- Identity crisis in EU societies
- inclusion and exclusion mechanisms
- European values and their role in identity building
- Identity boundaries and transgressions
- Intercultural communication
- Hate speech
- Stereotypes and prejudices
- over 75 secondary school students aged 16-19
- over 20 teachers
- different cultural backgrounds
- The project combined multiple disciplines (psychology, sociology, history, foreign language, globalisation, IT) going beyond the formal education curriculum.
- Experiential learning method
- Activating learning and teaching methods: group work, simulation, role play, discussion, brainstorming, material analysis, case study, games
- Coaching elements: gaining knowledge through experience, referring to realities, open problems, reflecting, analysing
- Presentation methods: film, demonstration combined with experience.
- Comprehensive development of students with respect for their dignity, outlook and individuality as the project’s and the school’s objectives.
- Good organisation made it possible to involve the community in project activities.
- An innovative (content, form) and holistic nature of the project: workshops, excursions, lectures, extracurricular activities and their inclusion in the educational programme
- The project results were recommended as didactic materials to be used in classes shaping soft skills and social sensitivity in the area of cultural identity borders.
- Teachers and pupils swapped roles (mutual learning).
- Teachers designed educational space for pupils, triggered their creativity and encouraged them to search for the answers to their own questions boosting motivation.
- They strengthened cooperation, including that between pupils and teachers.
- Strove for continuous development and showed an attitude of critical thinking.
- They developed pedagogical competencies in the implementation and dissemination of intercultural education and ICT skills.
All participants learnt:
- about how cultural differences determine behaviour and how to work in a multicultural environment
- how to cope with ambiguous and problematic situations
- how to react to "hate speech" cases,
- to respect the values of other people and cultures while caring for their own identity established positive intercultural relations
- Institutions acquired methods to promote the idea of intercultural education adding it to their curricula,
- They built a network of contacts and international cooperation.
- The local community became involved in the school’s life promoting multiculturalism, which now translates into attitudes towards war refugees.
- Miejsca realizacji projektu
- Project category
- Secondary education
- Project year
I SPOŁECZNE LICEUM IM. UNII EUROPEJSKIEJ W ZAMOŚCIU
1st EPA.L ORESTIADAS
GEWERBLICHE SCHULE SCHWÄBISCH HALL
ISTITUTO D’ISTRUZIONE SUPERIORE "L. da Vinci - Nitti"