Chamber
Meeting of the Parliament 29 September 2011
29 Sep 2011 · S4 · Meeting of the Parliament
Item of business
Scottish Studies
I am heartened that there have clearly been many changes since I was educated in rural north Britain in the 1960s, a part of the world where people were belted for speaking in Gaelic.
I was upbeat until I heard the phrase—I hope that I have noted it correctly—
“at least one Scottish text”
must be taught, and I thought, “Yup, aye.” Indeed, I thought, “Glè mhath.”
What are we trying to achieve with Scottish studies? It must improve our children’s knowledge. I also suggest that it is like the opportunity to clarify, strengthen and consolidate in law reform. That is the route that we are on. No one denies that much work has been done already and that it needs to be built on.
The curriculum for excellence talks about “connected learning experience”. The connection that I would like to be made concerns Scotland’s place in the world—how we connect with the world and, indeed, how we connect within the complex society that is Scotland. Who could take exception to
“developing a sense of identity, confidence and wellbeing”?
Like most nationalists, I am first and foremost an internationalist and I welcome the move to broaden knowledge.
We must recognise the different traditions within Scotland. Rob Gibson, who is unfortunately not in the chamber, touched on the situation in Caithness, where there is a conflict between some people who wish to term themselves Norse and some who wish to term themselves Gaels. We need to recognise the local dimension that learning can have.
We also have the Lowland Scots and the rich mix that later joined to make Scotland: people from elsewhere in these islands, such as the two traditions in Ireland; people from the Indian subcontinent; and, more recently, people from Europe. To my mind, they should all be part of Scottish studies. Scotland has always been a refuge for people fleeing from oppression and, notwithstanding what I consider to be the heavy-handed UK Border Agency, long may that continue to be the case. That is an area worth highlighting.
At lunch time, along with other people, I was part of the celebration of Show Racism the Red Card, which is an excellent example of learning that has a very clear Scottish dimension.
I am delighted that Arthur Cormack, a well-respected musician and Gaelic authority is on the Scottish studies working group. There is clearly an opportunity to influence what the public thinks should contribute to teaching. A number of members have mentioned Culloden. I would like to see some concentration on Culloden, although not the misty-eyed version that we have heard referred to but the version that highlights the individual greed of aspirant monarchs, the duplicity of clan chiefs and indeed the sacrifice of the indigenous population. Jean Urquhart touched on the aftermath of Culloden; the shameful role played in that by the church and the law as it was at the time needs to be looked at too.
We know that those dispossessed people were part of a positive advancement across the world, but they were also complicit in some brutal treatment of native Americans, aboriginal peoples, Maoris and the like. I wonder whether there will be a place in Scottish studies for Màiri Mhòr and the battle of the braes in Skye. I hope that there will also be mention of the tanks in George Square, but will there be mention of the British ships that were sent to quell the natives of Skye?
It is important that we move away from the tea-towel representation of our citizens, despite all their many achievements, and concentrate on the broader aspects, such as the relationship with the Baltic states and Russia, and the role of mercenaries, traders and academics. We also need to look behind those roles for the shared educational experiences that continue to this day through trading with the European Union and the peace that it has brought through our role then and now.
The minister touched on linguistics. There is well-documented research to show the benefit of bilingualism. It is evident in the Highlands, where there has been a Gaelic renaissance. Perhaps the curriculum could pick up on aspects of that such as the revitalisation of entire communities, particularly in the south end of Skye—the employment opportunities that have been created there; the little-known fact that some of the courses are so popular that they are provided for German speakers only; the internet opportunities; and the fact that one of the most innovative parts of the globe is in the south of Skye.
I was brought up in the Highlands amid all the hydro schemes that were the excellent pioneering work of Tom Johnston, the visionary Labour Secretary of State for Scotland at the end of the second world war, but that was never taught to me. It was thought to be more appropriate that I know about Tudor England and the Romans.
It is important that we all throw our weight behind Scottish studies. I am certain that the concerns about it have been dispelled. I plead that we should not do a disservice to our educational or political structure. Let us dispel the myth that any political party, even one with a majority, could or would wish to pervert our children’s minds. Have faith in the integrity of our teachers and in any revised curriculum, and Scotland will be the richer for it.
