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‘CITIZENSHIP EDUCATION FOR DIVERSITY: BEST PRACTICES AND RECOMMENDATIONS’

Inventory of Good Practice in Citizenship Education for Diversity Completed July 2007

Author: Dr Paddy Walsh Institute of Education, University of London

With funding from: EU Socrates Accompanying Measures Programme (2006-0375/001-001 SO2 81AWC) & Compagnia di San Paolo

The project ‘Citizenship Education for Diversity: Best Practices and Recommendations’ gathered and examined national experiences in the field of citizenship and diversity education with a view to recommending a framework for the development and strengthening of national curricula in formal secondary education across Europe.

The key outcomes of the project are an inventory of existing practices in Citizenship Education for Diversity in 5 European countries (Belgium, England, France, Hungary and Latvia) and operational guidelines on how to implement diversity education in the school curriculum.

The project was carried out by members of the A CLASSROOM OF DIFFERENCE™-DIVERSITY EDUCATION NETWORK (ACODDEN) with the support of the EU Socrates Accompanying Measures Programme and the Compagnia di San Paolo. It was launched in spring 2006 and completed in summer 2007. www.ceji.org/acodden/ced.php

‘Our principal aim and intention has been to examine the barriers that exist to successful implementation [of citizenship education], and to suggest what needs to happen to ensure that the inspiring experiences enjoyed by what is probably still a minority of young people can become a realistic expectation for all.’

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‘CITIZENSHIP EDUCATION FOR DIVERSITY: BEST PRACTICES AND RECOMMENDATIONS’

Inventory of Good Practice in Citizenship Education for Diversity

CONTENTS

INTRODUCTION Citizenship Education for Diversity Methodology

4 4

PART I – SUMMARY NATIONAL PROFILES Belgium (Francophone) England France Hungary Latvia

6 8 10 12 15

PART II - COMPARATIVE PERSPECTIVES ON POLICIES AND PRACTICES CED, the Curriculum and the School Pedagogy, Assessment and Teaching Resources Teacher Education Evaluation, Monitoring and Development: Agencies and Strategies Difficulties, Shortcomings and Successes Top-down and/or Bottom-up?

The Role of the State; the Role of NGOs and External Actors

17 21 25 27 29

APPENDIX 1: QUESTIONNAIRE TEMPLATE FOR NATIONAL REPORTS

32

31

APPENDIX 2: ‘BEST PRACTICES’ FROM FIVE COUNTRIES Belgium (Francophone) England France Hungary Latvia

38 64 84 97 110

APPENDIX 3: ANALYTIC TABLES OF BEST PRACTICES

118

NOTES

122

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INTRODUCTION

Citizenship Education for Diversity Our project identified ‘citizenship education for diversity [CED]’ as its specific focus and came to see this as the substantial area of overlap of two intersecting spheres--citizenship education (CE) and diversity education (DE). In broad terms, the political aspects of diversity and the diversity aspects of politics belong in this area, and human rights feature prominently in it. However, it is a terrain that varies from place to place and shifts from time to time and its boundaries with the other parts of both CE and DE are quite soft. (A more accurate diagram would represent CED as fading into and out of CE and DE.)

CE

CED

DE

CE – so-called or under some other title – is a recognized subject in many national curricula, while DE does not have that kind of status. The responsibility for CED thus falls naturally to CE where it exists as a subject. However, even then, CE is commonly and rightly seen as like DE in being crosscurricular (transversal). Sustaining democracy into the future and facilitating intercultural understanding are both among the general aims of school education, like the development of the young’s intellectual powers or their aesthetic sensibility. As such, they are to be pursued across curriculum areas and subjects, though not with equal intensity in all subjects – so, perhaps more in history and geography than in science and mathematics – and not always in the same intensities as each other – so, perhaps literature has more potential for DE than for CE. Though similar in their broad range of application, CE and DE are formally different. Diversity is not citizenship and citizenship is not diversity. Living peacefully and fruitfully with ethnic, religious and cultural diversity is a feature of citizenship – an increasingly prominent feature in our five participating countries as in the modern world generally – rather than its whole meaning. Vice-versa, shared citizenship by no means exhausts the meaning and the potential of our multicultural and intercultural living, while being vital to it. It is important to CED itself to recognise that it supports and is supported by these two distinct hinterlands.

Methodology This inventory is based on individual national reports on CED in the five participating countries (as well as some data and reports received from the Council of Europe).

To facilitate the national reports and to provide them with a common and a searching template a 42item ‘questionnaire’, which additionally invited the collection of examples of good CED practice, was constructed and agreed (Appendix 1). This first step was accomplished by a combination of plenary and coordinating team meetings and email consultations.

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The reports that have eventually resulted from processes of consultation, drafting, sharing and redrafting generally follow the questionnaire template, though with variations in length and in emphasis that reflect both the degree and form of institutionalisation of CE and CED in each country and the professional location and perspective of each author or set of authors (Ministry/education administration, NGO, university education department and teacher training). They are available on the project website. As quite intensively researched records and evaluations, they have a value in themselves over and above their role in this inventory and should be of interest both in their countries of origin and in other countries.

The process of moving from national reports to this inventory began by using a meeting of the coordinating team to analyse the ‘best practices’ proposed in each national report (Appendix 2) and to classify them according to ‘category of practice’, ‘theme’, target group’ and ‘source’ (Appendix 3, Tables 1-4). As often as not, it turned out that the best practices belonged in more than one group.

These analyses, it should be pointed out, are not based on any ‘scientific’ survey of practices in the participating countries. Their main purpose was simply to catalogue the proffered practices in ways that might interest and assist the reader, at the same time as we were familiarising ourselves with them.

The next step was to re-analyse the questionnaire items that shaped the national reports with a view to identifying (a) an appropriate set of questions and responses for constructing summary overviews of CED in each country (in Part 1 below) and (b) a manageable number – which turned out to be six – of coherent topic-sets for cross-country comparisons (in Part 2 below). The topic-sets and associated questions are indicated in the table of contents above and detailed at appropriate points in the text of the inventory.

The final preparatory step was to select the ‘best practices’ that would best illustrate the topics and illuminate the comparisons. (Accounts of these practices in the body of this inventory are necessarily brief, however. Full accounts of them, and of practices not referred to in the report, are available in Appendix 2.) In practice, this step overlapped with the early drafting of the report itself.

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PART I – SUMMARY NATIONAL PROFILES

BELGIUM (FRANCOPHONE) Context The overall situation of CED can be characterised as follows. On the one hand, over the last 25 years, enlightened social and educational policies relating to migrant integration, as well as associated pedagogical conceptions and practices, have been progressively developed. These policies are strongly influenced by and keeping pace with parallel European policies. On the other hand, these policies and ideas are nowhere near being matched in the practice of schools generally.

