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Learning to respect
Abstract
In this article, "learning to respect" is considered both as a condition for the creation of a safe learning environment and as a condition for "learning to live together" in a democratic society. Learning to respect is not a subject like mathematics or history. As far as the school is concerned, pupils learn to respect through experiences with interactions within the classroom and the school. This paper explores some of the consequences for school policy and teachers' skills.
... Direct, explicit intercultural education has previously been the dominant form of interventions, however, the implicit interactional approach has recently been gaining credibility (Leeman, 2003). The interactional approach involves intentionally bringing diverse groups together to encourage positive interactions within the safe, protective school environment (Batelaan, 2001). This can involve sporting activities, social activities and other intercampus events (Denson, 2009). ...
The Building Harmony Project was informed by a two year research project titled “Building Family
and Community Resilience in Cardinia Growth Corridor: A Case Study of Officer”. Windermere
Child and Family Services, Cardinia Shire Council, Monash University, Growth Area Authority, Vic
Urban, Victoria Police, AV Jennings, DHS and a wide range of agencies worked collaboratively to
enable the success and findings of this report. The aim of this research was to develop a response
to growth corridor human service demands, so as to develop ways of establishing relationships with
the new community in Officer.
One of the key findings of this research was the need to place concerted effort on building and
fostering healthy communities by the early engagement of culturally diverse individuals and families
moving into the new growth corridor.
In November 2009, as a direct result of this research, Windermere Child and Family Services were
successful in receiving 2 years of funding from the Melbourne Community Foundation (auspicing
organisation of philanthropic group Sunshine and Crocodiles Pty Ltd) to implement an action
research project titled “Building Harmony in the Officer Growth Corridor”. This enabled the
engagement of the Cardinia Shire Council and Monash University.
Windermere Child and Family Services went on to undertake wide ranging consultation with the
schools in Officer, to gain their interest and commitment to the concept of the Building Harmony
Project. This resulted in the forming of partnerships with the participating Harmony Program
Schools (Berwick Grammar School, Maranatha Christian School, Minaret College, Officer Primary
School and St Brigid’s Catholic Primary School).
The designated geographical area to implement the Building Harmony Project is the suburb of
Officer, located within the Cardinia Shire. The Cardinia Shire is located southeast of Melbourne and
is considered one of the most rapidly growing residential areas of Melbourne (Forecast ID, 2011).
Population forecasts suggest that the Shire will experience a 103.86% population increase by 2031
(Forecast ID, 2011). Much of this development is happening within the growth corridor of Officer,
with a new wave of couples and families migrating from neighbouring municipalities. It is anticipated
that the Officer Precinct alone will attract a 1593.76% increase, with the current population of 1780
expected to rise to 30,149 residents by 2031 (Forecast ID, 2011).
The Shire of Cardinia currently has a very small culturally and linguistically diverse (CALD)
population. However, predictions founded on the migration patterns flowing south-eastward from
Melbourne’s centre suggest that the Shire is likely to experience an influx of CALD population
groups, as the neighbouring municipalities; City of Casey and Greater Dandenong, have already
experienced (Forecast ID, 2011).
Furthermore, the establishment of various multi faith schools will undoubtedly attract increasingly
diverse community members into the Shire. The Cardinia Shire has welcomed 6 additional schools
to Officer since 2006. Prior to this, Officer Primary School was the only school operating in the
Officer region. The seven schools that are now operating within the suburb include: Officer Primary School, Maranatha Christian School, St Brigid’s Catholic Primary School, Heritage College, Minaret College, Berwick Grammar and Brethren College.
Phase 1 of the Building Harmony Project (2010), predominantly consisted of laying the foundations
for project implementation in 2011 and building essential relationships and partnerships between
the participating schools in Officer. A steering committee was established and is supported by the
principals of the participating Harmony Program schools.
Monash University then conducted an extensive literature review to make recommendations
towards the design and implementation process of the 'Building Harmony' project. The literature
review successfully addressed a number of key areas, ascertaining the need for the Building
Harmony program to be implemented within the Officer region, including;
Identifying cultural diversity education programs which have already been conducted within
schools, focusing on the strategies which were used. This section also includes a brief
discussion on bullying and respectful relationship education. Strengths and weaknesses of
these programs were identified to advise the direction of this project;
The evaluation tools that were used to measure the success of these projects were identified
and critiqued;
Several program/project recommendations were made; and
Evaluation recommendations were made.
The literature review incorporates a broad range of published and online resources, including local
and international practices, to make recommendations that are evidence based and strongly in
alliance with best practice. The literature review intends to offer guidance towards the activities that
aims to promote harmony with schools, and makes recommendations towards the evaluation
process including the identification of tools to evaluate the efficacy of the project.
