Intercultural Education
emPower 2012
Module Objetives:
1. Students strengthen their knowledge of the following social phenomenon: inequality, racism, discrimination, stereotype and prejudice.
2. Students analyze the connection between inequality and racism as an input to create proposals of intercultural education pertinent with contexts in
which coexistence of people with different cultural background, nationality and religion is affected by inequality.
3. Students analyze different efforts and policies related to intercultural education in their contexts.
4. Students put in practice what they learned in the Module incorporating an integral approach of intercultural education.
DAY
Monday
GENERAL
TOPIC
Different
perspectives
to approach
diversity
and
Intercultural
Education
SPECIFIC TOPIC
TECHNIQUE
RESOURCES
-The moral issue (fear,
hatred, intolerance,
xenophobia, racial
prejudice)
-The political issue
(inequality, injustice,
discrimination-structural
matters)
-Present Two characters with different origins trying to communicate
-Ask participants to collaborate with what they know (Intercultural
communication)
-What does peaceful living together means?
-Then add two different scenarios in which one has better conditions than
the other, talk about resources, opportunities and Human Rights.
-Place both characters in a bus or train
-What does peaceful living together means in this situation?
-Explain how there are different perspectives on the topic (the
interpersonal/ moral issue and the political issue) and this module will make
emphasis on the political one
-How is it in reality?? Look at these examples:
Stories about children in different conditions: (Thai-cayin, MacedonianRoma, Swiss-Albanian, Guatemalan-Mayan…)
-Let’s find some more examples in our countries: Take some of the facts
-Puppets
-Images (House, food,
health care,
education)
Example cards
-Data and information
of inequality in each
country
-Tape
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Inequality
and racism
-Inequality
-Racism
-Discrimination
-Stereotypes
-Prejudices
Tuesday
Origins of
racism
-History of race
-Colonialism
and imagine education opportunities for each group. Let’s imagine their
relationship
-How do they live? What do they need?
-What does living together mean in their situation?
-Can they really achieve a peaceful living together?
(work in country groups using previous investigation about statistics of
access to services and resources by gender, age and ethnicity)
-Ask participants to present their group work
-Opportunity race
-How do you feel?
-Was it a just competition? Why not?
-Which obstacles did you have?
-Look at the candy you got, what does it say?
-What are those?
-Explain social inequality using pp
-How is it related to what we discussed in the morning?
Rope
Scarfs
Candies
Human Rights
Price
PP
-Ask participants to write in hexagons the first idea that comes to their
mind when they think of racism, discrimination, stereotypes and prejudices
-Ask participants to organize hexagons finding coherence between them
-Ask participants to read information about each concept, extract the most
important ideas, then review and correct work in hexagons
-Hexagons
-Readings
-Tape
-Ask participants to correct their work in the hexagons if necessary and
explain what they found in the reading
-Explain all concepts. Make emphasis in explaining the logical process (how
it works in our mind)
-Let’s play for a while… prejudice exercise
-Ask participants to throw each other a ball
-Read characteristics of a person and ask them to continue imagining their
lives as they get the ball.
-Write in a flipchart what they say
-Review and analyze stereotypes and prejudices:
-What do you see?
-Are there any stereotypes?
-How does it affect our relationship?
-Explain the origins of race classification
-Watch video “History of racism”
-PP
-Ball
-Flipchart
-Videos:
-Understandind race
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-White supremacy
-Group discussion
- Watch video about “Understanding race”
-Group discussion
-Analyze humanity’s preference for whiteness (White supremacy)
-What does black and white means?
-Whatch video “A girl like me”
-Individual work:
-Is it related to my life?
-Did I learn these ideas at home? At school?
-Can I find other examples?
-How does it apply to the situation of dominant/minority groups in my
country?
-Is it related to the statics we reviewed before?
-A girl like me
-History of racism BBC
-Discussion guide
Wednesday Visions of
diversity
-From denial to
recognition:
-Segregationn, asimilation,
homogeneización,
annihilation
-Pluralismo cultural:
multiculturality and
interculturality
-Interculturalidad en
contextos con desigualdad
exacerbada
Charts:
Agree
Kind of agree
Disagree
PP
Thursday
Different experiences
around the world
-Introduction: “Imaginary lines”
Talking about differences brings us apart, let’s talk about similarities
instead.
If our countries weren’t as diverse as they are, they would be more
developed.
-Explain how diversity has been seen and valued in different ways in the
history of humanity.
-Power point presentation with examples around the world
-Imagine the concepts with plasticine
-As homework, ask participants to prepare brief presentations of their
research of Intercultural Education in their countries
-Explaine the puppet activity for the last day. Give instructions of how to
create a puppet.
-Group presentations of experiences of Intercultural Education in their
countries
-IIARS experience:
-Interactiveness
-Active participation
-Different dimensions (explaine relation with Unesco’s pillars of education)
-Importance of the affective dimension
-Critical thinking
-Dialogue
-We’ve seen different experiences and perspectives…
PP
Intercultural
Education
An integral approach
-PP
-Charts
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-IE is different in every context
-But it’s not about the name… What do we need to develop an education
that respects a child’s right to be educated with cultural pertinence and in
a non racist or unjust environment?
Tree
-Present a proposal of an integral approach of IE while creating an IE tree:
-Political will
-Child Rights perspective
-Equal conditions
-IE as a cross-curricular theme in formal/official education
-Contents in formal/official education
-Teacher’s skills
-Family pattern’s influence
-Teaching resources
Friday
Let’s
practice
what we
learned!
Interculturality
-Ask participants to organize themselves in groups (as they want) and
create a puppet show to raise awareness in teenagers, by putting in
practice what they learned during the week (topic and approach)
-Give them time to prepare and practice their show
-Show presentations
-Evaluation
Puppets
Evaluation sheets
http://www.youtube.com/channels?feature=feed-promo
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