TASKs for democracy

Step 2 (pair work – 20 minutes)
1. Participants present their story to their partner and listen to his/her version. They compare any similarities
and differences in rightness or wrongness of action, intention and outcome.
2. Participants retell or rewrite the same story together using some of their previous ideas but this time
from a different cultural, social or linguistic perspective, changing the interpretation of rightness or
wrongness of action, intention or outcome.
Step 3 (plenary discussion – 20 minutes)
1. Some pairs read out their newly created stories. If time allows, ask the whole group to read out what
they have written in pairs.
2. Then present the scheme (see task sheet) and discuss the different interpretations made on the basis
of different cultural and social backgrounds (prejudices, education, traditions, religion, politics, etc.).
Stress the idea of intercultural dialogue extended to the dialogue about differences. Two aspects of
“similarities” and “differences” should be regarded not as alternatives, but as aspects of the same process
of cultural diversity and dialogue. During the debriefing discussion stress the social profit of intercultural
co-operation and collaboration using some of the questions suggested below.
Any action may be treated as right or wrong – depending on the interpretation, which, in turn,
depends on the speaker’s cultural and social background (prejudices, education, traditions, religion,
politics, etc.).
Any intention may be treated as right or wrong – depending on the interpretation, which, in turn,
depends on the speaker’s cultural and social background (prejudices, education, traditions, religion,
politics, etc.).
Any outcome may be treated as right or wrong – depending on the interpretation, which, in turn,
depends on the speaker’s cultural and social background (prejudices, education, traditions, religion,
politics, etc.).
All these interpretations may lead us to an intercultural dialogue. Intercultural dialogues must be
encouraged and fostered.
An intercultural dialogue should not be limited to the dialogue about convergence, but should be
extended to the dialogue about differences. Two things that seem similar in one culture may be
seen as different in another culture. We may interpret the very same things as similar or different
depending on our perspective.
The intercultural society model is based on the principle of equality among cultures. Efforts should
be made to look for multiple ways of expressing diversity. Cultural diversity should be regarded as
synonymous with exchange, should be promoted to increase awareness of the richness of that diversity,
and should stress the social profit of intercultural co-operation and collaboration.
These situations should be explored in order to start a dialogue and to identify solutions that enable
the prevention of intercultural conflicts and the promotion of cultural diversity.
Step 4 (debriefing and evaluation – 30 minutes)
Use the guiding questions below for debriefing and evaluation.
What did you learn from this activity? What would your students learn from an activity like this?
Does the interpretation of a work of art give us the chance to practise looking at things from different,
often opposing, points of view? If yes, how? If no, why not?
Do interpretations of and discussions about a work of art provide opportunities for students to learn
how to overcome cultural stereotypes? If yes, how? If no, why not?
PLANNING
Preparation
Make copies of the work of art chosen and the scheme (Task sheet 1)
TASKs for democracy Page 126