Discourse, Diversities and Curriculum Citizenship education, intercultural pedagogy and (more recently) diversity education are terms in current use. The diversities most often referred to are social class and ethnic origin, followed by religion and language (the last commonly in dispute between Francophone and Flemish-speaking Belgians). Gender is included mainly in reference to the situation of Muslim girls and women and girls in the third world. However, there is no dedicated school subject in this general area and CED topics are squeezed into classes of religious and moral education, occasional special events, and – for some secondary students – classes in social sciences, current affairs and humanities.

Developments and Milestones Three phases can be identified in the impressive evolution of policy and ideas. (i) Between 1980 and 1995, the government developed serious policies and institutions to combat racism and support immigrant integration. At the same time, education programmes put forward by the European Commission provided a framework for the first intercultural education projects. These were typically restricted to schools and classes with a multicultural intake and employed teachers of the language and country of origin to ensure that immigrant children did not lose their cultural identity – a practice which continues until now. (ii) Between 1996 and 2002 intercultural and anti-racist projects proliferated, involving European Socrates and Comenius programmes, universities and numerous NGOs. An ‘intercultural mediation unit’ set up to work in schools evolved into a violence prevention service operating mobile intervention teams. Projects developed specifically for, and often within, multicultural schools remained common, but now other projects aimed at all schools, students and teachers. Policy documents began to speak of intercultural education for everyone. (iii) From 2002 onwards, influenced by the European Socrates 2 requirement of interculturality in all its projects, the emphasis has moved firmly to ‘mainstreaming’ diversity, which for a combination of ethical, political and economic reasons is happening at all levels of society and, thereby, intensifying the demand for CED in schools. The key point is that intercultural education should consider all the cultures represented in the classroom, including those of the host country.

Weaknesses and Challenges Generally speaking, it is external actors that have been energising the development of CED in schools (and that provide our Comenius project with most of its Belgian good practice examples): NGOs and the voluntary sector, particular representatives of the various school networks and some inspectors.

There is very little long-term promotion within schools themselves on the part of either the school management team or the staff, despite the many recommendations of diversity education in policy texts (a problem of the absence of systematic evaluation in the school system) and the inclusion in teacher training of a compulsory 15-hour training course. Schools can still seem motivated by a desperate desire to homogenise the citizenry, their current organisation allows very little time and space for the type of learning required, and teachers tend to see CED as “a waste of time” in 6

comparison with traditional subjects (a problem of the status of CED). Interested teachers complain of lack of support from the school management team and go on to describe the situation, which naturally they find deeply discouraging, in terms primarily of ‘fear’: - fear of dealing with sensitive (‘risky’) subjects - fear of not being able to manage groups - fear of not being sufficiently competent - fear of disrupting the school too much - fear of changing power relationships It remains, as we shall illustrate later, that there are numerous examples of sophisticated institutional operations and brilliantly original practices that help to keep the flame alive in schools.

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ENGLAND Context In 2002, after 5 years of consultation and preparation, CE was added to the National Curriculum for 11-16 year olds as a statutory subject (both these words are crucial to its new status). This quickly brought in its wake new teacher education programmes, both initial and continuing, new pedagogical resources, a subject association of teachers of CE, new public examinations in CE, a new CE section in the national inspectorate, and research programmes that include a massive longitudinal study of the effects of CE on pupils nationally. It also brought a plethora of reports on the progress of CE, on which the national report for this project has been able to draw. More recently, the London bombings, and the associated risks of repetition on the one hand and Islamaphobia on the other, came to clinch the case for significant enhancement of diversity issues, as in the just revised statutory curriculum for implementation from 2008. However, despite its subject status and all this attention, the progress of CE in schools has been on the slow side of steady. That may be seen as a measure of the challenge that CE – as a new subject and a particularly ‘active’ kind of subject – presents to school cultures.

Discourse, Diversities and Curriculum The sometimes overlapping categories of religion, culture and ethnicity – but now especially religion – are the diversities most immediately associated with DE and CED. Largely by virtue of their interaction with these categories, class and gender become indirectly associated with them.

Multicultural education and anti-racist education have been commonly used expressions in British educational discourse since the 1970s, but even the former has now become controversial in some powerful quarters. Diversity education, education for diversity and intercultural education are scarcely used terms, and public and policy debates may be suffering from the absence of the last in particular. Citizenship education is now by far the most widely used term in this area of teaching and learning. From its inception in 2002, the three official (interacting) components of the CE curriculum were knowledge and understanding about becoming informed citizens, skills of enquiry and communication, and skills of participation and responsible action.

An overlapping conceptualization that remains influential is social and moral responsibility, community involvement and political literacy. The latest revision retains these strands in a re-formatted curriculum, but adds identities and diversity – living together in the UK The recommended pedagogical strategy for schools is to include ALL four elements of discrete provision in dedicated curriculum time, fully explicit interventions in teaching other subjects, whole school activities and ‘citizenship events’, and pupil involvement in the life of both the school and the wider community.

Developments and Milestones (i) Responsibility for the curriculum up to 1988 lay with Local Education Authorities, some of which (including Inner London) had for a decade been responding with multicultural support services and policies to the increasingly visible presence of ethnic minority students in schools. An initial focus on ethnic achievement levels – continuing to this day – had broadened out into a mainstreamed multicultural policy in these local authorities. However, as might be expected in a locally administered system, policy and practice varied greatly across the country, in some correlation with the political party in charge in each area. (ii) The Education Reform Act (1988) centralised control of curriculum and assessment, but the new and strongly subject-based National Curriculum introduced by the Conservative government found a place for citizenship only among a set of purely voluntary, very lightly resourced and very largely ignored ‘cross-curricular themes’. The multicultural ‘capital’ that had been building up unevenly in the system was not nurtured or used. (iii) It took the New Labour government – and a highly committed Secretary of State for Education, David Blunkett – to give CE the status of a statutory subject and to start the process of implementing it in schools from 2002. It augured well for the future, however, that the government could count on cross-party support – such that the neutral Speaker of the House was this Bill’s official sponsor.

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(iv) A feature of the implementation of CE has been the monitoring and pressure on schools exerted

by OFSTED, the powerful inspection service, and to a lesser extent by the annual reports of the government-commissioned, but independent, longitudinal study of the National Foundation for Educational Research. Even so, the inspectors advised in 2006 that provision was still inadequate in a quarter of schools. (v) A new legal requirement to contribute to community cohesion, the appointment in 2005 of the first Children’s Commissioner for England ‘to give children and young people a voice in government and in public life’, and the Every Child Matters: Change for Children policy introduced from 2005 are measures very likely to reinforce the (difficult) challenge to schools to develop the crucial ‘active’ side of CE. (vi) Events, critiques and debates have conspired to underline the importance of identity and diversity issues, culminating early this year in the recommendation of the government-commissioned Ajegbo Report that a fourth ‘strand’ should be added to CE entitled Identity and Diversity: Living Together in the UK. This should include critical thinking about ethnicity, religion and ‘race’, explicit linkages with political issues and values, and the use of contemporary history. As indicated above, the government accepted this recommendation in its essentials.

