Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
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a. SESSION GENERAL OUTLINE
1. Module 6: Georgios Nicolaou, University of Ioannina
Multicultural societies – Multicultural and Intercultural education.
2. Session Title and Order (in case of more than one
sessions, please specify eg. 1st, 2nd):
1st session: Multiculturalism – Globalisation, postmodern societies, manage the diversity
2nd session: Intercultural theory: Principles, postulates, acknowledgments. “The intercultural
course”
2.5 h each
3. Duration of session:
4. Goals (please outline the general goals of the session):
1st session
 That the trainees comprehend that diversity is a characteristic shared among most of the
societies.
 To comprehend that the establishment of Nations – States is a “construction”, which resulted
from the commands of Modernism and Enlightenment. The Nations – States were founded on
the need for “homogeneity”.
 To take account of the different integration modes: “jus sanguinis versus jus solis”.
 To determine that the current demographic, geostrategic, political and cultural conditions
favours the highlighting of diversity and the dialogue among cultures.
 To see the limits and moral paradoxes of post-modernism.
 To be in the position to distinguish the way diversity is managed, as these are expressed
through the different models: assimilative, cultural relativism, intercultural education.
 To distinguish the difference between multicultural and intercultural education.
2nd session
 To get acquainted with the principles of intercultural education: empathy, solidarity,
intercultural respect, and obliteration of the nationalist way of thinking.
 To comprehend the notions: parity of cultures, parity of the educational and cultural chapter of
the fellow being, equality of opportunities, social cohesion.
 To see that intercultural skills require self-knowledge and excess of one’s own stereotypes.
 To understand that stereotypes and prejudices are generated through the other’s negligence
and prohibit communication.
 To learn how to compose through diversity and contrasts.
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Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
----------------------------------------------------------------------------------------------------------------------------- ---------------------------------
5. Teaching arrangements for place (eg. Circle, Seats in
Line, Groups etc.)
1st session
The session will be conducted as a lecture, using slides. Thus, the arrangement in line is preferred,
facing the screen.
2nd session
This session will be more like a “laboratory” – experiential. We will start in a circle and during the
session we will create groups of 4-5 persons for the exercises.
6. Reading materials (such as book chapters, journal
articles, newspaper articles etc. for reading prior or during
the session)
Basic Texts for both sessions
Article: Nikolaou, G. “Diversity and intercultural education through the prism of critical theory: The Integration School”, in
Comparative and International Educational Supervision, Volume 9, Patakis, October 2007, pp 79-106 (in Greek. It must
be translated)
Complementary texts
SHI-XU, Critical Pedagogy and Intercultural Communication: creating discourses of diversity, equality, common goals and
rational-moral motivation, in Journal of Intercultural Studies, Vol. 22, No. 3, 2001
ANNE CAMPBELL, Cultural identity as a social construct, Intercultural Education, Vol. 11, No. 1, 2000
JOHANN LE ROUX, Effective educators are culturally competent communicators, Intercultural Education, Vol. 13, No. 1,
2002
Jan Nederveen Pieterse, Globalization and human integration: we are all migrants, in Futures 32 (2000) 385–398
www.elsevier.com/locate/futures
Nikolaou, G., Kanavouras, A., “Identidad y Pedagogia Intercultural”, in Educación intercultural (Monografia), Revista
Interuniversitaria de Formación del Profesorado, Volumen 20 (1), April 2006, p. 61-90
1st session Material: 1. The flower garden (Worksheet)
2. Power Point presentation: Knowledge values and skills in Intercultural Education
2nd session Material: 1. Power Point Presentation: Intercultural Education – Communication. The intercultural Course.
2. Selected Intercultural Incidents: case studies. (in annexe)
7. Structure of session (please specify Major activities and
time in parenthesis eg. Introduction (10 minutes))
1st session
 Introduction (What is diversity?) (10 min)
 Enlightenment, modernism, State – Nation. The New era, post-modernism, globalisation and
its features (25 min.)
 The demographic reality of Europe: an aged continent: the need for manpower (20 min.)
 The multicultural reality of the developed countries (20 min.)
 Managing diversity – the proportion of the flower garden (15 min.)
 Models for managing diversity: assimilation, cultural relativism, intercultural education (30
min.)
 Educational extensions of the models for managing diversity (30 min.)
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Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
----------------------------------------------------------------------------------------------------------------------------- ---------------------------------
2nd session
 Introduction: Intercultural theory in general (15 min.)
 The principles of intercultural education (20 min.)
 The notions of parity of cultures and of cultural capital. The notion of equality of chances (20
min.)
 Fighting against the stereotypes and prejudices (20 min.)
 The intercultural course (20 min.)
 Laboratory: Selected Intercultural Incidents: case studies (75 min.)
b. 1ST SESSION. ANALYTIC DESCRIPTION OF ACTIVITIES (OUTLINED IN A6 ABOVE)
SESSION 1
Objectives:
Teaching process:
Introduction
 That the trainees comprehend that
diversity is a characteristic shared
among most of the societies. And it
actually intensifies with the
advancement of the technological
culture, the asymmetry between the
underdeveloped and developed world,
immigration and awakening of the ethnic
groups.
