The Toolbox is meant to be used by school staff who has attended the teacher training ‘Intercultural learning at school’, which aims at developing intercultural competences of educators and empower them to use the toolbox. The toolbox is not meant to be an exhaustive tool: it promotes a method to include an intercultural dimension to the educating practices, and provides examples of activities to implement for this purpose.
The Toolbox is now in its PILOT phase, namely it will be tested in 8 European countries until March 2018. Therefore the version you find online is a first draft which will then be improved o the basis of feedback received.
Here is the brochure about the Toolbox.
Educators within the secondary school system, hereafter referred to as ‘school staff’. These can be different depending on the school system of the country. In most of the European countries, the target groups would be headmasters, teachers who are in charge of a class (headteachers), teachers, educators coming in for specific projects, educators from outside of school cooperating with the school.
Objectives of the toolbox
- Encourage school staff to give an intercultural dimension to the educating practices
- Provide practical tools that will enable school staff to give their lessons an intercultural dimension.
- Promote the existing educational resources related to intercultural learning.
Pedagogical principles of the toolbox
- Promoting intercultural competence which is understood as the ability to mobilise and deploy relevant attitudes, skills and knowledge in order to interact effectively and appropriately in different intercultural situations. (D.K. Deardoff, The SAGE book of intercultural competence; CoE, Competences for democratic culture). See more here.
- Fostering the whole school approach, namely including intercultural learning in all aspects of the school life. This means that
- The activities of the toolbox are meant to be conducted with the cooperation and involvement of all the stakeholders within the school and in the local community, eg. teachers and students, parents, non-formal education organisations expert on intercultural learning and mobility.
- The activities are meant to be implemented as an overall pedagogical project and not as one-off activities, eg. students in a class should develop their intercultural competences through a mix of learning mobility experiences, cross-curricular activities and subject specific activities.
- Implementing a culture of feedback between learners and teachers, therefore including evaluation at the end of each activity which is conducted. Suggestions on how to carry on visual evaluation with students is present at this link;
- Promoting active citizenship and volunteering, thus cooperating with out-of-school educational organisations promoting these principles;
- Referencing the activities to the learning objectives of the secondary school curriculum of the country where they are implemented. This will allow teachers, headmasters and educators to better integrate the activities in their lessons and the school programme. Check this country specific information in the translations of the toolbox that will be available in September 2017.
Tools for a global and cross-curricular approach of intercultural education at school:
To create a culture of democracy and intercultural dialogue, the role of schools is essential in making the intercultural education a priority. This section aims at providing project ideas that can help students, teachers and the whole school community develop their intercultural competences. While working together on a common project, students and educators broaden their horizons and open up to the surrounding world. These projects often include the collaboration with local associations and non formal education providers.
Tools to be used across the curriculum:
The tools gathered here aim at helping educators enhance the group inclusiveness and bring values of respect, curiosity and empathy inside the classroom. The activities focus on living together peacefully with others and making the group more cohesive and respectful of the diversity represented.
Tools to be used within specific subjects:
In this section, educators will find activities that can enhance the students’ intercultural competences as well as competences required for specific subjects such as foreign and native languages, history, geography, social sciences and so on. As the handouts directly refer to parts of specific curricula, the teachers can integrate these activities as part of the lesson.
Tools to encourage and promote international mobility and intercultural encounters:
What can be done to encourage learning from class exchanges or individual mobility experiences ? How can we promote these projects? How do we make sure the value of such an experience is recognized and is beneficial not only to the participant but to their whole community ?
Structure of the toolbox
In an effort to make the navigation in the toolbox as easy as possible, we divided it into 4 main sections. Each section is composed of activity handouts that can be used independently. The objectives and intercultural competences it aims at developing are listed in the handout. Here you can access an overview of competences and related activities.
The competences are subdivided into 4 different groups: values, attitudes, skills and knowledge. They were taken from the model outlined in the competence framework called « Competences for democratic culture. Living together as equal in culturally diverse democratic societies » designed by the Council of Europe.
HELP US CREATE THE TOOLBOX!
We can all learn from each other. Good practices in Scotland may be applicable in Turkey. A teacher in France may help a concerned school head in Hungary. Counsellors in the UK may learn from their colleagues in Slovenia.
Please send us your info, so we can get in touch with you about submitting your good practices.