Weaknesses and Challenges Four main challenges are identified in the national report. One is to keep increasing the proportion of schools according full subject status to CE in their practice, for which the performance indicators include having a trained specialist as the CE coordinator, entering pupils for public examinations in CE, and expecting the same quality of written work in this subject as in others. The second is to persuade a critical mass of schools to cast off into the deep waters of active CE – a challenge particularly for head-teachers and leadership teams. The third is the difficulty of creating enough specialist CE teachers and then ensuring that schools use them properly. The fourth is to find effective ways of disseminating the good practice that is now widely, if somewhat ‘patchily’, available.

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FRANCE Context In education as in politics, there is a clash between two conceptions of French culture, one that supports assimilation for citizens, particularly those from elsewhere, and another that is more multicultural. There is also a clash relating to religious groups in so far as they seem to jeopardise secular ‘neutrality’, though secularism may also be seen as a means of protecting differences within society. Recent events have led to a determination to be open to other cultures, yet also in some quarters to a relatively narrow interpretation of secular values.

Discourse, Diversities and Curriculum The diversities that engage educators’ concerns, reflections and activities include, in one way or another, social class, culture (including travellers), languages, religion and gender. Expressions in use that overlap with the concept of CED are civic education, citizenship education, living together (vivre ensemble), intercultural education/communication, education for diversity, and éducation à l’Universeli. Ministry documents favour civic education since it names an interdisciplinary formal subject, which in secondary schools is usually taught by history and geography teachers, and which sometimes addresses CED topics. These topics may also be addressed in the more ‘literary’ subjects.

Schools’ statements of ethos (projets d’établissement) sometimes strongly encourage initiatives in citizenship education and schools also organise relevant ‘extra-curricular’ activities (such as clubs, community and humanitarian initiatives, and intercultural events, trips, and exchanges). In addition, many teachers carry out this type of work on the basis of personal conviction.

Developments and Milestones Certain moments and influences may be noted in the development of intercultural education practices. (i) In 1984, the National Front election slogan of préférence nationaleii was met by the counterslogan touche pas à mon poteiii of SOS Racisme. This new anti-discrimination NGO worked for a ‘mixed Republic’: ‘Our struggles have always been shaped by the aim of achieving fraternity and equality: the aim of integrating foreigners, of working for a France proud of its diversity and pluralism, of combating ghettos and racial discrimination and of using education to combat the resurgence of anti-Semitism’. The education authorities, too, responded to the realisation that migration was no passing phenomenon with programmes for combating racism and discrimination. (ii) In various circulars, the authorities also endorsed and progressively adapted the linguistic and intercultural functions of the regional Centres of Training and Information for the Schooling of Migrant Childreniv. A 1990 circular obliged the Centres to ‘attention to all students in their social and cultural diversity’ and ‘awareness and exploitation of the wealth provided by the composition of our society’. A 2002 circular refocused them on working closely with schools, helping the recently arrived students, and now also travellers’ children, ‘at and through school’. (iii) Reflection on intercultural communication in education (and the teaching techniques that underpin it) was also being stimulated by the European Comenius 2 programme. (iv) The creation in 2004 of the Haute Autorité de Lutte contre les Discriminations et pour l’Egalité [HALDE] is a recent contributor to changes in mentality and behaviour. It is an independent administrative authority with a mission to combat discrimination, provide any information necessary to support victims, and identify and promote good practices – and it has the legal power to conduct investigations into a case. (v) Finally and famously, following the work and recommendations of the Stasi Committee set up by President Chirac to consider how secularist principles should be applied in schools, Parliament passed a law in 2004 that banned ‘the wearing of symbols or clothing demonstrating religious affiliation’ – thus bringing to an end (at least for now) a controversy that began back in 1994

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The ‘laboratories’ that have developed and spread new models of intercultural education included, in addition to the regional centres and initiatives organized by the Ministries, specialist research centres in universities, NGOs, teachers’ associations and some schools. The government has started to strengthen initiatives by NGOs and their campaigns in schools.

Weaknesses and Challenges While the last decade, especially, has brought new terminology, new national and European awareness-raising campaigns and new tools in this area, as well as more non-formal educational activities, the situation in schools remains patchy. Official curricula integrate CED only very partially and often omit intercultural education. Even the required courses may not be taught for the stipulated number of hours, and teachers do not always have an adequate grasp of the course content and methods. Teachers claim lack of time and training and head-teachers worry about the possible risks or distractions of intercultural education.

In Catholic schools with partnership arrangements with the State, the same rules apply as in secular schools. However, as attitudes towards others are an integral part of Christian education, a part of school time is generally spent on diversity education activities.

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HUNGARY Context Immigration levels in Hungary have been low up to now. There are many recognised national minorities, some with their own schools, but together they constitute less than 3% of the population.

It is an indigenous ethno-cultural group that has so far dominated diversity discourse.

The Roma constitute around 5% of the Hungarian population, more than half a million in a population of just over 10 millionv, and – despite a much higher child mortality rate – approximately 10% of children under 15. Though poverty in Hungary is by no means identical with the Romavi, half of the poorest 500 000 people are Roma and the Roma life expectancy is 8-10 years shorter than the national average. Many of their children cannot get to nursery school and many start primary school late. In the countryside they have been three times more likely than other children to be in special schools. Though their dropout rate at primary school is now negligible, they mostly attend the least prestigious schools in the area, sometimes along with other children of the poorest families, sometimes in Roma-only classesvii. A common experience is that when the proportion of Roma children in a school reaches one third it provokes a process of rapid withdrawal of other families from the school. Today, the cumulative effect of these disadvantages emerges most clearly at entry to secondary education, where inequality builds on inequality. Roma parents, like other parents, know that the successful completion of some kind of secondary education is necessary for their children to survive. However, the reality is that 15% of Roma young people receive no secondary education and a large majority of the others go to vocational training schools, which do not give a certificate at the end. A much lower percentage attend secondary vocational schools, which do give a certificate at the end, and a mere 4% gain places in the general secondary schools. An issue here is the autonomy that schools in a decentralised system have over their admissions procedures and decisions.

National independence regained in 1990 and accession to the European Union in 2004 have both had major consequences for education. In specific regard to the Roma, however, they have had contrasting impacts. The loss of low-skill jobs and higher unemployment ushered in by the former affected the Roma negatively, while the latter has made social funding available to their advantage.

Diversity and poverty discourse are difficult to distinguish in Hungary because of the present prominence of the Roma in both categories.

Discourse, Diversities and Curriculum The terms multicultural education (sometimes intercultural education), and integration or integration education have become quite usual across the whole system since 1990. These terms rarely refer more broadly than the officially recognised national /ethnic minorities and, indeed, are commonly further restricted to the Roma/non-Roma dichotomy. We may note that while the choice between separate schools or integration for the national and most ethnic minorities rests mainly with the minorities themselves, Roma segregation is usually against their will. Most Roma parents do not want to send their children to segregated schools.

