For a Cohesive Society Education Must Prepare Our Citizens to Feel a Sense of Commitment to the Land Where They Were Born and to Represent the Needs of All the Citizens Whenever They Hold Any Position of Authority

Question 3: “For a cohesive society education must prepare our citizens to feel a sense of commitment to the land where they were born and to represent the needs of all the citizens whenever they hold any position of authority. School activities that encourage ethnic groups to maintain ties with Mother India and Mother Africa and encourage ethnocentrism will prove counterproductive”. Discuss this statement and argue your position.

“The foundation of every state is the education of its youth”- Unknown
Schools have been used as an avenue to encourage social control from many centuries ago whether it was for the betterment of our forefathers or to merely control them. They reinforce and transform young minds with the tools necessary to survive in this changing world and thus, prepare them for global independence.
As a result, education has become critical since our system has been built upon the concept of the enlightened citizen, that is, an individual in touch with its cultural heritage who possess a working knowledge of the factors that make up the human ecosystem; an individual who understand the law, rights and responsibilities, possess the attitudes of fair play and co-operation and quality in the character and work of self and others. (Hartoonian, 1985)
The instrument in building an enlightened citizen and thus prepare future leaders, is the curriculum. Hence, the curriculum ought to be tailored to produce citizens who recognize themselves as “Trinbagonians” and not individuals who see themselves as distant citizens of Africa, India or England.
In this regard, leaders in politics, classroom, education, as well as businesses, should see themselves as leaders of “Trinbagonians” and not as “tribal” representatives. If we encourage constant talks of ethnic imbalance, then we will make race a defining issue of being a “Trinbagonian” Did our forefathers make race a defining issue when they fought for freedom and liberation from colonialism? Dr. Eric Williams and Dr. Rudranath Capildeo both petitioned for full internal self-government for all the peoples regardless of race, religion and ethnicity.
Unfortunately, politicians today are prepared to clearly pass the blame of ethnicity and cultural imbalances from one party to another, rather than come up with solutions on how to deal with the issue at hand. Isn’t it part of their civic duty to govern the country without encouraging citizens to be subjected to any form of discrimination or inequality?
Rather than pass the blame, all citizens, including our leaders should work towards obtaining a cohesive society; one which has developed satisfactory ways of coping with ethnic and cultural diversity and other strains in an open and democratic manner. This means taking action to reduce inequalities and restore equity so that these various divisions remain manageable and do not grow so as to threaten the stability of society (The European Committee for Social Cohesion).
As a result, schools can foster the development of students’ cultural identity via citizenship education. Citizenship education evolves cohesion richness because the curriculum encourages, listens to and acts on student voice; focuses on authentic issues that are actionable and a curriculum that is learner led; supports the importance of playing an active part in democracy and develops skills of enquiry and communication.
Therefore, school activities should encourage multiculturalism rather than ethnocentrism because ethnocentrism is viewed as lacking acceptance of cultural diversity and intolerance for outgroups (Berry & Kalin, 1995). By exploring one’s history and sharing cultural traditions, beliefs and values, students can become more tolerant of diversity. As schools provide a safe and positive environment for all students regardless of their diversity, they also promote a sense of cohesiveness in the community.
Trinidad and Tobago is referred sometimes as a pluralistic society because of its diversity in cultures, ethnicity and religion. From an early age of globalization, representatives from metropolitan governments, entrepreneurs, farmers, and workers arrived to this land in search of economic benefits for their homelands. As trade became insufficiently profitable, the Africans and East Indians were brought to this land as slaves and indentured labourers, respectively. The fact that these different groups came from different geographical origins and under different circumstances, arose a multitude of social and ethnic differences to which the colonializers used as a game to divide and rule.
The majority of our ancestors were African and East Indian descendants and so could have been considered as “transience” in that they were either forced or tricked into being here. As such, they rallied together to fight for freedom and liberation and thus, out of Independence and Republicism, a nation was born. We acquired our symbols of nationhood and forged towards protecting and promoting our democracy.
