Intercultural and Inclusive Education
Introduction
The massive movement of human populations due to wars, climate change, extreme poverty, imposes the need of an education which will introduce the intercultural and Inclusive aspect in the multicultural societies. Intercultural and Inclusive Education is a response to the challenge to provide quality education for all. It shall promote understanding, tolerance and friendship among all nations.
Description
The distinct aims of Intercultural and Inclusive Education can be summarized under the headings of ‘the four pillars of education’ as identified by the International Commission on Education for the Twenty-First Century21. According to the conclusions of the Commission, education should be broadly based on the pillars of:
1. Learning to know, by “combining sufficiently broad general knowledge with the opportunity to work in-depth on a small number of projects. The Commission further states that “a general education brings a person into contact with other languages and areas of knowledge, and… makes communication possible”; these results of a general education represent some of the fundamental skills to be transmitted through intercultural education. 2. Learning to do, in order to “acquire not only an occupational skill but also, more broadly, the competence to deal with many situations and to work in teams.” In the national and international context, learning to do also includes the acquisition of necessary competencies that enable the individual to find a place in society.
3. Learning to live together, by “developing an understanding of other people and an appreciation of interdependence – carrying out joint projects and learning to manage conflicts – in a spirit of respect for the values of pluralism, mutual understanding… peace” and cultural diversity. In short, the learner needs to acquire knowledge, skills and values that contribute to a spirit of solidarity and co-operation among diverse individuals and groups in society.
4. Learning to be, “so as to better develop one’s personality and be able to act with ever greater autonomy, judgement and personal responsibility. In that respect, education must not disregard any aspect of a person’s potential…” such as his or her cultural potential, and it must be based on the right to difference. These values strengthen a sense of identity and personal meaning for the learner, as well as benefi ting their cognitive capacity.
The course is structured on these 4 different modules:
- Learning to know
- Learning to do
- Learning to live together
- Learning to be,
Learning objectives
The objectives of the course, are:
Cultural Awareness:
- Develop an understanding of one’s own cultural identity.
- Recognize and appreciate the diversity of cultures.
Communication Skills:
- Enhance cross-cultural communication skills.
- Learn effective ways to express ideas and opinions in a multicultural context.
- Foster active listening and empathy for others’ perspectives
Global Citizenship:
- Cultivate a sense of global citizenship and responsibility
- Understand the interconnectedness of global issues
- Develop a commitment to social justice and equity on a global scale
Inclusive Teaching and Learning:
- Create inclusive learning environments that embrace diversity.
- Teaching strategies that cater to diverse learning styles and backgrounds
- Foster a sense of belonging for all students
Critical Thinking:
- Analyze and evaluate cultural biases and assumptions
- Develop critical thinking skills to assess information from diverse sources.
Conflict Resolution:
- Develop skills for managing and resolving conflicts in diverse settings.
- Foster constructive dialogue and collaboration among individuals from different backgrounds.
Equity and Social Justice:
- Understand the historical and contemporary factors contributing to inequities.
- Advocate for social justice and equity in educational settings and beyond.
- Recognize and challenge systemic barriers to inclusive education.
Intercultural Competence:
- Develop intercultural competence to navigate diverse social and professional settings.
- Demonstrate adaptability and flexibility in cross-cultural interactions.
- Learn to appreciate and leverage the strengths of diverse teams.
Cultural Competence in Education:
- Apply culturally responsive teaching practices.
- Understand the impact of culture on learning styles and educational outcomes.
Reflective Practice:
- Engage in reflective practice to continuously examine and improve one’s intercultural competence.
- Work towards personal and professional growth in the context of diversity and inclusion.
Methodology
Methodological Approaches:
Cultural Competence Training: Provide training in cultural competence to enhance understanding of different cultures and how to create inclusive classrooms.
Experiential Learning: Incorporate experiential learning activities, such as field trips, guest speakers, and cultural events, to expose students to diverse perspectives and practices.
Project-Based Learning: Implement project-based learning that encourages collaboration among students from different backgrounds.
Multicultural Literature: Integrate multicultural literature into the curriculum.
Technology Integration: Use technology to connect students with peers from different parts of the world.
Teaching Approaches:
Culturally Relevant Pedagogy: Incorporate culturally relevant teaching materials and methods that resonate with students’ diverse cultural backgrounds.
Differentiated Instruction: Implement differentiated instruction to address diverse learning styles, abilities, and cultural backgrounds.
Inclusive Curriculum Design: To reflect a variety of perspectives, histories, and cultural contributions, avoiding biases and stereotypes.
Cooperative Learning: Where students work in diverse groups, encouraging collaboration and mutual understanding.
Universal Design for Learning (UDL): To create lessons and assessments, accessible to students with diverse abilities, learning styles, and cultural backgrounds.
Conflict Resolution and Mediation: To empower students to address and resolve intercultural conflicts in a constructive manner.
Community Engagement: Involve the community in the educational process, encouraging parents and local community members to participate in school activities and share their cultural experiences.
Language Support: Provide language support for students who are learning in a language other than their first language.
Flexible Assessment Strategies: Το accommodate diverse learning styles and allow students to demonstrate their understanding in different ways.
Course program
| Day | Activities |
| Monday | Welcome-Registration-Ice breaking activities-Outline of the course program. Program objectives-Participants’ presentations-Expectations and objectives-Practical information about the course. Short presentation of the Greek Education System. Introduction to the Intercultural Education |
| Tuesday | -Lectures and videos about the Intercultural Education and its impacts on the school and the society -Education, Training and Intercultural Education -Objectives, driving values and nature of the Intercultural Education -Intercultural Education inside and outside of the classroom Contributions from the participants |
| Wednesday | Study visit Morning: Visit to a refugee neighborhood (Kokkinia-Drapetsona) (Alternatively Visit to Stavros Niarchos Foundation-Mediterranean Garden and National Library) |
| The concept of the Inclusive School Special Needs Education and the Inclusive School Improvements and breakthrough’s in the Inclusive School | |
| Friday | The intercultural and inclusive school in practice Evaluation of the course Certificates ceremony Farewell |
Cost and services
400 Euros. Includes only tuition fee
Contact:
Dimitrios Kalaitzidis
Sessions
- 2024-6-24 to 2024-6-28
- 2024-10-7 to 2024-10-11
- 2024-12-9 to 2024-12-13
- 2025-3-24 to 2025-3-28
Registration
https://docs.google.com/forms/d/e/1FAIpQLSfksCQ_0QvW2BimFu3Q3WaYDOdHn30rMNihA8tUTMJEKSSUxA/viewform
