Rapporto finale/ Final Report (ITA-ENG) - Casa di Carità Arti e Mestieri

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CONCLUDING REMARKS 72 The Cross Community Schools project shed light on the existence of discrimination, prejudices and stereotypes at different levels in schools. At individual level, because we all have stereotypes and prejudices towards others that condition the way we interact with them a priori. At interpersonal level, because they emerge in relations between young people or groups of young people, often in conflict on the basis of gender, race, social class, etc. Discrimination also persists at institutional level, varying in intensity from country to country and context to context. This may be manifested as a refusal to acknowledge that discrimination is a problem (as in the egalitarian French society, where it has led to nothing being done to address the issue) or a lack of funding and action by the competent authorities. All these problems, at the various levels, have negative consequences on work in the classroom and frequently prevent the creation of cohesive and inclusive classes, thus making the work of teachers much harder. The Dialogue Spaces set up under the project were found to be a potentially effective and useful tool for overcoming these problems. This activity does, however, require careful investment of resources (not so much financial, but rather in terms of time and commitment) and much reflection on how best to implement it, in the light of the experience gained over the last two years. To that end, this Research Report sets out the main points for planning and managing activities aimed at effectively addressing the issue of stereotypes and intolerance. These range from the choice of topics through which to address the problem of inequality to the creation of a space (the Dialogue Space) where young people can exchange ideas, the implementation of specific activities, the selection of the pupils to take part in the project and choice of suitable, effective tools depending to the specific aim. All these elements can help to “react positively to diversity”, i.e. promote inclusion, which means “stimulating discussion, encouraging positive attitudes and improving educational and social frameworks to cope with new demands in education structures and governance. It involves improving inputs, processes and environments to foster learning both at the level of the learner in his/her learning environment and at the system level to support the entire learning experience” 14 . One central aspect that emerged from the Cross Community Schools project is the need to encourage head teachers to invest in inclusion and diversity: in culturally inclusive schools, head teachers and governors must assume responsibility and actively promote schemes and actions to combat discrimination. This means that inclusion and diversity must be taken seriously by the entire educational community and, in particular, “tackled” by creating a shared idea for a culturally inclusive school. Every single member of the educational community, from the pupils involved in the projects to the teachers in charge, from the school leadership to the teaching staff as a whole, must therefore take an active part in developing this idea, through continuous dialogue and targeted activities. That is the only way, as highlighted several times in this Final Report, that inclusion and diversity can become an integral part of the school curriculum, policies and processes and be effective. 14 UNESCO, Policy Guidelines on Inclusion in Education, 2009 (pages 7-9). Available to download from: http://unesdoc.unesco.org/images/0017/001778/177849e.pdf.
73 In conclusion, the key factors that emerged from this Final Report as essential in developing an effective approach to combat inequality in education are summarised below: 1. envisage a medium to long-term action timeframe; 2. encourage concrete investment by the school, which must be involved as a whole, starting from the leadership, in terms of resources but especially of “awareness” and action. This means, above all, including the Dialogue Space and/or activities on these topics in the school curriculum and school hours; 3. promote the active engagement of pupils from the preliminary stages in which the activities are conceived and topics chosen, through to their management and practical implementation and in disseminating information and helping to raise awareness of the problems among all members of the school community; 4. envisage the support of a selected group of teachers dedicated to these topics and with specific training and expertise; 5. use tools aimed not only at raising awareness about the issue of discrimination but also at providing practical means and skills to address issues of intolerance in relations between young people.
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JUST/2010/FRAC/AG/1305 Co-finanziat
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RINGRAZIAMENTI 2 Attraverso un’in
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PREFAZIONE 1 1 Francesca Prunotto -
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IL PROGETTO: CROSS COMMUNITY SCHOOL
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INTRODUZIONE AL RAPPORTO DI RICERCA
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5. terzo meeting transnazionale e c
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12 La diversità di contesti ha di
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14 copertura di argomenti socialmen
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16 già ricordati percorsi scolasti
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COME SI PUÒ ATTREZZARE UNA SCUOLA
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20 Suggerimenti pratici Lo spazio d
Page 24 and 25: 22 Alla fine di questa attività si
Page 26 and 27: 24 stato affidato il difficile comp
Page 28 and 29: 26 Suggerimenti pratici Uno Spazio
Page 30 and 31: 28 Lo strumento teatrale è stato i
Page 32 and 33: adolescenziale dei ragazzi che spes
Page 34 and 35: CONCLUSIONI 32 Suggerimenti pratici
Page 36 and 37: ALLEGATI Q0 - QUESTIONARIO PER I PA
Page 38 and 39: 36 il tema dell’handicap mentale
Page 40 and 41: 38 6 La diversity Charter come verr
Page 42 and 43: 40 focus group studenti partecipant
Page 45 and 46: CROSS COMMUNITY SCHOOLS THE LESSON
Page 47 and 48: INDICE p.46 p.48 p.50 p.53 p.54 p.5
Page 49 and 50: 47 The problem of racism in modern
Page 51 and 52: 49 Action 1: lies in naming and pre
Page 53 and 54: 51 The research activities covered
Page 55 and 56: OPERATIONAL CONTEXTS: DIVERSITY TO
Page 57 and 58: 55 In all of the countries involved
Page 59 and 60: THE VARIOUS TOPICS FOR DIALOGUE ON
Page 61 and 62: 59 Practical suggestions A medium-t
Page 63 and 64: 61 These activities should be compu
Page 65 and 66: 63 Forming mixed groups in terms of
Page 67 and 68: 65 Given the centrality and experim
Page 69 and 70: THE RESEARCH TOOLS: INSTRUMENTS FOR
Page 71 and 72: 69 represents an important legacy,
Page 73: Instruments aimed at developing act
Page 77 and 78: 75 Tutor Entertainer Intercultural
Page 79 and 80: 77 How many people are you going to
Page 81 and 82: 79 - For other teachers: Which topi
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Rapporto finale/ Final Report (ITA-ENG) - Casa di Carità Arti e Mestieri

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