Of course, integration is also used in the context of special needs education, where it is now compulsory at all levels for most disabilities. Religion is recognized as a diversity to the extent that there are many schools of different religions, while the state schools are necessarily ‘neutral’ in this regard. Language is also recognized inasmuch as the provision of native-tongue education is safeguarded in the Constitution. The present general rule is that a minority class/group has to be formed if eight parents request it. So there are schools and/or programmes where a minority language is taught as a second language, others where some courses are taught in a minority language, and others where the teaching language is a minority language.viii Usually, these also involve introducing some specific cultural contents, such as gipsy history, into the curriculum. Their problems tend to be basically financial ones.

Finally, citizenship education names a subject taught to pupils at the age of 14 that conveys a basic general knowledge of the constitution and political system, but usually nothing that could count as 12

CED. Indeed it is not clear that CED exists yet in any formal curricular sense in Hungarian schools, though it is an intended informal by-product of integration policies.

Developments and Milestones (i) A revised ministerial decree of 2002 provided for per capita allowances to volunteer ‘integrating schools’ and introduced a form of preparatory training to enable children with different social and cultural backgrounds to be taught together and receive the same level of education. The training involves a detailed 2-year step-by-step plan describing the necessary teaching methodologies for inclusive education and how to cooperate with parents and local governments. Starting from 2003/2004, the allowances have been available to schools that integrate children (to a given proportion) whose parents attended only elementary school and whose family is eligible for supplementary family allowance, provided they also work with the training programme. In 2006 there were approximately 800 such schools. (ii) From 2003, the re-evaluation by independent expert committees, using reformed tests, of all first and second grade children qualified as slightly mentally disabled has been the prelude to moving many ‘pseudo-disabled’ children into classes working with ordinary curricula and supporting this with appropriate funding. (iii) An Act on the Promotion of Anti-Discrimination was passed in 2004 that enables complainants, subject to the endorsement of an independent authority, to take their grievances to court. (iv) In 2003, a new National Educational Integration Networkix designated as ‘model institutions’, and from then has supported, 45 schools that had started effective integration programmes and committed themselves to disseminate the idea of integration and to share their experiences with other schools. (v) From 2004 to 2006, with large-scale support from the European Social Fund (Hungary now being a member-state of the EU), this Network also became responsible for the Promoting Equal Opportunities in Education for Disadvantaged Pupils component of a new Human Resources Development programme. This component was a massive exercise in developing and introducing (through tendering procedures) training programmes and associated know-how and resources for student teachers at universitiesx, in-service teachers, and local decision-makers and groups – with the overall aims of preventing school failure and drop-outs of disadvantaged pupils, promoting their educational success, labour-market prospects and social integration, eliminating segregation in the public education system, and promoting non-discriminatory, inclusive educational practices. (vi) A current Ministry circular on the education of kindergarten and school education of now more common migrant children insists on an open and understanding attitude towards the language and culture of others and the inclusion of intercultural content in school subjects alongside a primary focus on learning the Hungarian language and culture. (vii) So far examples have concentrated on central government initiatives (in a significantly decentralised educational system). However, there have also been several civil initiatives to integrate Roma students, some adapting programmes already running abroad, by promoting intercultural pedagogies as an alternative to the traditional frontal education practices. Their main channel for influencing public education has been through establishing accredited teacher training courses. (viii) Finally, with reference to research, influential surveys have shown that Roma children do best in schools where the leaders attribute failure and dropout to external factors like language or missing out on nursery school, as opposed to weak ability or lack of effort.

Weaknesses and Challenges Four points may be made. One is that, clearly, the project of combating disadvantage among the Roma and other groups must continue for the foreseeable future. The Second National Development Plan (2007-2013) is going to start soon and it contains several programmes for disadvantaged pupils.

Second, a broadening of the definition and range of diversities that attract serious discussion, policy and resources – to include, for example, gender and sexual orientation – is desirable. Third, an increasing number of children and students of non-Hungarian citizenship participate in Hungarian 13

public education. This presents kindergartens and schools with a new task. Finally, the National Core Curriculum is under revision at the moment, with a particular brief to give priority to the improvement of skills and abilities. Perhaps this revision could begin to address the present neglect of explicit diversity education in the formal curriculum of schools.

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LATVIA Context The context in which CED has been developing could hardly be more dramatic. Independence regained in 1991 naturally came with a deep concern to secure the national language and rebuild national identity. However, this identity had to accommodate the several ethnic and linguistic minorities, especially Russian residents exercising their right under the independence agreement to stay on in Latvia, making up around 30% of the population and vigorous in asserting their position in cultural, linguistic and educational matters. Consequently, national integration has proceeded, and proceeds, through alternating processes of challenge and reassurance – to majority and minorities alike. There is also Latvia’s recent accession to the EU (and to NATO), seen by many as a decisively westward reorientation in the national psyche, which carries its own implications for education. At school level, a legacy of the Soviet period in Latvian history was separate Latvian and (mainly) Russian-speaking schools.

Discourse, Diversities and Curriculum The term intercultural educationxi is used from preschool to higher education in relation to integrating intercultural elements into education content. The idea of responsible citizenship is widely invoked, as are multicultural educationxii and civic educationxiii in discourses dealing with integration and education. Formal regulations command tolerance of diversity of cultures. The more open (citizenship) education for diversity is still a relatively new concept, though the concept of bilingual education as developed through the last decade contains a strong diversity education component. The diversities given positive recognition by the system (though not consistently by all schools and teachers) include gender, religion, class and disability, as well as culture and language.

There is resistance to extending the promotion of tolerance to sexual orientation.

Social Studies, now becoming a compulsory subject in all nine grades of primary and lower secondary education, includes among its definite tasks teaching students the skills of democratic and civic participation and tolerant attitudes to diverse cultures. In addition, aspects of diversity education are being quite firmly and explicitly built into a wide range of school subjects – from languages to history and from music to literature – and into their associated teaching materials. The curriculum for Christian Education, an optional alternative to ethics, has been agreed by Roman Catholic, Lutheran, Orthodox, Baptist, and Old-Believer denominations. Curricular and extracurricular collaboration between majority and minority schools is encouraged and supported, is in fact increasingly common at both teacher and pupil levels, and has become a significant driving force in the process of social integration.

