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CERES: Centre for Education for Racial Equality in Scotland

NATIONAL DEBATE: CERES RESPONSE

The CERES response has been drafted within the Centre and discussed wider within the Social Justice teaching team in the Faculty of Education at the University of Edinburgh. It was then circulated for wide consultation to racial equality organisations and black/minority ethnic organisations and community groups throughout Scotland. It was also posted on the CERES website and Positive Action in Housing's Quickmail which went out to over 5,000 organisations and individuals in Scotland with an interest in black/minority ethnic issues.

The response does not follow the feedback format in the pack, as this was deemed inappropriate for the nature of the points CERES is raising. We present in our submission thirteen points, listed overleaf and additional points made from responses to our consultation.

We would like to draw your attention to the submission CERES made recently, (June 2002) to the Scottish Parliament's EDUCATION, CULTURE AND SPORT COMMITTEE Inquiry into the Purposes of Scottish Education which was written as a parallel document to this one.

We would also be more than happy to give further evidence or to engage in dialogue to develop ideas further.

Rowena Arshad OBE CERES Director

Alastair Christie CERES National Debate Organiser

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THE CERES CONTRIBUTION
TO THE NATIONAL DEBATE ON EDUCATION

It is important an education system for the 21st century in Scotland,
is one where:

• the diversity of ethnicity, culture, language, identity and faith is acknowledged in the range of current educational approaches and in the creation and development of new approaches
• he knowledge and skills needed to grow up, live and work in a world which is diverse in terms of language, culture, faith, colour, abilities, ethnicity, class, sexual orientation are provided
• the reality of racism, both contemporary and historically, is explored and discussed in a manner which is meaningful and real
  schools, staff, other educational providers and all learners are equipped to recognise and challenge bigotry, prejudice and discrimination in all its forms
• bilingualism is valued and enhanced rather than found as problematic or viewed as an 'additional educational need'
  the above are explicitly acknowledged in education for citizenship
• the educational system, in its various aspects, is developed and funded to bring about the above outcomes
• the talents and abilities of minority ethnic individuals, communities and organisations, are seen as appropriate resources that schools can draw upon, as educational and policy development resources
• Scottish education and society as a whole view minority ethnic issues as mainstream rather than as special interest areas
  even with adequate funding the above can only be successful if those that recruit and train teachers, community education workers and everyone involved in lifelong learning, provide continuing professional development on multicultural and anti-racist matters
• serious action is taken to ensure that the current severe under-representation of minority ethnic people in the Scottish teaching force is redressed
  the training, continuing professional development and daily practice of all learning providers are interrogated and changed to reflect these priorities
• mechanisms are in place to ensure the monitoring of the implementation and progression of the existing Race Relations Amendment Act 2000 and other equality related policies
  

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FEEDBACK FROM THE CONSULTATION PROCESS
Endorsement of the CERES statement and additional points

Organisations supporting the points made in the CERES Submission and adding additional points were received from a variety of organisations throughout Scotland and included:

Endorsements:

Ann Black, Independent Social Work Consultant
Black Community Development Project, Edinburgh
Brahma Kumaris, Edinburgh
Central Scotland Racial Equality Council
Childline Scotland
Edinburgh Community Mediation Service
Fife Islamic Centre
Linknet Mentoring, Edinburgh
Men in Mind (Edinburgh Association for Mental Health)
Roundabout Centre, Edinburgh
Scottish Ethnic Minority Research Unit (SEMRU)
The West of Scotland Racial Equality Council

Additional points were added by:

Ann Black, Independent Social Work Consultant
"I have read the key points that you will be making about the National Debate on Education. I find them very comprehensive and outline the key areas, which will need attention in education services now and for the future. Combating discrimination of any sort has to start at the earliest stage of school and this will need investment in teacher training and in good materials for teachers to use to help to shift racist and discriminatory attitudes. If attitudes can be shifted then inclusion will be much more likely to be successful".

