A Unique Child: A-Z of inclusive practice - X is for xenophobia

Mary Dickins
Tuesday, August 10, 2010

'Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging' - Early Childhood Forum, 2003

Xenophobia is generally understood as a fear of foreigners or strangers. Groups that are vulnerable because of xenophobic attitudes include refugees, asylum seekers, Travellers and workers who have migrated here from abroad. Many families in the UK live and thrive in mixed communities, but in times of economic difficulties feelings of hostility may develop or deepen. People in some groups who are white may experience hostility, prejudice and discrimination in some of the same ways that black people do. This is known as xenoracism.

With the enlargement of membership of the European Community, some people have been coming to Britain to live and to seek work. Most are white and many have never before lived in a multicultural, multi-ethnic society.

Many asylum seekers and refugees have fled their own countries because of persecution and trauma. Negative experiences on arrival in the UK can compound their sense of isolation. But a supportive setting can help to start the process of healing. A first step is to become aware of who lives in the local community, who is arriving and whether there are local community organisations through which you can make your services known.

Xenophobia and a political and media emphasis on becoming British and integrated as soon as possible have made many parents anxious for their children to speak English immediately. The best policy, however, is for children to be able to build on their experiences of language at home so that their developing uses of English and other languages support one another. Early years settings can provide materials such as books, notices and labels in the children's home languages. Children should also listen to their home languages as well as English, for example by using audio and video materials. It is important for children to know that their home language and culture are valued and accepted.

Some children may take longer to feel confident enough to participate actively in activities and use the English they have learned. Some may need more time than others to start saying what they think and feel. Their initial silence does not necessarily indicate a lack of views or feelings about something. A 'silent' period is natural for some children and should not be construed as the child having learning difficulties.

By employing sensitive and reflective strategies, early years settings can do much to foster a cohesive sense of community. They can act as a model for positive attitudes and behaviour and also as a 'hub' through which families have the opportunity to mix and get to know and like each other better.