Developments and Milestones (i) The liberalisation of the Law on Citizenship in 1998 led to a near quadrupling of applications for naturalization, 68% of which have been from Russian residents. The process now generally takes 3-6 months and nine out of ten applicants succeed at the first attempt. By 2006, 55% of Russian residents (i.e. adults; children born in Latvia have automatic citizenship) had sought and obtained citizenship. (ii) Language has been the other main focus of activity, specifically promoting knowledge and use of Latvian as a second language among minority adults and children. A National Programme for Latvian Language Training was initiated in 1995, using state-of-the-art pedagogy and with a strong emphasis on multiculturalism and intercultural sensitivity. A bilingual education programme was implemented in minority schools from 1999. Open School, an associated project in which the Ministry and the Soros Foundation collaborated, particularly emphasized ‘acceptance of and teaching for diversity’ as a precondition for an integrated multi-cultural society. The bilingual programme was related to a resolution of Parliament in 1998 that from the 2004-5 school year Latvian should be the language of instruction from the 10th form upward (post-compulsory) in all state schools. In early 2004, however, as a result of political protests and in a spirit of compromise, Parliament moderated this requirement down to 60% of the post-compulsory curriculum to be taught in Latvian, while 40% continued in the minority language.

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(iii) Social Studies, with its substantial elements of citizenship education and diversity education, was introduced into the school curriculum from 2005/6 (following a model development and piloting exercise) and is gradually making its way into all nine years of compulsory education. (iv) A Secretariat for Social Integration was established in a government ministry in 2002 to focus efforts promoting a multi-dimensional dialogue among the various ethnic communities. In 2005, it set up a National Programme for the Promotion of Tolerance with a mission to counter intolerance and promote the further development of a multicultural society under conditions of European integration and globalisation. It seeks to work at this by facilitating inter-agency and inter-NGO cooperation, engaging the public in monitoring intolerance, intensively disseminating relevant information, and engaging and educating human rights teachers.

Over the course of these developments, the role of grassroots pressure groups from civil society in developing a discourse on minority rights and of foreign donors in providing grants for projects has been crucial. In particular, since its foundation in 1993, the role of the Latvian Centre for Human Rights (the first winner in 2003 of the Van der Stoel Prize for being “an authoritative and objective source on human rights and inter-ethnic issues in Latvia”), has been important. In the last 4 years, however, with Latvia’s accession to EU, the impact of donors and NGOs has declined relative to increased state intervention, operating primarily through a Special Tasks Ministry for Integration and a Social Integration Fund.

Weaknesses and Challenges An unresolved and contentious issue is whether Romani children are more likely to attend school and continue their education if placed in special schools or classrooms rather than in regular schools together with children of other ethnic groups. We have seen that not all forms of social diversity have been accepted. Research shows that intolerance towards various groups is deeply rooted in society at large and, also, that it persists to a lesser extent among school populations, teachers and students. There have been attacks in recent years on people of different race, as well as verbal violence towards homosexuals, Jews and Muslims. More generally, it is an open question whether diversity is accepted as a positive social value or is seen as a liability to be tolerated and managed.

Furthermore, ‘intercultural education’ competes in policy discourse with a not yet defined ‘patriotic upbringing’ – pointing to an area in quite urgent need of clarification and public debate. Finally, the greater attention that has been lavished on diversity education in minority compared to majority schools is an imbalance that awaits correction. Here, mainstreaming CED in all schools (including bilingual education for all – with a variety of models to choose from), while critically re-evaluating the model of separate schools for ethnic minorities, may seem the best way forward for all students, though it would have to contend with frequently expressed minority fears of assimilation and loss of cultural identity.

It is clear that, despite truly spectacular progress in a short period of time, much remains to be resolved and done in promoting CED in Latvia.

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PART II - COMPARATIVE PERSPECTIVES ON POLICIES AND PRACTICES CED, the Curriculum and the School (Questions 9,10-12, 19, 30-37) 1. The recent English experience suggests a strong case for a dedicated subject approach, as opposed to a solely cross-curricular (transversal) approach, to CE, including CED [E1 and English Report] This is, first, because an adequate cross-curricular approach is extremely difficult to achieve in practice and, second, because the chances of achieving it are greatly increased when CE also has the status of a separate subject, with its own place on the timetable and its own trained staff. So, the English Inspectorate concludes: With the exception of occasional good examples, Ofsted’s evidence…is that it is very hard to make cross-curricular provision work effectively. ……[W]hile it is very worthy in principle and attractive in terms of minimal disruption to the status quo, it is also the hardest to put into practice. Only a few schools, paying great attention to detail, have created a full and coherent programme which pupils can recognise as an entity.

(Ofsted 2006: 28) And a Parliamentary Select Committee quotes approvingly the oral evidence given by Tony Breslin of the Citizenship Foundation NGO: “…everywhere often can be nowhere…..but what we find is, where there is a strong citizenship core, the citizenship teaching in geography and history and in science is strengthened. So it is not an either/or, it is about giving status and profile to citizenship within the school and working both specifically and across the curriculum.”

(Select Committee 2007, para 48) It is germane to note here that DE may well be more ‘naturally’ transversal than CE. Nowadays at least, good education in art, music, literature, history, religion just has to be interculturally alert, just has to address diversity, ‘the other’ – could one almost say in much the way, though not to the degree, that language or literacy is transversal? True, in some examples – and in some subjects like maths and science – the DE aspect may be (legitimately) opportunistic, ‘add-on’, but this is not the typical case. With CE, however, ‘add-on’ is perhaps the usual case. Thus we find the English citizenship inspectors insisting that for a geography class in sustainable development or a history class on the slave trade to count as also a contribution to CE, it has to build in additional intended outcomes and student assignments, and more time. The case for ‘dedicated’ CE, then, is partly because it will not come as naturally as DE to teachers of other subjects and partly so it has the ‘presence’, in curriculum and staff terms, to guide (or ‘bully’) other subjects to give it some space and time.xiv 2. It remains generally agreed that CED should feature transversally. The Belgian Report (q.9) promotes an impressive analysis by Dani Crutzen of the skills and modes of behaviour (in effect, intellectual and moral virtues) that are developed and sustained by transversal DE – of which some seem particularly salient for CED – under the three headings of decentering in relation to our own framework of reference, managing the paradoxes of complexity and managing analogy and practising transferral in learning and in everyday life.xv The Latvian curriculum has reason to be sensitive to issues of linguistic and cultural diversity and the practice detailed in L1 represents a strong and supportive approach to transversality. In appropriately varying degrees, identity and diversity matters are explicitly included in the official curricula of all subjects from grade 1 to grade 12 and in the content of the state tests in all subjects in grades 3,6,9 and 12.xvi For example, the Latvian report can extract the following items from the official Standard (curriculum) for Latvian Language in the compulsory 1-9 grades: o Knows that every person has his/her Mother tongue. o Understands the importance of language in culture and in the development of his/her personality.