Following this process and the establishment of the steering committee, priorities were identified
which have driven agreed project objectives. Although the steering committee have identified a
comprehensive list of key objectives, there are two key elements that have influenced the project.
Firstly, direct intervention through the delivery of student programs will allow staff and students to
explore their own values and will also provide participants with the opportunity to learn about the
cultures and values of the surrounding Harmony Program Schools.
Secondly, as the Building Harmony program is an action research project, a thorough research plan
was identified to gain insight into staff and student values. Data was analysed through two primary
channels; the first area of research to be undertaken was a survey titled the “School-Wide Cultural
Competence Observation Checklist”, which all participating school principals were asked to
complete. After undertaking a lengthy consultation process with the Monash University Human
Research Ethics Committee (MUHREC), a questionnaire was also implemented for student
completion.
Following the first year of implementation of the “Building Harmony in the Growth Corridor” project,
it was decided that the evaluation tool needed to be improved. Further liaison with Monash
University resulted in a second partnership with a new research team. The aim of this partnership
was to develop and validate an attitudinal measure of racial, ethnic, cultural, and religious
acceptance. This tool, once developed, would be utilised to evaluate the effectiveness of the
“Building Harmony in the Growth Corridor” project on the attitudes of the student participants. This
instrument was advantageous over the previously utilised measures because it was designed
specifically for use in the “Building Harmony in the Growth Corridor” project.
After a further lengthy consultation process with MUHREC, the development of the tool began.
Based on interviews, focus groups, and a comprehensive review of the literature, the novel general
attitudinal measure of racial, ethnic, cultural, and religious acceptance was constructed. The
measure was qualitatively assessed and considered appropriate for use in the “Building Harmony in the Growth Corridor” project. Due to the significant delays experienced in receiving ethical approval
from MUHREC, the measure was implemented after the first activity was conducted. Although this
delay is unfortunate, the inclusion of a control group school (Pakenham Consolidated Primary
School) allows for the evaluation of the effectiveness of the remaining three activities implemented
throughout 2012.
... Therefore a democratic, secure school environment is necessary for multicultural education. Consequently it will be easier to interact between individuals (Batelaan, 2001). ...
E-Learning is gaining significant interest in distance education, including university and other. It also get a special importancein terms of exchanges of experiences between different institutions within and outside the country. Despite the distance people already havethe opportunity to learn from others, or used in any other time and place that they are. These advantages are powered by technologicaldevelopments, developments that require a generation as qualified to be adopted in time with the rapid technologicevolutions.The advantages of using e-learning are related to the degree of qualification of the generation which live in an era of rapid technologicalchange. Despite the rapid technological development in many countries there are benefits from the use of e-learning or there are benefits thatare not at levels as it’s required .E-learning will be consider as one of the new business that requires the implementation of a moderninfrastructure for the needs of customers .In determination of the needs customers there is always a question, which is necessary byenterprises in the e-learning to identify the application, create and determine its size.
... These ideas reflect the widely recognised importance of providing intercultural orientation throughout the curriculum (Bennett, 1995), following the view that intercultural education is not a compensatory practice towards differences, but a new pedagogy that also addresses native pupils. Schools need to support cultural enrichment, increased understanding and tolerance for the 'other' (Perez Gomez, 1997;Batelaan, 2001;Skourtou et al, 2004;Damanakis, 2005) to promote pride in cultural heritage, as well as self-esteem, which is considered to be a key for successful participation in school life. ...
With the aim of contributing to the discussion on the role of education in societies experiencing significant levels of migration, this article focuses on the ‘Intercultural Education Schools' (IES) established by the Greek State in 1996. Within a highly centralised educational system, IES were considered to be the answer to the need for educational and social integration of minority pupils, especially those who were immigrants. On the other hand, IES have been strongly criticised as marginalised school environments that have failed to manage diversity proactively. Drawing on different sources of data (e.g. interviews, questionnaires, school reports), this article attempts to illuminate the mission of IES, as well as their potential and constraints. The possible impact of IES on the formulation of appropriate strategies for combating educational and social exclusion is also discussed.
... Direct, explicit intercultural education has previously been the dominant form of interventions, however, the implicit interactional approach has been gaining credibility [27]. The interactional approach involves intentionally bringing diverse groups together to encourage positive interactions within the safe, protective school environment [33]. This can involve sporting activities, social activities, and other intercampus events [30]. ...
Young people from refugee backgrounds face a number of challenges in adjusting to life in a new country. Recently, there have been more studies documenting some of these challenges and experiences, and offering recommendations for the health and education sector to appropriately respond to their needs. This study sought to investigate some of the experiences and challenges faced by female Afghan Hazara refugee adolescents as a precursor to program development occurring within a community health service in the outer southeastern suburbs of Melbourne, Australia. This paper reports on a cross-sectional participatory qualitative research study undertaken with young Afghan female adolescents aged 14–17 years of Hazara ethnicity. The results document some of the key contested gender and cultural challenges facing these young women, their aspirations for their lives in Australia, and how this research has informed community health practice.