We begin the session with the
question: What is diversity?
After a short discussion we
conclude that diversity depends
on: ethnicity, nationality,
language, religion, social class
etc. So it is the “norm” and not the
exception.
Teaching material: (eg. Leaflets,
Worksheets, Photos, etc)
Blackboard, to write the principles’
notions.
Evaluation: (if appropriate)
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Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
----------------------------------------------------------------------------------------------------------------------------- --------------------------------SESSION 1
Objectives:
Teaching process:
Activity 1
 To comprehend that the establishment
of Nations – States is a “construction”,
which resulted from the commands of
Modernism and Enlightenment. The
Nation States were founded on the
need for “homogeneity”.
 To take account of the different
integration modes of citizenship: “jus
sanguinis versus jus solis”.
 To determine that the current
demographic, geostrategic, political and
cultural conditions favours the
highlighting of diversity and the dialogue
among cultures.
 To see the limits and moral paradoxes
of post-modernism.
We continue the conference with
the necessary interruptions in
order to ask some questions or to
discuss with our students. We try
not to be very “directives” and to
use the Socratic method.
We are secured by our Power
Point presentation, which help us
to organize our discourse and
argumentation.
We don’t omit to ask our students’
opinion in order to generate our
dialogue. Particularly, we insist on
their experience.
This part of our teaching is quite
theoretic and difficult. We try to be
very explicit and to use
comprehensive terms.
Teaching material: (eg. Leaflets,
Worksheets, Photos, etc)
Power Point presentation:
Knowledge values and skills in
Intercultural Education
Evaluation: (if appropriate)
Non-standard assessment
We observe the interest and the
disposition of our students to
participate in the debate.
We welcome the students asking
questions and expressing their
opinion.
Specially, when we present the
demographic tables, we leave the
students to exchange the
commentaries and the
conclusions.
We insist on the difference
between the “modern” and the
“postmodern” man.
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Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
----------------------------------------------------------------------------------------------------------------------------- --------------------------------SESSION 1
Objectives:
Teaching process:
Activity 2
 To be in the position to distinguish
the way diversity is managed, as
these are expressed through the
different models: assimilative,
cultural relativism, interculturalism.
We propose to work on a
worksheet (or brainstorming if our
group is big). We use the analogy
of the “Flower Garden”. We ask
our students to tell us what shall
they do in a flower garden with red
roses, where suddenly sprouted
some yellow, white or orange
roses. What are the alternatives
they have?
We analyse the concepts:
assimilation, multiculturalism
inspired by the cultural relativism,
interculturalism
 To distinguish the difference
between multicultural and
intercultural education.
Closing-Evaluation
 To comprehend that the dialogue on
diversity and interculturalism is linked to
the new international environment,
characterised by globalisation.
 To be in the position to distinguish the
models for managing diversity.
 Not to confuse cultural relativism to
interculturalism.
 To know the educational extensions for
each model.
We insist to the difference:
multiculturalism (where it not
exist interaction between the
different groups) vs
interculturalism (where the
several groups interact between
them)
Discussion and presentation of
the conclusion, using the Power
Point.
Teaching material: (eg. Leaflets,
Worksheets, Photos, etc)
We use the analogy of the flower
garden on a worksheet.
For the basic concepts and terms,
we use the presentation with
PowerPoint Knowledge values
and skills in Intercultural
Education
Evaluation: (if appropriate)
Non standard assessment
We observe the variety of the
proposed alternatives and we
evaluate the ability to correlate
these alternatives with the social
reality.
We examine the extent at which
the trainees recognise the
management model of diversity
followed at their school and
whether they are in a position to
document such a diagnosis.
Standard assessment
We also ask them to mention on a
worksheet the differences
between cultural relativism and
interculturalism.
Power Point and blackboard
Group works, by three persons,
with the subject: How could I
promote the principles of
interculturalism at my school:
specific measures and
practices.
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Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
----------------------------------------------------------------------------------------------------------------------------- ---------------------------------
2ND SESSION ANALYTIC DESCRIPTION OF ACTIVITIES (OUTLINED IN A6 ABOVE)
SESSION 2
Objectives:
Teaching process:
Introduction
The trainees shall make the connection
with the previous session
Dialogue and submission of
questions
Activity 1
 To get acquainted with the
principles of intercultural education:
empathy, solidarity, intercultural
respect, and obliteration of the
nationalist way of thinking.
 To comprehend the notions: parity
of cultures, parity of the educational
and cultural chapter of the fellow
being, equality of opportunities,
social cohesion.
We discuss the terms empathy,
solidarity, intercultural respect,
and nationalism versus patriotism.
We ask the trainees to give us
examples.
We analyze the terms parity of
cultures and the educationalcultural chapter. We make the
distinction between “parity” and
“equality”
Teaching material: (eg. Leaflets,
Worksheets, Photos, etc)
Evaluation: (if appropriate)
We use the projection of the slides
in the presentation: Intercultural
Education – Communication.