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Comprehends language as a part of culture and understands its significance in the preservation of national identity and development of inter-cultural dialogue. o Understands what Mother tongue, state language, language of an ethnic minority is. o Understands the language situation in Latvia. o Identifies the information on a nation’s history and culture in a text. o Identifies cultural information in a text. o Identifies the views of different nations about values in a text. o Distinguishes the differences in the speech etiquette/ speech behaviour traditions in his/her own culture and that of other nationalities. o Compares the speech etiquette/ speech behaviour of different nationalities and identifies that which is common and different.xvii All this, it should be noted, is in addition to Latvia’s new Social Studies, a compulsory subject from Grades 1-9 with a strong focus on CE and CED, as described in the Latvian national report. o

3. Implicit in the two previous paragraphs is the question of compulsory (as CE in England and Social Studies in Latvia in this study) versus more or less voluntary (as in Hungary, France, and Belgium).

A point to associate with this question is that our national reports show how resistant school cultures are to CE, including CED. One factor is the press of other curriculum business in the contemporary school. Another may well be that CE is a different kind of subject, not fully containable in the classroom and potentially challenging to traditional school structures. Even in England progress is quite slow, despite strong official backing. One may wish to conclude that without legal compulsion followed by some dragooning, CE and CED are never going to be anything like consistently adopted across a nation’s schools.

4. Several of the Belgian selection of best practices relate directly to students’ human rights and anti-racist education. B2, offers an account of a project which since its inception in 1988 has seen 250 schools at all levels and from across all Belgium’s school networks sign up formally to an appeal against discrimination and display an ‘Ecole sans Racisme’ plaque at their entrances. They also put themselves – students and teachers – in the way of a range of negotiated training sessions that includes ‘alternative’ school trips (e.g. to culturally diverse parts of Brussels), themed walks in which the theme may be Islam, World War 2 or refugees, and practical workshops. There is also a manual available that offers plans and experiences from other schools. A feature of this project is that the application to become an Ecole sans Racisme school has to be signed by a minimum of 60% of the teachers and students and it has to be renewed every three years. B3 describes an inter-school project called ‘La Haine, je dis non!’ (‘Say No to Hatred), in which since 2002 invited schools, several at a time, come together for a day to engage in a wide range of activities focussed on one of three themes: understanding the Shoah and 20th century genocides; combating racism, anti-Semitism, discrimination and the extreme Right; and understanding the Israeli-Palestinian conflict. The project is led by the Centre Communautaire Laic Juif, but funded by the French community. B5, Democratie ou Barbarie (Democracy or Barbarism), is an interdisciplinary and inter-network team, attached to the General Directorate for Compulsory Education, that is authorised to work in and with secondary schools (mainly) in the areas of democratic education and human rights education. It engages with schools and facilitates encounters between schools and between schools and NGOs, all with the aim of opening schools up to the outside world and training student-citizens, for example, in campaigning.xviii That these projects mostly have the character of curriculum ‘events’ and/or non-formal curriculum serves as a reminder that CE is not a statutory subject in Belgium. However, B11 analyses the 1997 ‘Missions Decree’ of the French Community of Belgium to show that it incorporates profound changes in the way education is now officially viewed, with particular reference to its recognition of diversity as a value in itself and a source and subject of learning, and its support for citizenship themes in school education.

Belgium also offers two projects with more specific purposes. B4 introduces Combating Homophobia, a practical educational manual produced by the French Community authorities, which brings together the complementary perspectives of the suffering experienced by the child or young person who feels they are different and learning about diversity. B.8 introduces Atoutage, a network of partners established since 1999 with the aim of developing projects in intergenerational learning. Initiated by 18

the Universite Catholique de Louvain, it provides logistical and methodological support to primary and secondary schools interested in promoting links between the generations in which each generation sees itself as part of the same ‘arc of life’.

5. On a broad definition of ‘curriculum’ that includes school structures and ethos, minority integration in mainstream schools can be seen as a curriculum issue in CED. The simple fact is that constant interaction between pupils of different cultures is a powerful learning resource, perhaps even the most powerful of all when handled well. It is a small paradox, however, that handling integration well may sometimes involve separate curricula of a preparatory or ancillary kind.

In different ways, integration is a policy priority in Hungary and in Latvia.xix In Hungary, a variety of equal opportunity projects are designed to offset a tradition of relative school autonomy on pupil admissions that has operated to the disadvantage, in particular, of Hungary’s large Roma minority. H2 introduces the National Educational Integration Network, set up in 2003 as a ‘background organisation’ of the Ministry of Education, with headquarters in Budapest and regional coordinators in disadvantaged parts of the country. Its brief is to provide coordination and professional assistance to volunteer schools that, in return for extra funding, accept given proportions of disadvantaged children, undertake a carefully designed programme of preparatory training, both of the pupils to be integrated and of the teachers, and commit themselves to share their experience with other schools. H3 describes what could be called an ancillary (broad) curriculum, the product of a powerful initiative by a small group of local people in the 8th district of Budapest in 1997 that has now spread to other local areas. In a large rented flat, a programme of afternoon and weekend activities is available to 70-80 Roma students, aged 11-18, who with their parents have come through an annual admission interview. A stimulating learning environment, one similar to that of ‘a professional middle-class family’, is created for them. In addition to development activities in school subject areas that are individually judged (each student is paired with a tutor), a wide range of books, museum and theatre visits, weekend trips, board games, discussions on films and television programmes is made available. Children’s attention is drawn to the knowledge sources around them. Crucially, the programmes also include familiarisation with the universal and Hungarian Roma culture. Children attend on the basis that, although they have strong abilities, they would not be able to complete secondary school without help from outside their family. The aim is to counter the under-representation of Roma of this age-group in schools and their high drop-out rate. H4 describes the Gandhi Secondary School, set up by Roma intellectuals in 1992 in the city of Pecs for Roma students exclusively. Every year it selects and admits 50 particularly bright students to a liberal arts curriculum that also includes Roma history, language, culture, music and mythology. Its strategy, contrasting with the previous example, is to defer integration in the interests of a deeper, elite-led, integration in the longer-term (with increased Roma participation in higher education, business, the professions, politics).

In Latvia the main division in schools has been on linguistic and ethnic lines, rather than a matter of advantage and disadvantage.xx L4 refers to measures – some statutory, some voluntary – designed to offset and soften these divisions, by introducing Latvian as an additional language of instruction into Russian and other minority language schools, while safeguarding the right of minorities to continue receiving instruction in their respective mother tongues. The Latvian report refers also to a large variety of inter-school programmes and activities that are locally-arranged but centrally encouraged.

6. Finally in this curriculum section, E6 represents the intention to promote the ‘active citizen’ dimension, without which CE (including CED) loses its sharp edge. The English national report includes evidence of the difficulty of realising this dimension, partly because it challenges school cultures and relationships and partly because of the need to find strategies that can involve all the pupils, as opposed to some pupils over and over again. However, E6 refers to England’s experience with elected School (Student) Councils – soon, perhaps, to become a statutory requirement for English schools. The purpose of these councils is to encourage and facilitate student initiatives relating to school life, relating especially to decisions that affect students, which very much include decisions about teaching and learning. E6 draws particularly on the experience of one school, as described by its head-teacher and commended as a model in a report of the national inspectorate.