16:08
I was upbeat until I heard the phrase—I hope that I have noted it correctly—
“at least one Scottish text”
must be taught, and I thought, “Yup, aye.” Indeed, I thought, “Glè mhath.”
What are we trying to achieve with Scottish studies? It must improve our children’s knowledge. I also suggest that it is like the opportunity to clarify, strengthen and consolidate in law reform. That is the route that we are on. No one denies that much work has been done already and that it needs to be built on.
The curriculum for excellence talks about “connected learning experience”. The connection that I would like to be made concerns Scotland’s place in the world—how we connect with the world and, indeed, how we connect within the complex society that is Scotland. Who could take exception to
“developing a sense of identity, confidence and wellbeing”?
Like most nationalists, I am first and foremost an internationalist and I welcome the move to broaden knowledge.
We must recognise the different traditions within Scotland. Rob Gibson, who is unfortunately not in the chamber, touched on the situation in Caithness, where there is a conflict between some people who wish to term themselves Norse and some who wish to term themselves Gaels. We need to recognise the local dimension that learning can have.
We also have the Lowland Scots and the rich mix that later joined to make Scotland: people from elsewhere in these islands, such as the two traditions in Ireland; people from the Indian subcontinent; and, more recently, people from Europe. To my mind, they should all be part of Scottish studies. Scotland has always been a refuge for people fleeing from oppression and, notwithstanding what I consider to be the heavy-handed UK Border Agency, long may that continue to be the case. That is an area worth highlighting.
At lunch time, along with other people, I was part of the celebration of Show Racism the Red Card, which is an excellent example of learning that has a very clear Scottish dimension.
I am delighted that Arthur Cormack, a well-respected musician and Gaelic authority is on the Scottish studies working group. There is clearly an opportunity to influence what the public thinks should contribute to teaching. A number of members have mentioned Culloden. I would like to see some concentration on Culloden, although not the misty-eyed version that we have heard referred to but the version that highlights the individual greed of aspirant monarchs, the duplicity of clan chiefs and indeed the sacrifice of the indigenous population. Jean Urquhart touched on the aftermath of Culloden; the shameful role played in that by the church and the law as it was at the time needs to be looked at too.
We know that those dispossessed people were part of a positive advancement across the world, but they were also complicit in some brutal treatment of native Americans, aboriginal peoples, Maoris and the like. I wonder whether there will be a place in Scottish studies for Màiri Mhòr and the battle of the braes in Skye. I hope that there will also be mention of the tanks in George Square, but will there be mention of the British ships that were sent to quell the natives of Skye?
It is important that we move away from the tea-towel representation of our citizens, despite all their many achievements, and concentrate on the broader aspects, such as the relationship with the Baltic states and Russia, and the role of mercenaries, traders and academics. We also need to look behind those roles for the shared educational experiences that continue to this day through trading with the European Union and the peace that it has brought through our role then and now.
The minister touched on linguistics. There is well-documented research to show the benefit of bilingualism. It is evident in the Highlands, where there has been a Gaelic renaissance. Perhaps the curriculum could pick up on aspects of that such as the revitalisation of entire communities, particularly in the south end of Skye—the employment opportunities that have been created there; the little-known fact that some of the courses are so popular that they are provided for German speakers only; the internet opportunities; and the fact that one of the most innovative parts of the globe is in the south of Skye.
I was brought up in the Highlands amid all the hydro schemes that were the excellent pioneering work of Tom Johnston, the visionary Labour Secretary of State for Scotland at the end of the second world war, but that was never taught to me. It was thought to be more appropriate that I know about Tudor England and the Romans.
It is important that we all throw our weight behind Scottish studies. I am certain that the concerns about it have been dispelled. I plead that we should not do a disservice to our educational or political structure. Let us dispel the myth that any political party, even one with a majority, could or would wish to pervert our children’s minds. Have faith in the integrity of our teachers and in any revised curriculum, and Scotland will be the richer for it.
16:08
In the same item of business
The Presiding Officer (Tricia Marwick)
NPA
The next item of business is a debate on motion S4M-00959, in the name of Alasdair Allan, on Scottish studies.14:54
The Minister for Learning and Skills (Dr Alasdair Allan)
SNP
In opening the debate for the Government I will admit a rare thing in politics, which is that I care fairly deeply about whether the Parliament intends to ac...
