Ross Deuchar: Recognising the rich cultural diversity of Scotland's population

Published on Friday 27 November 2009 21:39

THE Homecoming Scotland initiative has been credited as an important means of celebrating Scotland's great contributions to the world over the past 250 years. But it is important that we also recognise the cultural diversity of Scotland's population and remember the challenges faced by those forced to flee conflict and persecution in their countries of origin and to seek a new home here.

Through my recent research in Glasgow, I have spoken to many young refugees who have fled from persecution in countries such as Iraq, Iran, Somalia, Congo and Lebanon. Many admitted they had encountered racist attitudes in Glasgow, and felt that some white Glasgow people tended to regard everyone of colour as Muslim terrorists. Although some felt that the problems with racism had improved since Glasgow's population had become more culturally diverse, for most it seemed that discrimination and exclusion were part of their everyday lives.

The feelings of hostility that the young refugees experienced were clearly impacting on their sense of identity and self-esteem, undermining their sense of acceptance and belonging within their new, adopted communities.

Some young refugees in the south side of the city explained that they had been the victims of racist attacks from white youth gangs. The rise in global terrorism and the recent bombings in Glasgow were clearly having an impact, and many young people were made to feel that they did not belong in Glasgow.

However, my research has also highlighted the very encouraging practice which is evident in several of the secondary schools in Glasgow. The schools I visited have a range of support mechanisms in place which promote inclusion, integration and support for learning in English language. I have found that teachers in these schools are dedicated to the pupils and the needs of refugee families; each one provides support booklets and DVDs for parents and interpreting services, as well as organising multicultural awareness days and celebratory festivals.

Strong mechanisms exist for reporting racist incidents, and staff generally seem to take these very seriously. The young refugees I spoke to appeared to be encouraged by the social and cultural events and outward bound activities organised by the schools, which enable wider intercultural contact and opportunities for developing both individual and collective citizenship.

However, a small minority of young people told me that their teachers were not as respectful towards religious traditions and practices as they could be. For instance, one young Muslim girl told me that she had been asked by teachers to take her headscarf off in class and felt that some teachers imposed rules that showed a lack of understanding or empathy for religious customs which had to be observed. This apparent failure of a minority of staff fully to support equality appeared to be threatening to sabotage the celebration of Scotland's diverse ethnic population in these schools.

In 2006, HM Inspectorate of Education conducted an inspection of services and support for the children of asylum seekers and refugees in Glasgow. The report highlighted that most primary school staff made quick and effective responses to racial harassment but that children in secondary schools felt less safe. My own findings illustrate that young refugees continue to be exposed to racist abuse in Glasgow.

Although the practice I have uncovered in our secondary schools is very encouraging, it is important that a small minority of staff do not undermine this. As the Year of Homecoming draws to a conclusion, it is important that all young people are made to feel at home in Scotland.

&#149 Ross Deuchar is a senior lecturer at the University of Strathclyde's faculty of education.