Survey on cultural identities in education - Results

Multilingualism, interculturality, citizenship, belonging and inclusiveness are strong elements in school education that are linked with cultural identity. Celebrations of different traditions and the range of languages spoken in school can be indicative examples of a school’s attitude to cultural identity.

Cultural identities can be defined as “self and collective understandings of belonging to or membership of particular groups that share a common difference and/or shared practices to other identifiable groups or groupings” (Urrieta, 2018, p.19). They are constructed and sustained through traditions, heritage, language, aesthetics, norms and customs (Offorma, 2016). The European Reference Framework of the Key Competences for Lifelong Learning highlights aspects of cultural identities such as nationality, ethnicity, race, gender and religion in the cultural awareness and expression competence, as well as in the citizenship and multilingual competence. Moreover, surveys indicate an association between identity and a sense of belonging on the one hand, and improved well-being and academic performance on the other. But to what extent do schools promote students’ cultural identities? Are cultural and ethnic backgrounds recognised and celebrated?

This survey aimed to gauge views on diverse aspects linked to cultural identity. It was open on School Education Gateway from 20 July to 10 October 2021 and attracted 197 respondents from 29 countries, 82% of whom were teachers or school leaders.

1. To what extent do you consider that curricula in your country are sufficiently culturally diverse (e.g., by making references to other cultures)?

81% of the respondents consider their national curricula to be culturally diverse to a small or moderate extent, and 9% to a great or very great extent. Approximately one in ten respondents reported that their curricula cannot be considered culturally diverse at all.

2. How often do the activities (e.g., school celebrations) in your school or a school you know of integrate or celebrate elements of other cultures?

As far as school activities (e.g., school celebrations) are concerned, the majority of responses (53%) suggest that integrating and celebrating elements of other cultures never or rarely take place in their school or a school they know of. For 19% of respondents, on the other hand, elements of other cultures are often or always integrated in their school.

3. To what extent do teachers in school use the following languages in daily teaching practice?

Not at all

To a small extent

To a moderate extent

To a great extent

To a very great extent

Based on participants’ views, it is evident that linguistic diversity is not extensively used in teachers’ daily teaching practice, with most responses reflecting either an absence or a limited use of the languages listed above. Languages taught as a second language, such as English and German, occur the most often, being used “to a great or to a very great extent” in 23% of the respondents’ schools. These are followed by the language(s) that teachers and pupils speak, at 20% and 17% respectively. Languages spoken in other parts of respondents’ countries are used the least frequently, with 80% of the responses being “not at all” or “to a small extent”.

4. “Our national culture is learnt, celebrated and transmitted through education and so must be central in curriculum planning.” To what extent do you agree with this statement?

Respondents were asked to express the extent to which they agree or disagree with the role of education in promoting, celebrating and transmitting the national culture. Half of the participants agree with this statement to a great or to a very great extent, whereas 38% agree to a moderate extent. A further 12% agree to a small extent or not at all.

5. How could pupils’ cultural identities be more effectively recognised in school? Choose up to three options.

According to respondents´ views, the three most effective ways of recognising pupils’ cultural identities in schools are: developing international collaborations with other schools, teachers and pupils, for example via eTwinning or Erasmus+ (65%), enriching school practices with pluricultural features (45%), and promoting teachers’ professional development (43%).

Other supporting strategies include making use of plurilingual and pluricultural learning materials (28%), integrating more languages into the learning/teaching process (26%), and making use of multilingual and multicultural learning environments (22%).

Employing teachers from diverse cultural backgrounds attracted lower response rates (18%), as did setting up mutual mentoring between pupils (14%) and engaging pupils’ parents in the teaching/learning process (14%). The lowest response rate was for encouraging pupils to speak their home language during breaks (9%).

6. In your opinion, which of the following are the most important benefits of embedding cultural aspects in lessons? Choose up to three options.

The responses indicate that the three most important benefits of embedding cultural aspects in the learning process are: fostering acceptance and tolerance in a learning environment (42%), shaping pupils’ democratic values and preparing them for citizenship (41%), and valuing and empowering pupils’ cultural identities (38%).

By contrast, the least prevalent benefits seem to be increasing pupils’ motivation for learning (18%) and enriching the curriculum objectives and pedagogical objectives (9%).

7. In your school or a school you know of, what percentage of pupils are from homes where a language is spoken other than the national one(s)?

Approximately 44% of the respondents indicated that up to 5% of their pupils use a different language – other than the national one – in their homes, whereas 6% reported that more than half of their pupils have a linguistic family background which differs from the national one.

Conclusion

Most participants believe that their national curricula are to some extent culturally diverse. However, integrating elements of other cultures into school practices, such as school celebrations, is rarely or only sometimes the case. This seems to be in line with respondents’ views that linguistic diversity is not extensively used in teachers’ daily teaching practice across schools, even though respondents’ pupils have different linguistic backgrounds.

Approximately half of the respondents agree that embedding cultural aspects in learning can empower pupils’ cultural identity, as well as fostering acceptance and tolerance, shaping pupils’ democratic values and prepare them for citizenship. But how can pupils’ cultural identity be nurtured? The responses suggest that developing international collaborations with other schools, teachers and pupils (e.g., via eTwinning, Erasmus+), enriching school practices with pluricultural features and promoting teachers’ professional development may well be effective strategies. These findings are also in line with what cultural heritage and education can offer.

Annex: Role of respondents