Social studies exam exposes rampant xenophobia

A question on multiculturalism in the SEC social studies examination provoked a large number of racist and xenophobic answers, an examiner's report reveals.

“It is indeed unfortunate to read the many racist and xenophobic answers which were not based on facts but only on what they hear at home or in the media,” the examiner writes in a report on the exam papers presented by students opting for paper 2B - a paper taken by students aiming for a maximum grade 5 pass mark.

According to the report, very few candidates made sociological arguments mentioning both problems and advantages of migration.

Most answers lacked sociological concepts and were based on “commonsense knowledge” with many students highlighting the issue of immigrants taking the work of the Maltese and even “driving us (the Maltese) out of the islands when they take over the country completely”.

Candidates were asked to discuss the relevance of Maltese culture in the wake of globalisation and multiculturalism.

Students taking Paper 2A - an option taken by students aiming for higher grades - were “generally aware” of the meaning of multiculturalism and globalization.

However, according to the report “only a limited number of candidates pointed out how being isolated is a greater threat to the development of culture than the pooling of international culture in an interdependent manner.”

Most students also highlighted the consequences of the recent number of illegal immigrants and the socio-political problems in Libya for Malta.

A social studies teacher who talked to this newspaper claimed that most teachers do make an effort to present arguments, which challenge dominant viewpoints on immigration.

“But many times our efforts meet an impregnable brick wall of prejudice based on what students hear at home, which is many times perpetuated by politicians who are either too silent or too accommodating towards xenophobic traits in society.” 

The teacher also lamented that the fact that there is not enough time to foster an intelligent debate considering that many students have only one social studies lesson a week and many of them perceive the subject as an easy way to obtain an O level without even bothering to study.

The perception is confirmed in the examination report which states that: “there is the impression that many students have sat for the examination on the basis that Social Studies is considered a ‘soft’ subject. It is taken for granted that anything scribbled on the examination copybook would lead to a pass”.

In fact many answers consisted of “common-sense reactions”, devoid of reflective and investigative skills in the discussion of social studies.

A total of 1,735 students registered for the examination. While 760 registered for Paper A, 975 registered for Option B where the maximum which the could achieve is a grade 5 pass mark.

Less than 1% of students achieved the top grade while 23% got a grade 5 pass mark.  39% failed the exam while a further 12% got a 6 and 7 grade, which is not accepted as a pass mark for entry to university.

The new curriculum, which is still being discussed, emphasises “intercultural education” through which schools are poised to “offer a platform for children and communities to assert their culture and individuality with confidence.”

Schools encourage an understanding of global issues and the “need for living together with different cultures and values.”

The new national curriculum also aims to increase the importance of citizenship education which groups together history, geography, social studies and home economics.

One of the aims of the new curriculum framework of citizenship education is to enable young people “to acquire positive attitudes and a respect for human rights” and develop a sense of belonging within their locality, country, European and international community.

But despite these intentions, in the primary level less time is allocated to citizenship education than to religious education. While at 80 hours are allocated to religion, only between 48 and 72 hours are allocated for citizenship education.