Intercultural Learning In Action

The role of a teacher is to support students in their intercultural learning processes.

This implies looking at their needs and the context they live in and helping them define their place in a changing world. The ultimate goal being the development of culturally competent citizens.

Context:

Understanding the background of students, and the context they live in, their learning needs, helps teachers prepare adequate content ad use methods to which students will respond.

Reflection questions include:

Who are the students? What is their background ( cultural, socio-economic, gender..)? What are the main issues that emerge in their context? Who are the disadvantaged groups? What are the power relations in that society? How are these issues reflected in the wider community context? What are the competences these young people need to develop in order to be able to address these issues from an intercultural perspective and act for the respect of human rights for all? To what extent will those students be confronted with issues of injustice and inequality that do not concern them directly?

These questions could be a reference to develop objectives for the intercultural learning processes.

Content

The choice of content should be specific to the context and adapted as much as possible. Activities need to be prepared in light of the diversity of the learners and using locally available examples.

Topics could include:

1. identity

2. culture

3. social and political context

4. differences in perspectives

5. stereotypes, prejudices and discrimination

6. intercultural communication and dialogue

Methods

When selecting methods, the teacher must take into account the needs of the learners and the learning objectives, as well as their personal preferences or skills as a facilitator.

The methods should facilitate interaction and authentic dialogue and in no way replicate inequality (people feeling excluded, stereotypes..)

When selecting methods, the facilitator/teacher must take into account:

1. The aims and objectives of the activity/ what is to be achieved

2. The target group/for whom you are developing this method

3. The environment, space and time

4. The resources available or needed

5. The role of the facilitator/ reflect on your role and how your perspective impacts the running of the method.

6. Transfer/ providing space for learners to integrate what they learned in their own realities

7. Previous evaluation/ if you used the method before and what did you learn from the experience

Below is a list of criteria taken from the "indicators for intercultural dialogue" developed by the Council of Europe and the European Union that helps facilitators reflect on the dimensions of interculturalism in their activities:

Preparation Phase

Implementation Phase

Follow-up Phase

Sources:

https://pjp-eu.coe.int/en/web/youth-partnership/icd-guidelines#{%2247349118%22:[7]}

https://pjp-eu.coe.int/en/web/youth-partnership/t-kit-4-intercultural-learning