Facing the Challenge of Preparing Maltese Schools and Students for a Multicultural Society: An Opportunity to Redefine Identity in the Light of “Otherness”
DOI:
https://doi.org/10.62695/BHZH1354Keywords:
Multiculturalism education, Personal identity, Collective identity, Otherness, Critical reflection, Qualitative researchAbstract
Collaboration between the Secretariat for Catholic Education (SfCE) and the production house Cam Productions International (CPI) in organizing multiculturalism seminars for Year 10 students in all Maltese schools aims at providing opportunities for discussing, sharing and reflecting upon experiences of multiculturalism, and listening to experiences of people coming from diverse cultures. This paper will report the results of a mixed-methods research that has been carried out over the past three years to assess and evaluate the effectiveness of such an educational project, and understand how its design can be improved. Interviews with students and teachers during and after the seminars, small group discussions during the event, and focus groups organized after, were all transcribed and analysed narratively and thematically. The results point towards the students’ need to learn what multiculturalism really means and about the enriching challenges it offers, how these can be dealt with in ways that nurture self-growth in the light of “otherness”, and fruitful dialogue that enhances holistic identity. These results also highlight the need for students’ voices to be heard with respect to their experiences of multiculturalism, a first step towards the reduction of their prejudices and stereotypes. These voices could lead to increased acceptance of and greater respect for the “other” and the realization that conviviality of diverse cultures is both inevitable and necessary for holistic identity and wellbeing in today’s demographic landscape. The paper’s narrative literature review evaluates different models of multicultural education that adopt inclusive and democratic approaches, and are based on principles of democracy, equality and impartial justice. Such educational projects can increase students’ open-mindedness and openheartedness towards people from other cultures, facilitating the path towards responsible citizenship as students seek to use their positive energy and virtues for the common good of our multicultural society.
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