This book chapter examines intercultural learning in modern Türkiye. Türkiye's unique position bridging Asia, Europe, and Africa has shaped its rich cultural landscape, home to a myriad of languages, ethnicities, and religions. The country's efforts to balance its secular roots with a multitude of religious beliefs, and the challenges of integrating diverse cultural perspectives into a cohesive educational framework were explored. Addressing linguistic barriers and adapting curricula to local needs are identified as key challenges. The paper highlights the significance of institutions, both governmental and non-governmental, in fostering intercultural learning and proposes a multi-faceted approach to enhance this process in Türkiye. It underscores the role of education in nurturing intercultural understanding and respect, advocating for curriculum reform, student exchanges, and teacher training in intercultural competence.
Schools in Bosnia and Herzegovina in the last few years have witnessed violence of large scales among pupils, juvenile delinquency, unsystematic inclusion of children with special needs in regular education,rising abuse of psychoactive substances among elementary school students and other concerningproblems that professional and teaching staff faces. Despite that, necessary actions are not being takenby social workers in educational institutions. Although social work in schools is considered as adistinguished area of social work, it is yet to be affirmed in Bosnia and Herzegovina since engagingsocial workers in schools is sporadic, insufficient and unsystematic. Causes of such state are to besearched not only in the social position and the affirmation of social work as a profession, but also in alegal framework which is often aggravating and confining.Considering the fact that the problem of inclusion of social workers in Bosnian schools is very littleresearched, the objective of this work was to examine and determine if social workers are equal to other members of professional staff in schools in Bosnia and Herzegovina.Regarding that, with parents and teachers being the most important link in the process of education,their attitude towards the inclusion of social workers as associates in schools is examined. Results ofthe research conducted indicate the essential need for including social workers as associates in regularschools in Bosnia and Herzegovina. These results are highly contributed by the teachers’ and parents’ attitudes who consider that schoolscould execute their social – educational function more succesfully if social workers were engaged as apart of professional school staff, and that social workers in cooperation with the rest of professional staff could contribute to preventing behavioral disorders by applying social work methods, which couldbe the main link in the school – student – parent – society relationship. On the way to achieve this, the biggest obstacle is inconsistent legal regulation that differs among the cantons, imposing discouragingminimal number of social workers in schools, not acknowledging specific jobs and tasks of socialworkers as experts even though their engagement is necessary in educational institutions.
Keywords
school social work; social-educational function of schools; parents, teachers
A safe learning context begins with teachers-students respectful interaction. This qualitative study drawing on the premises of grounded theory (GT) examined native and nonnative English language teachers’ and learners’ (n = 114) perceptions of teachers’ (dis)respect for learners. Content analysis of focus groups and online interviews revealed three overarching themes: (1) teachers’ interpersonal characteristics, (2) teachers’ insightfulness, and (3) teachers’ occupational attributes. Overall, 14 subthemes emerged. An important finding was that politeness, learners’ self-esteem, and care were the most recurrent subthemes, respectively, raised by all four groups of nonnative teachers (NNTs), nonnative learners (NNLs), native teachers (NTs), and native learners (NLs). Moreover, politeness, care, learners’ self-esteem, dedication, and interest were the five culture-general components of teachers’ (dis)respect for learners because they were mentioned by both natives and nonnatives. Conversely, other subthemes could be considered as culture-specific components because they were raised by either natives (fairness, encouragement, appreciativeness, kindness, punctuality, and learners’ freedom) or nonnatives (helpfulness, patience, and learners’ individuality). Furthermore, the three above-mentioned themes were common to all participants. Therefore, given this diversity within universality, we proposed a cross-cultural model of teachers’ (dis)respect. The pedagogical implications are discussed.
This is the first empirical study to explore the ways different types of primary school in the Republic of Ireland integrate children from diverse religious backgrounds. Drawing on semi-structured interviews with principals and teachers, the article focuses on the role of ethos and leadership in the integration processes in one denominational Catholic and two multi-denominational schools. We compare school ethos and enrolment policies, as well as pedagogy and curricular design in religious education across the three types of schools. While the study is carried out in Ireland, it is also of interest to other jurisdictions where schools are faced with increasing religious diversity among their student population.
