EDUCATION
FOR MUTUAL UNDERSTANDING
What
are these cross-curricular themes?
DEFINITIONS
Education for Mutual Understanding is about developing self-respect
and respect for others and the improvement of relationships between
people of differing cultural traditions.
Cultural Heritage is about developing understanding of our own way of
life and that of others. It is concerned with affirming the richness
of diversity and the potential to live within a pluralist society in
a spirit of mutual acceptance and respect.
OBJECTIVES
The close relationship between the objectives of the two themes
was officially recognised in the Statutory Order of 1992 which conjoined
certain objectives. To all intents and purposes, the two themes have
now come to be regarded as one theme with the following four objectives.
-
Fostering respect for self and others and building relationships
Pupils should have opportunities to develop knowledge and understanding of themselves, and how to handle and react appropriately to a range of personal and social situations.
-
Understanding conflict
Pupils should have opportunities to develop knowledge and understanding of conflict in a variety of contexts and of how to respond to it positively and creatively.
-
Appreciating interdependence
Pupils should have opportunities to develop a knowledge, understanding and appreciation of interdependence and continuity and change in the social and cultural process as it relates to individuals, families, local communities and the wider world.
-
Cultural understanding
Pupils should have opportunities to develop an informed awareness of the similarities and differences between the cultural traditions which influence people who live in Northern Ireland, and of international and transnational influences on contemporary culture.
How is EMU/CH incorporated in the school setting?
- The
culture of the school ethos
'Implementing EMU and Cultural Heritage requires more than incorporating elements of content into different subject areas. Most schools have their own distinctive character and atmosphere. An ethos which embraces EMU and Cultural Heritage requires schools to go that extra mile in fostering an explicit and visible commitment to better relationships within the whole school and with its broader community . . .'- [From 'Mutual
Understanding and Cultural Heritage - Cross-curricular Guidance
Materials' CCEA (1997)]
- [From 'Mutual
Understanding and Cultural Heritage - Cross-curricular Guidance
Materials' CCEA (1997)]
- Through
teaching and learning
'The teaching styles associated with EMU/CH are more likely to be experimental and active with the learning emerging from the experience of being involved and valued. The teacher, as a facilitator, encourages:- a climate of caring and mutual respect involving listening and contributing constructively;
- increased group and individual responsibility
- a sense of
achievement and value for each pupil.'
- [Ibid]
- [Ibid]
- The
contribution of the curriculum
'(The formal curriculum) . . . offers many opportunities for acquiring knowledge and understanding relevant to EMU and CH . . . Some subjects will be able to incorporate the themes, in terms of specific knowledge, quite explicitly. For other subjects, the contribution may rest largely within interpersonal relationships and the style of teaching rather than the content.'- [Ibid]
- Roles
and responsibilities within the school
'A strong, visible and supportive commitment from . . . the principal . . . (and) from senior management is . . . crucial, as is a style of management which is consultative and collaborative, committed to sustaining high levels of morale and self esteem among teachers and pupils and willing to subject itself and the school to a process of specific planning and critical analysis.'- [Ibid]
