Opening doors: a Gaelscoil approach to developing critical Interculturalism

Abstract

Tá an ilchineálacht in Éirinn le fada an lá. Cé gur nós le scoileanna léargas a thabhairt dúinn ar an tsochaí go ginearálta, tá seans ann nach bhfuil mórán daltaí, ar de bhunús inimirceach iad, i ngaelscoileanna. Tá an staidéar seo bunaithe ar ghaelscoil amháin in iarthar na hÉireann ina bhfuil leibhéil ísle ilchineálachta. Cothaíonn an scoil sin naisc le bunscoil áitiúil le leibhéil níos airde ilchineálachta.

Glacann an staidéar seo cur chuige Taighde Gníomhaíochta Rannpháirtíochta (PAR) atá bunata i bparaidímí bunathraitheacha agus tógachaíocha/léirmhínitheacha agus tarraingíonn sé isteach daltaí, múinteoirí agus príomhoidí chun solas a chaitheamh ar chomhthéacsanna scoile. Cuimsíonn bailiú sonraí cáilíochtúla samplálacha oibre, íomhánna, scríbhinní machnaimh agus agallaimh. Áiríonn na modhanna taighde modhanna cur chuige téamach a bhaineann le PAR, agus tógann siad ó na próisis a bhaineann le Modhanna Taighde Amhairc agus Teoirice Bunata. Moltar samhail héiliciúil de PAR, ag cur béime ar an bplé mar phríomhghné.

Tugann na torthaí ó thaiscéaladh a rinneadh ar chúig chéim, a tharlaíonn thar dhá bhliain, le fios gur féidir le gaelscoil dul i ngleic le próiseas chun aghaidh níos fearr a thabhairt ar an idirchultúrachas criticiúil. Taispeánann na téamaí a thagann chun cinn ón bpróiseas seo réimse bealaí praiticiúla sa seomra ranga chun athruithe a bhaint amach. Ar an iomlán, is féidir tuiscint a fháil ar an bpróiseas taighde seo mar phróiseas a osclaíonn doirse laistigh agus idir scoileanna. I dtosach báire, áiríonn sé seo cleachtais ranga níos daonlathaí a bhunú, chomh maith le naisc inscoile agus idir-scoileanna a chothú. Ansin, éascaíonn idirbheartaíocht aireach ar shaincheisteanna sochtheangeolaíocha a thagann chun cinn, agus forbairt an ilteangachais, tuiscint níos fearr ar conas a thugann teanga buntáiste/míbhuntáiste do dhaltaí. Sa deireadh, tagann rannpháirtíocht san ealaín chun cinn mar bhealach léargasach agus nuálaíoch chun cineálacha idirchultúrachais atá níos iolraíche agus níos cuimsithí a chruthú, rud a éascaíonn do dhaltaí agus do mhúinteoirí bheith ina dtáirgeoirí (seachas ina seachadóirí) cultúir. Ag oibriú i dteannta a chéile i dtreo sochaí atá níos cuimsithí, déanann an t-oideachas criticiúil iarracht saoránaigh a chothú atá bunathraitheach, atá tiomanta i dtreo an cheartais, atá feasach go sochpholaitiúil agus go soch-chultúrtha agus atá tionanta i dtreo na gníomhaíochta. Níl sé in acmhainn ag scoil ar bith an t-oideachas don cheartas sóisialta a fhágáil ar lár. / Ireland has a long history of diversity. While schools tend to reflect society at large, some gaelscoileanna may not include many students from immigrant backgrounds. This study is based in one gaelscoil in the west of Ireland with low levels of diversity that cultivates links with a local primary school with higher levels of diversity.

Adopting a Participatory Action Research (PAR) approach grounded in transformative and constructivist/interpretivist paradigms, and taking into account the complex and fluid relationship existing between human agency and social structures, this qualitative study engages students, teachers and principals to illuminate school contexts. Data collection involves work samples, images, reflective writings and interviews. Research methods include thematic approaches associated with PAR, and draw from processes linked with Grounded Theory and Visual Research Methods. A helical model of PAR, highlighting dialogue as a key feature, is proposed.

Findings from an exploration of five phases occurring over two years suggest that a gaelscoil can engage in a process to better address critical interculturalism. The emerging themes from this process demonstrate a variety of practical, classroom-based approaches to change. Overall, this research process can be understood as one of ‘opening doors’. Firstly, this involves constructing more democratic classroom practices, as well as cultivating intra-school and inter-school links. Secondly, the mindful negotiation of arising sociolinguistic issues and the development of plurilingualism enable a better understanding of how language works to (dis)advantage students. Finally, arts engagement emerges as an illuminating and innovative way of creating more pluralistic and inclusive forms of interculturalism, facilitating students and teachers in becoming producers (rather than transmitters) of culture. Working collectively towards a more inclusive society, critical education seeks to foster justice-oriented, transformative citizens who are sociopolitically conscious, socioculturally aware and action-oriented. No school can afford to omit education for social justice.