According to Dr. Eric Williams, democracy means recognition of the rights of others; equality of opportunity for all in education, in the public service, and in private employment; freedom of worship for all and the subordination of right of any race to the overriding right of the human race.
Although we were a democratic nation, the effects of colonialism were still clearly pervasive in our government system, our education system and even in our social lifestyles.
However, the cultural traits of the Spanish, English and French were incorporated with the African and other immigrants’ cultures to form one distinct culture, creolization; a combination of customs, cuisine, language and traditions that have marked the sociocultural development of this nation but, our leaders once again are to blame for the lack of promoting this cultural identity.
According to sociologists, children learn what they live. Through the evolution of technology like better and cheaper communication, faster trade from all over the world and all the other commodities that the internet provides, our children are exposed to new cultures and thus, is being reinforced into the thinking of everything foreign is better.
As a result, our Caribbean lifestyles have changed drastically for example, preferences of eating habits, dress, music and other social activities which have led to poor nutrition and communicable diseases; and so too, our cultural identity. Are our children exposed to their culture on a regular basis? Are programmes sharing our national heritage, our local music, our dance and traditions, readily available? How are our young ones going to become aware of their true identity if there are few opportunities for them to experience it? How do we develop and foster our cultural identity?
To begin with, most of the inhabitants of Trinidad and Tobago are citizens by birth so, legally, they are Trinbagonians. As children begin to develop a sense of identity as individuals and as members of groups from their earliest interactions with others, one of the most basic types of identity is ethnic identity, which entails an awareness of one’s membership in a social group that has a common culture (Trumbull et al., 2001).
An identity is important for people’s sense of self and how they relate to others. For our citizens to feel a sense of commitment to the land they were born and thus promote a cohesive society, citizenship education can be an effective tool because it improves students’ attitude and loyalty towards their country as well as critical thinking skills which are crucial for social and economic transformation (Howe, G.D. & Marshall, D.D., UNESCO 1999). It helps them become informed, thoughtful and responsible citizens who are aware of their rights and responsibilities (UNESCO, 2003).
Schools are seen as the best avenue to foster the development of one’s identity. They are a primary agent of socialization. It is here children develop trust, independence, the tendency to take initiative, the sense of competence and ambition, decisions about who one is, build relationships with others, make decisions about future generations and reflections on one’s life; in keeping with Erikson’s stages of development.
The Ministry of Education of Trinidad and Tobago has adopted a philosophy based on the beliefs that every child has an inherent right to an education regardless their cultural background and that every child has the ability to learn and should be provided for his/her holistic development. Secondly, that the ethical and moral concerns are central to human development and survival and thirdly, fundamental constructs such as “decency,” “justice,” “respect,” “kindness,” “equality, “love,” “honesty,” and “sensitivity,” are major determinants of the survival of our multicultural society (Ministry Of Education Policy Paper, 1993 - 2003) thus, reinforcing citizenship and multiculturalism.
Therefore, school activities should encourage multiculturalism rather than ethnocentrism because ethnocentrism is viewed as lacking acceptance of cultural diversity and intolerance for outgroups (Berry & Kalin, 1995).
Multicultural education was developed to promote structural equity and cultural pluralism. It is an opportunity because a society that learns to live with diversity is likely to achieve faster rates of economic growth and social development- if only by avoiding ethnic conflict (Smith, A.).
Educators must understand how factors of diversity can assist in enhancing learning and development of the children in their classroom because all schools have classrooms that comprises of students from multicultural backgrounds. According to Bronfenbrenner’s Ecological Systems Theory, the development of a child is influenced by his interrelations with the multiple environmental contexts in which he lives and grows. This can play a part in shaping their cultural background as well as affect their behaviour and academic performance.
As a result, educators’ behavioural instructions and differentiated techniques, appropriate teaching materials and adequate support and partnership among the school’s community should be effectively organized to meet the learning needs and abilities of every student and thus make their educational experiences the best possible.