The key point in this school’s success is that its school council is supported by a general policy, and a whole raft of other initiatives, to make the school a more democratic community.

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If in-school is one forum for active citizenship, out-of-school is obviously the other. It too is included in the English CE curriculum and, though it also presents schools with a cultural and organisational challenge, recent developments in social policy imply that its star is set to rise in English schools. The Latvian short descriptions section of their best practices observes that their pupils and student councils already have the right to submit proposals for improvements and developments in the municipality to local governments and that they are playing consultative roles in boards of local governments and, even, in the national Parliament. F8 describes the attractively comprehensive Institutional Policy of the Lycee Technique Jeanne d’Arc in Rennes, France, which includes active engagement in both neighbourhood and international projects. Of course, such engagements do not always involve schools and F10, Diversity and Citizenship in Europe, describes an international exchange involving 80 young people that was organised by the Cachan municipality and the municipalities of Cachan’s twin towns in Poland, Germany, Wales and France itself.

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Pedagogy, Assessment and Teaching Resources (Questions 19, 22-29)

7. Curriculum tends to overlap with pedagogy, and more so than usual in DE and CE with their high premium on life-skills and virtues. Thus broad pedagogical commitments are already written into the Crutzen sets of skills and virtues to be acquired in DE that were noted in paragraph 2 above. And the approach that English inspectors recommend to schools of combining the four elements of regular dedicated classes in citizenship, explicit cross-curricular work, special citizenship events and active participation in the life of the school and community could be taken for a pedagogical strategy on one occasion and a curriculum strategy on another. It is a matter of judgement in the end whether a particular practice belongs more with curriculum or with pedagogy. The examples held over to this section have seemed to belong more, sometimes barely more, with pedagogy.

Two distinctions that were useful in the previous section on curriculum have direct parallels in pedagogy. Interventionist pedagogy, conducted perhaps by an NGO invited into a school, can be contrasted with continuous pedagogy, such as the combination of general, phase and topic methodologies that are part of the new Latvian Social Studies curriculum. The latter look to the ‘long haul’ and ‘drip-drip’ of an curriculum sustained over many months and years (while being sensitive to young people’s developmental stages). However, these are not mutually exclusive.

Intense ‘events’ may indeed be an NGO ‘getting something going’ in an otherwise bleak scene, but they may equally be a part of an institutionalised CE or DE programme. The other distinction, like its curriculum parallel useful in the context of minority integration, is between preparatory and mainstreamed pedagogies, the former usually reserved to the minority and designed to give way to the latter in due course.

8. Something approaching a CED pedagogical philosophy emerges from parts of the Belgian national reportxxi and the first of the Belgian best practice examples. First, the national report outlines a progressive, medium-term pedagogical/curriculum approach in the following stages: I. Self-knowledge (identity, allegiance to particular groups, reference cultures, standards and values, life plans etc.)

II. Knowledge of others (their identity, the groups to which they belong, their reference cultures, their standards and values, their life plans etc.)

III. Identifying the similarities and differences which exist within the class group and perhaps more widely in the school.

IV. Analysing and thinking about the richness of the diversity which emerges.

V. Planning how to pass on to others the values and messages which transpire from the process.

The classroom (and other learning site) practices that go with this would respect the following good didactic principles DIDACTIC PRINCIPLES o always use the students’ own experiences as the starting point o go beyond the obvious o always ask ‘why?’ questions o bring into focus the fact that each of us is influenced by multiple groups and cultures o show that cultures represent different responses to the same existential questions o show the interactions which exist and have always existed between cultures o be prepared to research and not to have the answer to every question o make use of different verbal and non-verbal languages and artistic expression o always finish with a final product.

Very much the same spirit is then embodied in the lengthy account in B1 of A Classroom of Difference / EPTO – European Peer Training Organisation, a programme was designed by two Brussels-based NGOs (which are also partners in this CE for Diversity project) and implemented, with assistance from a third peer-training NGO, in many schools in the past decade. It is a training and development programme aimed simultaneously at teachers, students and the whole school 21

community, in order to motivate the school to value diversity and fairness. The account distinguishes short term (what can be achieved in 2-5 days of intensive training) and longer term goals and effects. The latter(?) include developing a cross-curricular approach to CE. An ancillary programme offers peer training to young people who then, with the assistance of informed teachers, organise awareness-raising workshops for fellow students. [In 2006, for example, 126 new peer trainers were trained, who then worked with 700 other young people.] The account also offers casestudies of two schools in which the programme(s) were implemented, which include the evaluations of all concerned.

9. H6 is an appealing account of the wonderfully-named Kind-House Programme, a two year programme designed for Roma and other disadvantaged pupils who have been ‘classified’ into auxiliary schools/classes, to prepare them for integration into the normal school system. Starting out from an initiative with a group of poverty-stricken families in one Hungarian village in 1994, its ‘four pillars’ have become the basis of a well recognized pedagogy (and can also serve as a methodology for multicultural classes).

• • •

•

A HOUSE OF LEARNING ON FOUR PILLARS create adequate motivation levels (devote time and appropriate activities to building up trust in the school and teacher) create an environment with optimal learning conditions and social security (in the first KindHouse, the village built a weekday residence for the students); model the values of family socialisation (Integrating family socialization and different cultural values transforms what appeared as a social disadvantage into a strong basis for personal and group identity); build on, rather than displace, the pupils’ existing knowledge: a six year-old Roma pupil has knowledge and skills that differ in many ways from the knowledge deemed to indicate school readiness in the majority culture. Tools for building on this towards integration include the use of the pupils’ creative work (drawings on family, dreams), use of photographs, Gypsy tales, singing traditional Gypsy songs, etc

.

10. F3 shows how elements of preparatory and mainstreamed pedagogies can be combined into a simple but persuasive set of Guidelines on integrating pupils newly arrived in France – which was then distributed to secondary teachers at a regional in-service course.

• • • • • • • • • • • • • •

•

INTEGRATING NEWLY ARRIVED IMMIGRANT PUPILS: SOME GUIDELINES Let them use a bilingual or monolingual dictionary and encourage them to keep a vocabulary list, a tool often used in reception classes.

Leave room on the board for words to be looked up in the dictionary (‘the word box’).

Use visuals.

Take time to explain (or get another student to explain) how the textbook works.

Ask questions of varying levels of difficulty that allow these students to answer some questions.

Use vocabulary sheets, student guidance sheets and self-check sheets to help students with writing tasks.

Use some specially adapted exercises (for example, with a shorter text, fewer questions and less research or giving the beginning of answers).

Adapt your assessment (positive, focus on linguistic ability).

Check the students’ notes during class and their homework etc.

Make ‘off-centre’ photocopies which leave a margin for words to be translated.

Make a serious and willing student a ‘tutor’.