The Deputy Presiding Officer (Elaine Smith)
Lab
We have some time in hand for the debate. I call Claire Baker to speak to and move amendment S4M-00959.2. Ms Baker, you have a generous nine minutes, and I c...
Claire Baker (Mid Scotland and Fife) (Lab)
Lab
Thank you, Presiding Officer.I welcome the opportunity to open this afternoon’s debate for Labour. There has been much commentary on proposals for Scottish s...
Claire Baker
Lab
Thank you. It is in English literature, more specifically Sylvia Plath. Although the field is known as English literature, I came to it through the study of ...
Dr Allan
SNP
I thank the member for giving way and I welcome the tone of everything that she has said, at least up until that point. She clearly welcomes the idea of lite...
Claire Baker
Lab
That is an important point, which the working group needs to look at. As I will go on to explain, many of us have experience—personal experience or experienc...
Liz Smith (Mid Scotland and Fife) (Con)
Con
I hope that I am qualified to participate in the debate, even though I do not have a doctorate. I thank the Scottish Government for at least giving us a litt...
Dr Allan
SNP
Does the member agree that one thing that would make a difference—it is certainly a theme that is beginning to emerge from the working group—is for teachers ...
Liz Smith
Con
Of course I welcome any measures that give teachers more confidence. What I am asking is: why is it that the proposed Scottish studies course gives something...
Rob Gibson (Caithness, Sutherland and Ross) (SNP)
SNP
Children in Scotland have a right to be taught about their country. Far too many young people leave school with little knowledge of Scotland’s history, geogr...
Neil Findlay (Lothian) (Lab)
Lab
Like Mr Gibson, I was a modern studies teacher, but I also taught in primary schools until the election. In those schools, I saw a vast range of subjects and...
Rob Gibson
SNP
In the past, nobody questioned the higher history module on the history of the Labour Party. That was not seen as brainwashing or an extra addition to the cu...
Neil Findlay
Lab
Can the member give us an example?
Rob Gibson
SNP
I can give him plenty of examples from where I have taught. The circumstances are such that we have to consider the attitudes behind this matter.
Kezia Dugdale (Lothian) (Lab)
Lab
Will the member give way?
Rob Gibson
SNP
Not at the moment. During the debates in 2010 about the questions in the census, there was a concern that a question about the Scots language, introduced for...
Liz Smith
Con
I totally accept some of the points that the member is making but would he agree that it is the point of the curriculum for excellence to concentrate on many...
Rob Gibson
SNP
I think that that will be strengthened by the proposals that we are discussing. The question of esteem is also important in relation to the issue of traditio...
Kezia Dugdale (Lothian) (Lab)
Lab
I welcome the opportunity to contribute to the debate. Both my parents are teachers—my dad is an English teacher and my mum is a modern languages teacher—so ...
Dr Allan
SNP
I thank Kezia Dugdale for making that point. I merely emphasise what I said before about the recognition of a Scottish studies qualification. One of the opti...
Kezia Dugdale
Lab
The minister’s intervention is helpful, particularly as he said in his opening remarks that greater structure is necessary to provide Scottish studies, where...
Kezia Dugdale
Lab
I am just coming on to a point that Rob Gibson made about higher history. He said that there was nothing in higher history about Scotland’s history, but I ha...
Rob Gibson
SNP
As Kezia Dugdale knows, it is up to the teachers to choose which of those sections they will teach. How many people learn about the wars of independence in c...
Kezia Dugdale
Lab
I am afraid that Rob Gibson is incorrect. I am reading from the SQA guidelines on higher history, which state:“Candidates must respond to one context within ...
Marco Biagi (Edinburgh Central) (SNP)
SNP
Perhaps Jack McConnell’s most useful contribution to Scottish political debate was his introduction of the term “Scottish cringe” into widespread use. Today,...
Neil Findlay
Lab
Will Marco Biagi give way?
Marco Biagi
SNP
In previous education debates, I have taken two interventions from Mr Findlay, neither of which was constructive or useful. However, perhaps it will be third...
Neil Findlay
Lab
Is Marco Biagi seriously saying that that was the most positive contribution of Jack McConnell’s time as First Minister? I hope that Marco Biagi recalls the ...
Marco Biagi
SNP
From third time lucky to three strikes and you are out. I will continue—that intervention does not even deserve an answer.Until Mr Findlay intervened, a cons...