The intercultural course
Non-standard assessment:
We assess the possibility of the
trainees to find examples that
correspond to the concepts taught
from the social and professional
life. It is an important index to
comprehend the concepts we
approach.
We discuss the term “equality of
opportunities”. The “bourgeois’s ”
Jacobin’s equality and
compensative equality. We give
examples.
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Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
----------------------------------------------------------------------------------------------------------------------------- --------------------------------SESSION 2
Activity 2
Objectives:
 To see that intercultural skills
Using the PowerPoint, we present
“Intercultural Course”, a model of
interpersonal communication,
which is based on fighting
stereotypes and prejudices. Each
slide leads to links with terms,
which we discuss with the
trainees, enriching the dialogue
with examples.
We focus on the fact that
Intercultural Education does not
aim at changing the other person,
but on the contrary attempts to
create conditions of fruitful
collaboration. We demonstrate
that each “step” of the intercultural
course is a precondition for the
next. We attempt to take the
intercultural path from the end
towards the beginning and we see
that each stage is a natural
outcome of the previous.
 To see that intercultural skills
Workshop: We follow the
instructions of the activity:
require self-knowledge and excess
of one’s own stereotypes.
 To understand that stereotypes and
prejudices are generated through
the other’s negligence and prohibit
communication.
Activity 3
Teaching process:
require self-knowledge and excess
of one’s own stereotypes.
 To understand that stereotypes and
prejudices are generated through
the other’s negligence and prohibit
communication.
 To learn how to compose through
diversity and contrasts
Selected Intercultural
Incidents: case studies
S. Paul Verluyten
University of Antwerp
The work is done in groups.
Teaching material: (eg. Leaflets,
Worksheets, Photos, etc)
Power Point Presentation: The
intercultural Course
Evaluation: (if appropriate)
White A3 paper where the groups
write down their ideas.
A board to post the paper.
Non-standard assessment
We focus on the quality of the
collaboration among the groups’
members.
We emphasize the thoroughness
of the analysis as well as the
proposed possible justifications of
the attitude of the individuals
mentioned in the case studies.
Blackboard for the composition
We assess the possibility to
excess the personal, cultural
beliefs.
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Comenius-Project 134018-LLP-1-2007-1-CY-COMENIUS-CMP
Teacher In-Service Training for Roma Inclusion (INSETRom)
Curriculum
----------------------------------------------------------------------------------------------------------------------------- --------------------------------SESSION 2
Closing-Evaluation
Objectives:
 To become sensitive regarding issues
of diversity.
 To be in the position to exercise selfcritic in their behaviours and stances.
 To be able to turn intercultural training
into intercultural skills and teaching
efficiency
Teaching process:
Teaching material: (eg. Leaflets,
Worksheets, Photos, etc)
Discussion about their impression
regarding the specific module.
How do they think they changed
and how can this be turned into
teaching action?
Evaluation: (if appropriate)
Standard assessment
Writing a report that will refer to
the personal experience of the
trainee.
Marking the cultural
misconceptions,
misunderstandings and mistakes.
Do they think they would have
handled it differently today and
why?
Accompanying material
Knowledge, values and skills in Intercultural Education (Power Point presentation)
Intercultural Education and Communication. The intercultural process (Power Point presentation)
Definitions of intercultural education (word file)
Selected Intercultural Incidents (word file)
Complementary texts (to be found in the internet)
SHI-XU, Critical Pedagogy and Intercultural Communication: creating discourses of diversity, equality, common goals and rationalmoral motivation, in Journal of Intercultural Studies, Vol. 22, No. 3, 2001,
http://www.ingentaconnect.com/content/routledg/cjis/2001/00000022/00000003/art00003;jsessionid=6lcrup11518g.alexandra
ANNE CAMPBELL, Cultural identity as a social construct, Intercultural Education, Vol. 11, No. 1, 2000,
http://pdfserve.informaworld.com/827785_731267368_713665210.pdf
JOHANN LE ROUX, Effective educators are culturally competent communicators, Intercultural Education, Vol. 13, No. 1, 2002,
http://pdfserve.informaworld.com/753180_731267368_713665312.pdf
JAN NEDERVEEN PIETERSE, Globalization and human integration: we are all migrants, in Futures 32 (2000) 385–398
http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6V65-400X0W1-11&_cdi=5805&_user=83469&_orig=search&_coverDate=06%2F30%2F2000&_sk=999679994&view=c&wchp=dGLzVlzzSkWA&md5=d12b4e8eabe13a9a56bcc2edabad64bb&ie=/sdarticle.pdf
NIKOLAOU, G., KANAVOURAS, A., “Identidad y Pedagogia Intercultural”, in Educación intercultural (Monografia), Revista
Interuniversitaria de Formación del Profesorado, Volumen 20 (1), April 2006, p. 61-90,
http://www.aufop.com/aufop/uploaded_files/articulos/1212393779.pdf
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