Teacher Experience

As an individual I have had two very telling experiences of being different. On a plane journey from Egypt to Nigeria I was in the company of people returning from the Hadj. As one of only two Europeans on board I felt very different and became very conscious of myself as both white and Christian. Similarly in meetings with representatives of the American Theatre of the Deaf. I needed a sign language interpreter. For the duration of those planning meetings I was the only one in the room with a disability, all the others could communicate and participate without difficulty. These experiences have influenced my belief and practice as a teacher. Being conscious that we live in an apparently homogeneous society, has encouraged me to give the children I teach an experience of the richness of diversity and the value of difference. Until now I have used stories, newspaper articles, photographs and artefacts to illustrate for all children the variety of cultures, traditions and abilities that exist throughout the world. Such an understanding is vital even in a class or school without pupils from different ethnic backgrounds or different physical abilities. In weaving such work through other curriculum areas I have tried to promote, not just tolerance of difference, but an understanding and empathy with people who are different from myself or pupils. Empathy with the differences of others reduces each child's experience of being the 'odd one out'. In a context where children from another ethnic group are present, in my case children from the Traveller community, I have found the use of photos, stories and artefacts have enabled the child to become a 'class expert'. In this way the children can apply their knowledge of horses, packing things safely, journeying and an ancient oral tradition. Such activity gains the individual respect among her/his peers, it also enables the children from the Settled community to explore their history and culture. However, the major difficulty which I have confronted in trying to deal with these issues in the classroom is this: if there are any pupils from a different ethnic background in school then generally there is only one or two families. This still leaves the pupil feeling as if he/she is the only one who has a different culture in this part of the world. It is here that I see the particular value of the Interlinks CD-ROM as a classroom resource. The Interlinks CD provides each school with a range of authentic characters. The lives portrayed in the characters scrapbooks are realistic, informative, balanced and humorous. Each character has strengths and weaknesses, good times and difficult times and realistic connections with other people in other places. Within the characters scrapbooks there are hobbies, foods, clothes and musical tastes with which any pupil can relate and others which they have not experienced or may not like to experience. The opportunities for learning to appreciate differences and 'agree to differ' are enormous. Other mediums will still be useful for this work but the CD makes the represented cultures come alive in a realistic way and in a way that is related to this society. I can see myself using this resource in a thousand ways and for many different purposes both across the curriculum and in given curriculum areas. On a personal note, I feel that I have already been enriched by my limited experience of this resource. I have no doubt that those who use it will have fun and gain respect and admiration for others and themselves.