Respect and tolerance are key values in education. They are also among the aims of education and are brought to the foreground in educational policy. We argue that these values are neither philosophically nor politically given aims for which education is a means. Instead, respect and tolerance are enacted and negotiated through educational practices. We emphasize that respect and tolerance should be empirically and critically studied in educational practices. The discussion is based in two previous research projects and the material includes interviews with teachers and students and classroom observations. Moral philosophy is positioned as a conversation partner with the data material. We conclude that respect and tolerance are performed in different modes in practice. These two values cannot be understood as individual cognitive aspects but as multimodal processes and as aspects of collective, bodily and material practices. This article provides a contribution to the theorizing about educating for respect and tolerance.
This article explores the practice of respect within qualitative research methods. As interpersonal respect plays a significant role in the esteem felt within a relationship, it can also serve to cultivate trust between researchers and their participants in a research study. This article details the findings of a research study examining respect between a teacher and her pupils by extending the investigation into their experiences of feeling respected during the research process. The emerging data found that participants believed respect to be linked with an esteem of their contribution as well as the relational capacity of the researcher to fully convey this esteem. The reciprocation of esteem by participants was cited helping them to trust a researcher and to a more honest engagement with the study. However, unintentional collusion through this increased rapport emerged as a salient issue and therefore possibly diminishing the validity of the research findings.
In this study, it was aimed to take the views and suggestions of academicians working at the faculty of education on what can be done about teacher candidates' responsibility education. This study was designed on the basis of qualitative research approach and purposive sampling method was used. Data were collected by unstructured interview method from 30 academicians working at Firat University, Faculty of Education in the 2009-2010 academic year. As a result, the views of academicians were classified under four general themes: attitudes towards school, voluntary social activities, tolerance education and sharing. For teacher candidates to acquire social sensitivity and responsibility, it was proposed that the related values should be internalized. The participants view that the rationale behind these values and their meaning for themselves and for the community should be instilled for these values to be internalized.
Concentrating on the Netherlands, this paper discusses the problems and opportunities faced by schools in the directing and guiding of intercultural education. After a description of the concept of intercultural education and an outline of the way intercultural education is directed and guided on a national and school level, the paper focuses on school climate. The concluding discussion suggests that, if schools want to give intercultural education a chance, they must opt for a focused development of vision and direct and guide intercultural education as a part of school policy. In a multi-ethnic school, this demands the inclusion of the perspectives of all the students regarding school culture.
Despite a recognized need for a global mindset, opportunities for US business school students to gain hands‐on diversity training regarding intercultural issues remain rare. The reasons for this neglect include a lack of agreement on how to teach intercultural awareness and a paucity of faculty qualified to do so. In order to introduce intercultural education into a core business course, students were offered the opportunity to participate in an extra‐credit project that required the development of a proposal for an international joint venture and afforded them the chance to learn about each other while pursuing a superordinate goal of value to each. Thirty‐nine cross‐cultural teams were created, each of which had a partner from the US and a partner from a different country. Both quantitative and qualitative analyses revealed that the value of the project was closely related to the amount of learning that reportedly took place in both the business and cultural realms. Importantly, 73% of the students reported a strong interest in meeting people from different cultures as a result of participation in the project.
This article aims to address the lack of attention given to respect as an important
relational construct for pre-service teachers. It seeks to inform teacher educators
on how to better understand its practice and the implications for
teaching and learning. This study examined second level pre-service teachers’
perceptions and experiences of respect. A qualitative design was employed and
12 undergraduate pre-service teachers in their final year of study were interviewed
twice (pre and post practicum) about their perceptions of respect and
their experiences of respectful teaching and learning. The emerging data indicate
that the relational component of respect was identified by the pre-service
teacher participants as being important to feeling respected as a teacher.
Recommendations are made, in light of these findings, to help teacher educators
support pre-service teachers gain a greater understanding of the relational
nature of respect.
Respect is an important construct that plays a major role in interpersonal relations at the dyadic, family, and group levels. We review the multiple definitions of respect and build a model of respect. On the basis of general developmental family theory, we discuss respect in dyadic romantic relationships and in the family. Cultural aspects of respect are presented, and the article concludes with a proposed agenda for future research on respect in the family.
In spite of international conventions and recommendations, and national rhetoric about increasing diversity and inequality of opportunities, intercultural education is still a marginal activity in European teacher training. CLIP is aimed at the creation of equitable, cooperative classrooms. It is an innovative project, which means that it is a response to developments and needs in society (the development of a learning society) and to new knowledge and awareness of learning processes. Each innovative project requires a complex implementation strategy. Such a strategy includes (in-service) training of teachers. The main question, with regard to in-service training is: what can be learned about the effectiveness of an international innovative project? What contribution has CLIP made towards helping teachers become familiar with their new role?
1 An earlier version of this paper was presented at the UNESCO Workshop on ‘Education facing the crisis of values. Budapest, Hungary 10–13 October 1991.
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