European Identity - Individual, Group and Society - HumanitarianNet

252 EUROPEAN IDENTITY. INDIVIDUAL, GROUP AND SOCIETYpeople, and their needs and expectations. These constructions cansurvive, claims Niiniluoto (1996) , if they manage to satisfy the concreteneeds of people. This also applies to Europe as a social construction.Current criticism to the EU is directed towards it not being sufficiently a“people´s society” but rather a “byrocrat´s monster” (Helsingin Sanomat2.11.2002 referring to Vaclav Havel´s request in the European Parlamentin 1994 for a “Charter of European Identity”).Multicultural Identity: Challenges for Europe and interculturaleducationThe challenges we face in Europe today are manifold. Here someexamples:—How to face multiculturality and plurality in practice, particularlynow with the Eastern expansion of the EU: differences in values,and differences in the way and quality of life in North and South,East and West? The saying about our world where “the otherhalf dies of fear and the other half dies of hunger” applies alsoto Europe.—How do we incorporate in our reality various non-Europeanpeople and influences which are more and more present in ourlives such as various belief systems? Niiniluoto (1996), forinstance, talks about “Euroislam” and asks whether we wouldaccept it as one possible “domestic religion”.—How do we as hosts receive others in our country? Acculturationis a collaborative, joint process.—How do we successfully adapt when we are ourselves in the roleof guests in another culture?—How do we educate the mainstream to “inclusive citizenship”?—Should we not, instead of building exclusively “European identity”,aim at constructing “intercultural identity” which is not exclusive,and a part of which is European identity?Construction of “intercultural identity” is a developmental continuumalong which people travel.The role of educators in facilitating intercultural learning process isimportant. The path to a truly multicultural society requires, ineducation, a wholistic intercultural approach which goes beyond themere exposure to differences (eg. multicultural classrooms per se) tothe whole educational system and learning environment. In thatapproach teachers are also part of the learning community.