Schools can implement citizenship education in their curriculum and provide real life experiences to teach students how to exercise their rights and responsibilities. Provide programmes that seek to develop good character through honesty, integrity, self-discipline and hard work. Allow them to participate in activities that will allow them to resolve conflicts nonviolently, use their talents wisely, participate in community-building activities, and build respect for themselves and others. Students can also participate in programmes that focus on how government and other institutions work and the importance of planning. They are encouraged to critically analyze and understand the interplay of social, economic and political forces in order to improve society. Identify and discuss citizens who have significantly contributed to their society and also encourage students to participate in activities to represent their school.
A teacher’s job is to provide an effective learning environment for their students. As such, creating an environment by promoting diversity through the decoration in the classroom can create a sense of belonging and prevent discrimination. Posters used should offer different cultural perspectives and include people of different ages and races. Literature and other resources should carefully be selected so as to foster diversity and be relevant to students’ needs. Teachers should also set an example by making positive remarks, respect all students’ feelings and encourage students to be respectful to one another.
In addition, using differentiated instructions to cater to the needs of all learners can promote inclusion. Planning teaching/learning instructions to be more constructive so as to engage students in active learning experiences and make learning meaningful and enjoyable can also promote multiculturalism in the classroom. One way is through the use of technology because in my class, students eagerly engage in learning when ICT is used.
Another is the use of personnel (student/parents) to share cultural experiences, for example, the Hindus can share their experiences in celebrating Divali with the class for example, I teacher at a Roman Catholic school and there was a time when the Hindu parents organized a programme for the school to sanitize them on the festival. Students and teachers were invited to wear East Indian gabs and students were taught the names of familiar things in Hindi. It was an enjoyable experience for most of us. By encouraging other students to share their cultural beliefs and practices, students become aware of their differences as well as similarities and thus become more appreciative and tolerant. From a Vygotskian perspective…a major role of schooling is to create social contexts for the mastery of and conscious awareness in the use of…cultural tools (Trumbull et al. 2001).
Celebrating students’ achievements can motivate and foster their self-esteem. As such, schools should promote achievement day and open-day so parents can see their children work and progress made in school. This also deepens the relationship between the school and parents because in educating a child, it takes cooperation and involvement from educators, parents, families, and the community. As research has shown, the greater the family and community involvement in schools, the greater the students’ achievement (Niemiec, R., Sikorski, M., & Walberg, 1999) will be.
Educators must also ensure that the measures used to assess students’ performance and progress is fair and just and caters for every learner’s ability. Through the use of performance assessments and continuous assessments like projects and journals, students are able to reflect on their work and make improvements and thus, take charge of their learning.
Leaders must be able to represent the needs of all whenever they hold any position of authority. The proper management of activities in a school is the responsibility of individual principals as curriculum leaders in their school. Therefore, he/she must manage their school in a fair and democratic manner so as to ensure social justice and equity and make students, teachers and parents comfortable and safe. When citizens understand their democratic rights, they will be able to act in government fairly and responsibly. They will demonstrate true patriotism and loyalty as they show belief in the people that they serve.
As our country continues to exhibit great diversity, the need for understanding and accepting the differences among all people has never been more important (Gomez, Rey A., 1991). Through education, children can learn to accept others, become accustomed to the idea that there are many lifestyles, languages, cultures, and points of view and develop a sense of being citizens of a nation. Additionally, education for social cohesion is possible once it is practiced in schools; both in the classrooms and at the managerial and organizational level, and projected on the surrounding communities.
Teachers must consider children 's cultural identities and be aware of their own biases. It is tempting to deny our prejudices and claim that we find all children equally appealing. Teachers and parents need to acknowledge the fact that we, like our children, are inevitably influenced by the stereotypes and one-sided view of society that exists in our schools and the media. Not only must we recognize those biases, but we must change the attitude they represent by accepting all children as we receive them (Gomez, Rey A., 1991).
Thus, when our children grow up and hold any position of authority, they will act in a more responsible manner and promote democracy.
It was through the exposure of all the cultures from our forefathers, whether they were imposed on them or freely practiced, a unique culture was formed. “We have learnt to live together rather than merely side- by- side.” (Laughlin, N.) For that reason, we should work more on appreciating this culture and assisting our fellow Caribbean brothers and sisters in building one region.

