An inner-city school is attended by students from a wide range of cultural backgrounds, speaking over 30 languages.
A group of students representing a broad range of cultural interests – Gaelic, Urdu, Punjabi, Cantonese, Jewish and English – showed interest in discussing the issue of how we perceive ourselves and are perceived by others. As a result, the school established a multicultural writing programme. This began with a workshop led by Aonghas MacNeacol, a Gaelic-speaking poet, who explored issues of cultural identity and self-expression through writing with a small group of students.
The students’ first task was to write a dialogue, in script form, between their two ‘cultural selves’ – for example, the Scottish side of their character and the Pakistani side of their character – with these two personae discussing the cultural identity of the writer.
This imaginative and challenging task was well received by the students and the school has decided to develop it further in other after-school sessions.
This case study is taken from: The Global Dimension in the Curriculum, Learning and Teaching Scotland et al, 2001.
If you are inspired by this case study and would like to do something similar in your school, or are looking for ideas for developing the global dimension, why not contact your nearest Development Education Centre?
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