Brahma Kumaris, Edinburgh Louisa Gupta
Brahma Kumaris support the points CERES has made and we would like to add the importance of including 'values education' at all levels. The Living Values Education Programme is designed to provide guiding principles and tools for the development of the whole person and we strongly recommend its use to help in bringing about a better society. (Website, www.livingvalues.net)

There is a need for spiritual (not religious) education that enables young people to find their own natural positive qualities, and an understanding of all religions in order to develop mutual respect, tolerance and understanding in multi cultural communities.

Children should be encouraged to develop their own talents if these appear to be outside the standard subjects, so they can show that they excel in something.

There should be some certificate in whatever they excel in and a textual description of the child. Also there should be certificates for behavioural excellence and values awareness.

Children have a natural curiosity to learn and should learn by guided investigation. It has been shown that when children experience values such as respect, honesty, love, and generosity within themselves, they are able to display their natural potential, creativity and other thinking skills.

All educators, teachers, support assistants, no matter at what level, need to be empowered themselves. If they are weighed down with too much paper work, this can detract from their ability to help children in the learning process. The skills all educators require are those that inspire children to learn and these skills require the ingredient of values awareness. There is too much emphasis on computer skills at the cost of human communication and interaction.

Finally, children need to learn to respond positively to an ever changing and diverse society. They need activities that promote self-esteem, critical thinking, emotional intelligence and creative expression.

Edinburgh Community Mediation Service Christine Schoeck, Manager
"This brief response about priorities in Education is a plea for considering Conflict Resolution skills and awareness in Scottish curriculum. Mediation services endeavour to work in the community, providing an environment where dialogue can take place, in order to promote non-violent resolution of crises and conflict. My recommendation in this inquiry is that Mediation be recognised as an essential tool in the community. Community Mediation in a very real sense is Adult Education. It is working in the community with a vision and a belief of how adults (and in many cases young people) involved in disputes can learn new skills.

In Edinburgh, EYSIP funded an in depth implementation/action research study of Mediation becoming firmly imbedded in one school's curriculum and in its handling of conflict. Drummond Community High School is currently completing year one of this work. We believe that peer Mediation can be highly successful but that it requires careful planning throughout the entire school community in order to work. School's work in Conflict Resolution is also proceeding in Fife, East Lothian and in Falkirk. It has a relevance to the promotion of racial equality in education".

Fife Islamic Centre - Saeed Ahmed, General Secretary.
"Fife Islamic Centre agrees entirely with the points set out in your letter and particularly, that the diversity of ethnicity, cultures, and languages should not only be acknowledged but actively taught in schools. I think that if the school curriculum is 'multicultural', then it can only be of positive benefit to pupils who will grow up understanding and appreciating the different cultures and we would not have to then later educate them about anti-racism and discrimination.

You may be aware that many of the Islamic Centres, our own included, provide Arabic and Urdu classes to children after school 5 days a week. Through this, our own children are able to understand and appreciate the Muslim culture and traditions. This education should be recognised by education authorities and nationally, and importantly should be financially supported. At the moment, parents pay the Islamic Centres to provide this education for their children".

Men in Mind (Edinburgh Association of Mental Health) - Akin Fatunmbi, Team Leader
"The Men in Mind staff team supports the points that CERES will be submitting in response to the National Debate on Education. Education is hugely influential in shaping the social mores of our society. The points that CERES wishes to make will contribute to the Scottish Executive's declared intention of creating a healthier and more inclusive Scotland".

Scottish Ethnic Minority Research Unit (SEMRU) Dr Gina Netto, Director
"Just a short note to say that SEMRU is supportive of the strong, well-made points which you have raised.

I would like you to raise the wretched question of ethnic categories. SEMRU received a letter from an African women's group expressing unhappiness about the use of 'black' for those of African origin in surveys of school children. The same point has been raised within REAF (Scottish Executive Racial Equality Advisory Forum). It might be argued that forcing children and parents to identify themselves within categories they dislike is not helpful to creating a conducive environment to learning and respect for diversity".

 

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