References
Berry, J. W., & Kalin, R. (1995). Multicultural and ethnic attitudes in Canada: An Overview of the 1991 national survey. Canadian Journal of Behavioral Science, 27, 301-320.
Gomez, Rey A.(1991) Teaching with a multicultural perspective: ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL. Retrieved on 29/04/2011 from http://www.ericdigests.org/1992-5/perspective.htm
Hartoonian, H. M. (1985). The social studies: Foundation for citizenship education in our democratic republic. Social Studies 76 (1), 5-8.January/February.
Howe, G.D. & Marshall, D.D. (UNESCO 1999) Citizenship education, democracy and global shifts; Re-thinking Caribbean social studies. Education for all in the Caribbean: Assessment 2002, Monograph series.
Laughlin, N. What it means to be Caribbean? What effects did Globalization have on the Caribbean identity?
Ministry Of Education Policy Paper, 1993 – 2003
Niemiec, R., Sikorski, M., & Walberg, H. (1999). Designing school volunteer programs. NASSP Bulletin, 83, 114-116.
Smith, A. Education for Diversity: Investing in Systemic Change through Curriculum, Textbooks, and Teachers. Retrieved on 28/04/2011 from http://info.worldbank.org/etools/docs/library/211190/Smith.pdf
Trumbull et al. (2001) The Diversity Kit: An introductory for social change… Retrieved on 30/04/2011 from www.alliance.brown.edu/tdl/diversitykitpdfs/dk_cul4-30.pdf
UNESCO 2003. “Textbooks and Learning Materials Respecting Diversity: Components of Quality Education that Can Foster Peace, Human Rights, Mutual Understanding and Dialogue—An Overview of UNESCO’s Role in the Revision and Review of Textbooks and Learning Materials.” Section of Education for Universal Values, Division for the Promotion of Quality Education, Education Sector, UNESCO, Paris. Available at http://www1.worldbank.org/education/social_cohesion/doc/unesco%20OVERVI. Accessed May 2005.

References: Berry, J. W., & Kalin, R. (1995). Multicultural and ethnic attitudes in Canada: An Overview of the 1991 national survey. Canadian Journal of Behavioral Science, 27, 301-320. Gomez, Rey A.(1991) Teaching with a multicultural perspective: ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL. Retrieved on 29/04/2011 from http://www.ericdigests.org/1992-5/perspective.htm Hartoonian, H. M. (1985). The social studies: Foundation for citizenship education in our democratic republic. Social Studies 76 (1), 5-8.January/February. Howe, G.D. & Marshall, D.D. (UNESCO 1999) Citizenship education, democracy and global shifts; Re-thinking Caribbean social studies. Education for all in the Caribbean: Assessment 2002, Monograph series. Laughlin, N. What it means to be Caribbean? What effects did Globalization have on the Caribbean identity? Ministry Of Education Policy Paper, 1993 – 2003 Niemiec, R., Sikorski, M., & Walberg, H. (1999). Designing school volunteer programs. NASSP Bulletin, 83, 114-116. Smith, A. Education for Diversity: Investing in Systemic Change through Curriculum, Textbooks, and Teachers. Retrieved on 28/04/2011 from http://info.worldbank.org/etools/docs/library/211190/Smith.pdf Trumbull et al. (2001) The Diversity Kit: An introductory for social change… Retrieved on 30/04/2011 from www.alliance.brown.edu/tdl/diversitykitpdfs/dk_cul4-30.pdf UNESCO 2003. “Textbooks and Learning Materials Respecting Diversity: Components of Quality Education that Can Foster Peace, Human Rights, Mutual Understanding and Dialogue—An Overview of UNESCO’s Role in the Revision and Review of Textbooks and Learning Materials.” Section of Education for Universal Values, Division for the Promotion of Quality Education, Education Sector, UNESCO, Paris. Available at http://www1.worldbank.org/education/social_cohesion/doc/unesco%20OVERVI. Accessed May 2005.