Topic: Discrimination - forms and types of discrimination, effects, case studies, manifestations of discrimination in each country/area
Students are members of the target group (15-18 years old), boys and girls. One student per country is from a disadvantaged group (financial, economic, cultural obstacles etc.) Before the exchange, they work together on the topic by collecting data from reliable sources, assessing it, synthesising it, applying surveys on members of the local community, identifying and putting forward case studies, interviewing local authorities about the measures taken with regard to the issue presented, identifying NGOs that are active in this area.
Each team of students will be accompanied by 2 teachers from their school, preferably teachers of English and social sciences/humanities who have been selected for this purpose from the project team. Students from the host school will also attend the activities, like their peers.
The exchange will include several types of activities:
1. Ice-breaking activities - communication games, a tour of the school, welcoming artistic programme, presentations of countries, schools, regions, towns.
2. Topic-related activities
students make presentations of the current situation in their countries related to discrimination, the way in which it manifests, its effects. Statistical data is presented, fact and figures, case studies, measures taken by local authorities, the opinions of members of local communities. Students are organised in multicultural teams and they compare and contrast the data, drawing informed conclusions and suggesting solutions.
the host team trains the students on the rules of debate and the students are organised into debate teams. They are given a debate topic and access to the internet to prepare their cases. After 30 minutes of discussions and organising arguments, the teams meet and start the debate, which is recorded.
students receive real case studies in relation to the topic and are involved in activities which develop their communication, interpersonal skills and critical thinking skills (e.g. body sculpting - using theatre to explore ideas, cafe conversations, think-pair-share etc.)
3. Meetings with local authorities and NGO representatives to discuss their views on the matter of discrimination, what is the local policy regarding the topic, what local initiatives are implemented in this field.
4. The creation of products by students - students work in multicultural teams and create posters of the exchange (also used as a tool for evaluating the impact).
5. Cultural activities and events - international evening, traditional evening, guided tour of the town.
6. Evaluation activities - students complete initial surveys and final surveys as well as feedback forms, to measure the success of the event, presenting the certificates of attendance
They will learn about national and European bodies which deal with these issues, as well as local bodies. They will learn valuable lessons about democratic values, gender equality, racial and religious equality.
Also, they learn from European coaches about manipulation techniques and how to avoid them, how to organise themselves in associations for civic purposes, how to start and promote a social campaign. They will be thus equipped to develop further as open-minded European citizens who judge reality through their own filter, keeping away from manipulating manoeuvres.
The exchanges of pupils are essential for a number of other reasons:
they allow students to develop intercultural and intracultural awareness - by spending time with their peers, communicating with them, participating in cultural activities, group work, interactive games, they will get to know them and what differentiates European peoples. By learning different aspects of the new culture, they will also better define themselves in the European context.
they allow teachers to acquire the know-how about handling these issues in their schools, organising campaigns and events in the schools on. They will coordinate and monitor students with a discreet presence, as we want to empower students and help them develop autonomy and self-confidence.
They will observe how students from different countries react to the same contents. They will exchange practices with their European peers, will apply good practices in their home schools, will exchange opinions and create a cooperative atmosphere to the benefit of the entire project.
By being in contact with peers from other countries, participants will communicate in English, which will help them improve their language skills. They will listen to the others actively, read materials designed in English, write in English, present topic-related contents in English, express views, agreement, disagreement, provide arguments.