TACOT:IE - Pluralism/Mixed Schools
Pluralism/Mixed Schools
16. The school ethos and curriculum are important vehicles for the inculcation of values and the promotion of attitudinal change. A pluralist approach to the curriculum is particularly supported through Education for Mutual Understanding and Cultural Heritage, which are cross-curricular themes within the statutory curriculum, and through participation in the Cross Community Contact Scheme. The development of pluralism is a challenge for all schools and needs to be supported and promoted in all schools through the statutory core subjects. In addition, strengthening of the European/International dimension, the role of music and creative and expressive studies and sport generally offer good opportunities for this. The civic and political dimension of the curriculum is also being addressed as part of the current curriculum review. Good practice needs to be disseminated and the findings of the separate group to be established to consider ways of improving the cross-community contact arrangements will so be important.
17. It needs also to be recognised that integration in its widest sense is not solely the preserve of integrated schools. Some schools which do not have formal integrated status draw a substantial proportion of pupils from both traditions. There are 42 such "mixed" schools, seven under Catholic management and 35 under "other" management with at least 10% enrolment of the respective "minority" community.
18. While it is recognised that, for a variety of reasons, schools with mixed enrolments may not wish to undertake the formal transition to integrated status with the required changes to governance etc, it is the case that the provision of a curriculum which recognises the diversity of pupils' backgrounds and an inclusive environment represents a major challenge to mixed schools. Mixed schools may require additional teacher training or additional sports facilities to cope with the challenges of pluralism for the curriculum. There may be a desire to recruit teachers from the minority community in the schools enrolment and it might also be appropriate to co-opt additional Governors. Schools should therefore have access to some additional resources to support such requirements provided they are genuinely additional to normal financial requirements. Other schools which do not presently have a mixed enrolment should also be eligible for additional financial support for measures to promote pluralism in the curriculum. Any such funding arrangements need to be transparent and have objective criteria which demonstrate a commitment to a culture of tolerance. Further work is required to determine robust criteria and funding arrangements.
19. Consideration was given to different nomenclature for mixed schools but this as considered confusing and unnecessary.
OTHER CHAPTERS
Introduction
General Principles
A strategic approach to the promotion of a culture of tolerance
Formal Integrated Schools
APPENDICES
Working group on integrated education - membership
Initial terms of reference
Revised terms of reference
