CONTRADICTORY VIEWS abound in relation to immigration in Ireland. On the one hand immigrants are perceived as key contributors to economic success, while on the other they are perceived as challenging traditional ways of "doing" and "being" in Irish society.
Both views are evident in the recently published Immigration and Residence Bill 2008, which by its existence acknowledges that immigration is a permanent reality of modern Irish society.
The role of education should be at the core of any discussion about immigration, yet has remained largely absent in public debate to date. This is surprising in light of the significant role education can play in promoting equality and social cohesion, especially following a period of rapid social change. It is all the more urgent in light of the recognised risk of poverty and exclusion among immigrant groups.
How we define education is key, not only in terms of providing for the needs and rights of an ethnically diverse student population, but also in terms of educating all students, both minority and majority, immigrant and indigenous, about the values of respect and recognition for cultural, ethnic and religious difference.
Let us consider what the Bill has to say that is relevant to education. First, it outlines the rights of foreign nationals under 16 years to a State education and thus reiterates rights already guaranteed under the United Nations Convention on the Rights of the Child. As the relevant provision is currently phrased, however, it does not recognise the additional supports immigrants may require in order to integrate into the Irish system, stating they are entitled to an education "in like respects" to an Irish citizen.
Second, the Bill predicates the granting of long-term residency on the demonstration of "reasonable competence" in Irish or English as well as demonstration of "reasonable" efforts to integrate into Irish society.
What is interpreted as "reasonable" remains to be seen. More importantly, the right to education and training for immigrants to reach this "reasonable" level is stated in minimalist terms, largely absolving the State from its responsibility to make specific provision for facilitating immigrant groups in the integration process.
The limited references to education in the Bill are not surprising in light of the ad-hoc nature of the development of educational policy to date regarding immigration. We have much to learn from the mistakes that have been made internationally as well as what is being identified as best practice.
Chief among these mistakes is the assumption that the "problem" of integration is primarily one of language acquisition and the route of success lies in the assimilation of immigrants into the dominant culture. Such a viewpoint ignores the significance of complex cultural and social processes to integration, and the importance of incorporating and valuing the repertoire of student cultural and linguistic experiences in classroom teaching and learning.
Positive developments are taking place. The appointment of a minister of state with responsibility for integration should bring greater coherence to the development of policy across all government departments. Arising from crises over school enrolment in a denominationally structured primary system (over 90 per cent of primary schools are under the patronage of the Roman Catholic church), there is now a recognition of the need to diversify education provision through the expansion of the Educate Together schools and the establishment of inter-denominational primary schools (albeit on a pilot basis) under the control of Vocational Education Committees.
However, there are questions to be raised about the dangers inherent in a segregated school system where some schools become identified as "immigrant" schools, adding a further layer of inequality in a school system that is increasingly segregated in terms of social class.
Intercultural guidelines have been developed for use in schools and the level of English language support is being expanded. However, research clearly points to the inadequacy and temporary nature of State provision and the absence of structured and sustained professional development for teachers in each of these areas.
While there is evidence of creative and committed work taking place on the ground in schools, also apparent is the uncertainty of teachers over how best to proceed and a lack of clarity over how to cater for the range of diversities that are now reflected in classrooms around the country. Issues of prejudice and racism across ethnic groups, both minority and majority, also need serious attention.
We are at a crossroads in relation to how immigration is perceived in Irish society. We need a national debate about its impact on the education system and how education can best be structured to maximise the possibilities that increasing ethnic and cultural diversity can bring. We ignore at our peril the importance of education, for both adults and children, to processes of long-term integration and the dangers inherent in approaches which position immigrants as "other" to be "managed" as economic and security priorities dictate.
Dr Dympna Devine is a senior lecturer in the School of Education and Lifelong Learning, UCD