimination can also be dealt with as something that affects everyone. If one broaches all manner of prejudices relevant to the group itself (those pertaining to boys, girls, affiliations delineated by dress-codes and preferences for particular musical styles), pupils can feel for themselves the effects of discrimination. One can also choose a historical approach. For example, the life of Anne Frank serves as an opportunity to discuss the prejudices of her period and those of today. These approaches offer material which forms a concrete basis and are perhaps more effective than simply making an appeal to tolerance and honesty by referring to the Universal Declaration of Human Rights. From a didactic perspective, dispelling prejudices is always complex. 'Facts Versus Prejudices', published by the Anne Frank Foundation, can offer support in correcting contemporary misconceptions. Ultimately, it is left to the teacher to judge which arguments would be most appropriate to the needs of each specific group and the degree to which they should be applied. Suggestions Ensure that the classroom material can generate a clear rejection of racism and other forms of oppression such as colonialism and gender-bias. Give pupils the means and the motives to recognise and condemn prejudices and stereotypes. The approach should be geared to meet the specific needs of each class.
Resistance to
Oppression Suggestions Resistance to anti-Semitism and other forms of institutionalised oppression, especially on the part of the oppressed themselves, can be dealt with in such a way that the dignity of those concerned is underscored.
Encouraging Pupils to
Read and Observe Critically Suggestions Ensure that classroom material actively encourages pupils to be critical of texts and images and to take different viewpoints into consideration.
Source:·Burgess-Macey, C. "Tackling Racism and Sexism in the Primary Classroom". In: Gill, D. & al. Racism and education: structures and strategies, 2nd ed. 1993, Sage/ The Open University, pp 269-283 Burgess-Macey also found that young children are already very capable of critical thought and observation. "Primary age children have a strong moral sense and a sense at blatantly 'unfair' situations." (p.275) "Some 6-year-olds in a different class took a book called Dressing Up from the 'Breakthrough to literacy' scheme. They analysed this book first by counting the numbers. Me and Eleanor was looking at the Dressing Up book and we found out that there was twelve brown and thirty-nine white and it is not fair. They made some more sophisticated observations. They noticed that white children were featured most prominently in the activities described and were actually shown doing the dressing up. In all the pictures it is
always the white person is always dressing up. They also noticed that on several occasions black children were portrayed in a servicing role. The black person is being kind of the servant in both the pictures. It wouldn't be fair if they just changed places, helping each other would be fair or do it yourself." (274-275) In history lessons young pupils can investigate the role of black people, the "neglected history". Burgess-Macey describes how pupils gather information about Harriet Tubman, Mary Seacole and Kathleen Wrasama. In the case of Mary Seacole, they have to formulate an answer to the question of why Florence Nightingale is remembered while Mary Seacole is not. The children should eventually complete the investigation themselves.
This chapter has contained a great deal of advice for the assessment of school textbooks. Perhaps it clarifies doubts about lesson-material and helps to gain insights into some of the problems experienced by teachers. For example, why do Morrocan pupils lose interest at a certain point in a lesson? What is missing in the context of a multicultural society? Why is this chapter about refugees so charged? The answers to these questions could convince the teacher to miss out certain texts or to review them critically together with the pupils. They can also be replaced or complemented. Every teacher can make these decisions independently. Naturally, the influence of individual teachers on the pupils attitudes is limited. They are equally influenced by the media, their parents and contemporaries; perhaps these influences are even stronger. In any event, a thorough evaluation of all the lesson-material requires an effort on the part of the entire teaching staff. Teachers should regularly allocate time for the evaluation of lesson-material together, as a full complement of staff, irrespective of pressure of work. The following points can help to structure these sessions. They are not only concerned with the lesson-material itself, but also with the viewpoints incumbent on intercultural education. Ultimately, it is important that the various lesson-materials used in schools should be atuned. Take a Look at the
Team Take a Look at the
Pupils What are the expectations for the coming five years or thereabouts with regard to the intake and progression of multilingual pupils and those from ethnic minority backgrounds. Do these expectations require adjustment to the curriculm and the choice of lesson-material? Test results can also influence the content of intercultural education. Compare, for example, the test results in urban and rural environments and with the national levels. Are there any noteworthy differences between pupils that can be related to their ethnic background. What policy does the school maintain with regard to pupils who are falling behind? Do they get extra lessons in a separate group? If one takes a good look at the students, one can determine the atmosphere among them. Are there any particular tensions that could be connected with differences of culture? Are these, perhaps, limited to a specific group or do they cut across groups? To what extent does racism exist? Find out which members of the staff have had experiences with lessons about racism and discrimination and which methods proved effective. Talking about
Intercultural Education Among staff members working together, there will no doubt be differences of opinion concerning the significance of the multicultural society in The Netherlands, as well as the objectives and content of intercultural education. Compare these opinions and look at the consequences for the assessment of lesson-material would be a relevant exercise. The Evaluation of
Lesson-material One incidental advantage of having staff assess lesson-materials as a team is that they can, in the process, atune their materials to each other.
1 Vragen aan de Geschiedenis (Questions of History), exercise book 2. Groningen: Wolters Noordhoff, 1985. p.118. 2 Litjens P. en J. Jongerius, Schoolse Taalvaardigheden in de Zaakvakken (Linguistic Competence in Practical Subjects). Enschede: Instituut voor Leerplanontwikkeling (Institute for Curriculum Planning), 1990. p.104. 4 Pim, Frits en Ida, part 8. Zeist: Dijkstra's Uitgeverij, 24e dr. p.133. 5 De Geo Geordend (Organised Geography), part 2 LM. Amsterdam: Meulenhoff Educatief, 1988. p.52.
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