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Intercultural Citizenship Education

Intercultural Citizenship Education. Alexandria Education Convention 16-18 December 2012 Steven Stegers, EUROCLIO – European Association of History Educators. What is the context?

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Intercultural Citizenship Education

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  1. Intercultural Citizenship Education Alexandria Education Convention 16-18 December 2012 Steven Stegers, EUROCLIO – European Association of History Educators

  2. What is the context? • The Anna Lindh Foundation/Network is the biggest civil society platform in the Euro-Med region (>4.000 NGO’s, 43 Countries) • 30-40 % of the members work in education (mostly non-formal) and all are committed to the promotion of Intercultural Dialogue. • In 2012 the Anna Lindh Foundation started the development of a Handbook for Intercultural Citizenship Education together with a team of 8 authors. • This is done in parallel with the Citizens for Dialogue Programme focused on the Arab Region. Intercultural Citizenship Education

  3. Who are the coordinators? • Gemma Aubarell • EleonoraInsalaco • KhaledHammad • Amy Shaarawy Intercultural Citizenship Education

  4. Who are the authors? • Léonce Bekemans • Fadi Daou • Miquel Essomba • Emel Kurma • Tarak Mahdhaoui • Haifa Sabbagh • Miguel Silva • Steven Stegers Intercultural Citizenship Education

  5. What happened before? • Previous editions of the Education Convention in Cairo and Alexandria. • 1st authors meeting in Cairo, • 2nd authors meeting in Hammamet, Intercultural Citizenship Education

  6. What has been achieved so far? • Commitment from the Anna Lindh Foundation for this initiative. • Agreement on the structure of the handbook and the choice of themes. • Working definition of Intercultural Citizenship Education • Stocktaking of Policies, Resources, Relevant initiatives. • Synopsis / Draft of the chapters. Intercultural Citizenship Education

  7. Defining Intercultural Citizenship • Does the education help learners to better understand the world they live in? • Does the education show the interconnectedness of countries and communities living in the Euro-Med region? • Does the education help learners to better understand themselves and the others? • Does the learning activity positively impact the students’ behavior? Intercultural Citizenship Education

  8. Defining Intercultural Citizenship • Are learners encouraged to think independently and critically? • Is there room for learners to disagree with each other and with their educators? • Do all students have the same opportunity for learning regardless of their cultural, ethnic, and religious backgrounds? • Do the education enable students to learn about their own culture, ethnicity and religion?   • Can the education be used in all Euro-Med countries? Intercultural Citizenship Education

  9. About the Handbook I. Introduction (Purpose, Principles and Key Concepts) • What is Intercultural Citizenship Education? • Why does it matter? II. Pedagogical Approaches: (Emel/Tarak) III. Learning Components • Embracing Diversity (Miquel/Fadi) • Education through and for change (Steven/Miguel) • Pro-Active Citizenship Building (Léonce/Haifa) IV. Examples of Practice • Glossary • References Intercultural Citizenship Education

  10. About the Handbook Geographical Focus: Euro-Mediterranean Region on local, national, regional, and global level. Age group: All Type of Education: Formal, Informal and Non-Formal Learning Intercultural Citizenship Education

  11. About the Handbook Process: Developed, tested and implemented by educators from the whole Euro-Med region. Format: Combination of online and offline elements. Impact: Potential of the Anna Lindh Network. Intercultural Citizenship Education

  12. Personal Reflections on the Questionnaire • High quality of the participants (experience, ideas) • High diversity of professional and cultural background. • There is a need for Intercultural Citizenship Education. • A lot (!) is happening already. We should build on these initiatives and focus on implementation. • Very few - if any - references were made to teaching resources, policy recommendations in Arabic. Intercultural Citizenship Education

  13. Purpose of the next three days. • To work together on a definition of “Intercultural Citizenship Education” including its unique characteristics. • To test the assumption that such an education is needed, and discuss how implementation can be further stimulated. • To involve a wider community of specialists in the development and testing of the material and the planning of the project. Intercultural Citizenship Education

  14. Working Modus • Participants are encouraged to be active, to speak up and share their experiences/expertise. • People who are fluent in English and French are encouraged to help out with interpretation. • The results of the convention will impact the further development of the Handbook for Intercultural Citizenship Education. • We hope that in the end of the meeting, you are interested to help with the implementation of the project. Intercultural Citizenship Education

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