Social Inequality and Intercultural Teaching Methods in Primary Education
Comparative Education Systems and Social Inequality
Education systems reflect cultural ideas about who should have access to education and why. The historical development of education in Spain, the UK, and the USA shows different views regarding access, poverty, social responsibility, and inclusion versus exclusion.
Inequality in the UK Education System
In the UK, education was first mainly for the upper classes. Grammar and public schools prepared wealthy children for leadership, while working-class children had limited opportunities. Although state education and comprehensive schools improved access, selection still exists, and social class continues to influence educational success. This demonstrates a system that mixes social support with competition.
Individualism and Access in the USA
In the USA, education has been strongly linked to ideas of individual effort and merit. Public education expanded early, but access to quality schools often depends on where families live and their economic status. Poor and minority communities usually have fewer resources, indicating weaker social responsibility and greater acceptance of inequality.
Democratization of Education in Spain
In Spain, education was for a long time controlled by the Church and influenced by politics. Access depended greatly on social class and ideology. Only in the late 20th century did education become more democratic and focus more on inclusion and equal rights.
Implications for Multicultural Classrooms
These differences are important for future primary teachers in multicultural classrooms. Teachers must understand that students come from very different social and cultural backgrounds. Knowing the history of inequality helps teachers be more fair, more inclusive, and more sensitive to the needs of all children.
AI Bias and Intercultural Education
The two AI-generated passages describe the daily life of children in the USA and the UK in a very simple and idealized way. At first sight, they are easy to read, but they fail to capture attention because they present a stereotypical and WEIRD (Western, Educated, Industrialized, Rich, Democratic) view of childhood.
The Problem of the WEIRD Perspective
If you come from a Western country, this may seem normal, but it is not a universal experience. If I were from Pakistan, Ethiopia, or Kyrgyzstan, I would probably see these texts as distant and unrealistic. In many non-WEIRD contexts, children often spend more time with their families, help at home, and have different routines, food habits, and responsibilities. The passages show very individualistic children, little family interaction, and a comfortable consumer lifestyle, which reflects only one cultural model.
Both texts describe daily life as safe, organized, and predictable: school, homework, TV, shopping, and free time. There is no mention of economic problems, community life, or extended family. This creates a very narrow idea of what “normal” childhood is.
Risks of Simplified AI Materials
If teachers use only AI-generated materials like these, they risk offering a biased and simplified image of the world. Students may think that this lifestyle is the correct or natural one. This also implies a value judgment: that a good childhood is linked to independence, consumption, and comfort. For intercultural education, this is problematic because it makes many children’s real lives invisible and does not help learners understand cultural diversity.
Audiovisual Translation in Primary EFL
Selecting Cultural Content
For a Primary EFL class, I would choose Video A, which shows how the Feria de Abril is celebrated in Seville. This video is linguistically simple, visual, and very clear, making it appropriate for young learners with a low level of English. It also has strong cultural content, showing traditions, clothes, food, and celebrations.
I would use interlingual translation from Spanish into English, allowing students to act as mediators and explain their own culture in English. The most appropriate Didactic Audiovisual Translation (DAT) mode for this video is subtitling, as it helps students connect spoken language, written language, and images simultaneously. Dubbing would be more difficult and time-consuming for Primary learners.
Proposed Lesson Plan Structure
The session would follow these phases:
- Warm-up: Showing pictures of festivals and asking simple questions.
- Video Viewing: Students watch the video to understand the general meaning.
- DAT Task: Students create simple English subtitles for the video in groups, with the teacher’s help.
- Post-task Activity: Students compare this festival with a celebration from another country or from their own experience.
This lesson develops LOTS (Lower-Order Thinking Skills, such as understanding, matching, identifying words) and also HOTS (Higher-Order Thinking Skills, such as comparing cultures, selecting information, and explaining meaning to others). It mainly works with BICS (Basic Interpersonal Communication Skills) because the language is everyday and related to daily life and culture. Simultaneously, students practice mediation by transforming and explaining cultural content for others using English.
Recommended Classroom Library (6th Year Primary)
I would choose three books for my classroom library that are interesting, easy to understand, and useful for learning English and values.
Book 1: Matilda by Roald Dahl
Context
The story is set in England. Matilda is a very intelligent girl who loves reading, but her parents dislike books and school. At school, she encounters a strict and unfair headteacher, Miss Trunchbull, but also a kind teacher, Miss Honey, who helps her.
Pedagogical Value
This book helps students enjoy reading in English. It is excellent for learning new vocabulary and improving reading comprehension. It also teaches important values such as the importance of education, justice, and believing in yourself.
Book 2: The Boy at the Back of the Class by Onjali Q. Raúf
Context
The story takes place in a primary school in the UK. A new boy, who is a refugee, joins the class. At first, he is quiet and different, but little by little, the other children try to help him and become his friends.
Pedagogical Value
This book is very useful for discussing friendship, kindness, and helping others. It also helps students understand people from other countries and cultures. The language is simple, making it suitable for EFL learners.
Book 3: Wonder by R. J. Palacio
Context
The story is set in the United States. Auggie is a boy with a facial difference who attends school for the first time. He is nervous because he is afraid of other children’s reactions, but the story focuses on his life at school and his relationships with classmates.
Pedagogical Value
This book helps students discuss bullying, respect, and empathy. It is beneficial for developing emotional education and speaking activities in class. It also helps improve reading skills and discussion in English.
These three books are suitable for 6th Year Primary because they are engaging, easy to understand, and help students learn English while also acquiring important social values.