Make another student repeat instructions if the student doesn’t understand.

Make sure these students sit near to the teacher and next to their ‘tutor’ Don’t hesitate to put students in situations where they have to integrate with others, for example by helping to update the record of work covered by the class (cahier de texts) and by taking part in other activities.

Don’t hesitate to consult the reception class teaching team if there are any problems.

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11. The level of development of summative assessment by public examination and/or at school level naturally corresponds with whether the country’s CED is part of a recognized subject or not.

So, there is much greater development in England and Latvia than in our three other countries. Both these countries already have public exams in this area at 15 or 16 (and in England a promise of further developments) and, also, official guidance to schools on how to conduct their own school and teacher assessments of pupils. E10 presents in some detail one of the available Short-Course GCSEs in CE for 16-year olds.xxii The structure of this examination and the accompanying pedagogical advice to schools from the responsible examination board embodies an enlightened determination to safeguard the active aspect of CE in a public examination course.xxiii Latvia reports a non-graded system of assessment in this curriculum area at this age, one that includes small group discussion, participation in a small group project, written examination, and a paper on a topic chosen by the student.xxiv CE(D) presents a number of challenges to the traditional examination forms. The forms taken by these English and Latvian exams represent serious attempts to mitigate the well-known blowback effects of exams on curriculum and pedagogy, thus in this case to conserve, and even promote, the active side of CE, and to make at least some allowance for group achievement.

12. Since formative assessment (assessment for learning) is intimately connected with peer- and self-assessment, we might have expected it to have assumed a particular resonance for CE and CED. In time, that should still happen. Currently, however, formative assessment seems to be a rather neglected area in CE. The exception among our participating countries is England – where much of the basic research was conducted that revealed its large – much larger than expected – potential for student learning and achievement generally. The English national report gives an account of recent official advice on nonexam-based assessment in CE that has been well received in schools. It takes the form of four thoroughly worked examples of good CE practice for 14-15 year olds that have been developed with teachers and trialled with pupils, one of them part of a unit on asylum seekers and refugees in the UK. A deliberately wide range of assessment activities is displayed in action across the four examples to provoke teachers’ professional imaginations and skills. Coverage extends to samples of photocopied pupil work, complete with teacher annotations and feedback, followed by commentary on how the work was judged against the given criteria to fit one of the three broad ‘success categories’ of ‘working towards’, ‘working at’ and ‘working beyond’ expectations.xxv

13. The Latvian attention to diversity representation in textbooks and pedagogical materials comes across strongly in several of their chosen best practices. Though it does not have official textbooks, Latvia has a process for approving textbooks that includes a final evaluation by two reviewers, a practising teacher and a subject specialist. L3 lists official diversity requirements drawn up by the Ministry’s Centre for Curriculum Development and Examinations that are among the criteria to be applied by these reviewers, and that are also made known to writers and publishers. “The Latvian Republic’s Constitution and other legislation stressing human rights, including the basic principles of children’s rights, race, nationality and gender equality, have been respected in the textbook” – this is one general requirement to be signed off. Subject-specific requirements, to take history as an example, include “…attention is paid to gender equality issues and the national and the ethnic minorities’ role in the historical processes”. L5 describes research carried out by the (awardwinning) Latvian Centre for Human Rights and Ethnic Studies to see whether multicultural principles of proportionality, balance and avoidance of stereotypes were being observed in grades 1-9 textbooks. The research used a combination of content and discourse analysis on a sample of 81 Latvian-language and Russian-language textbooks. The report of the research is critical of the textbooks (in both languages) and it recommends tougher criteria in the vetting process and more training for the evaluators.xxvi Finally, L2 has a double interest and value for CED, inasmuch as it describes successful experiments in student initiative and participation in resource development for CE and DE (notably including film resources).

14. A wide range of types and sources of pedagogical resources is reported across the participating countries. The English national report proposes a 5-fold classification of sources that may find some purchase in other countries as well: dedicated to CE as a whole; dedicated to some aspect of CE (e.g. teacher education in CE); dedicated to education generally and to CE as part of education; recognising CE as an important ancillary concern to their main business; and ‘in the resource business’, e.g. a museum such as Arab World Institute in Paris, described in F9. (E8 introduces a 23

directory for exploring citizenship through London’s archives, libraries and museums, aimed at teachers and families. To which category would it belong?)

Judging by the national reports, the use of Web resources is considerably greater in some countries than in others. Another cross-country survey might check how much the quantity and relevance of web resources in CE and CED, and their take-up by teachers and pupils, depends on (a) CE having national subject status (as it does in England and Latvia) and (b) different levels of computer access for teachers and pupils (greater in England than in Latvia). However, cultural and linguistic factors may also be operating in these variations.

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Teacher Education (Questions 20-21)

15. Given the wide-ranging scope of CE, DE and CED, not only their transversality in terms of school subjects but also their transformative ambitions for school life and ethos, it is proper to begin from the diversity education needs of teachers generally in these areas. Some of these needs are well evoked in a passage in the recent and influential Ajegbo report in England: The aim is to facilitate the development of ‘culturally responsive’ teachers. It’s a tall order. Education for diversity is a potential minefield for teachers, particularly when they find themselves straying into unfamiliar or controversial territory. It is especially challenging at the extremes: in predominantly white rural areas, which face the challenge of unfamiliarity; and in urban and some rural areas where the challenge is of engaging with a mobile school population settling in the UK for the first time, with little spoken English.

Teachers need to be able, in different contexts, to promote the identities and self worth of indigenous white pupils, white working class pupils, mixed heritage pupils and minority (and sometimes majority) ethnic pupils, and at the same time to be aware of religion and the multiple identities we all live with. It is worth noting that the number of mixed heritage pupils is growing at a faster rate than any other group, which again reinforces the complexity of identity and the need for correspondingly complex education for diversity.xxvii (Ajegbo, p.66) Ajegbo remarks, also, that many teachers need specific training on exploring their own biographies, so that they are not simply ‘vessels of knowledge’ but practise education for diversity as a two-way process. Obviously, all this has important implications for the initial teacher education (ITE) of teachers generally, as well for continuing professional development (CPD) courses. Ajegbo reports that the picture across English ITE courses is patchy, partly – he suggests – because the official DE requirements for qualified teacher status are set too low.

Hungary’s National Educational Integration Network (which we have met earlier in connection with another of its projects) has been responsible for the large initiatives in teacher training that are described in H1 and that have the purpose of bringing about the integration of disadvantaged groups.

They are burdened with the user-unfriendly title of The National Development Plan’s Human Resources Developmental Operational Programme 2.1, but they have been supported and funded mainly by the European Social Fund. The initiatives include developments in both initial teacher education in universities and continuing teacher education to cover cooperative learning, differentiating in heterogeneous groups, multicultural pedagogy, project and drama pedagogies, supporting the change from kindergarten to school, and the pedagogical, legal and social background of integration in education. They also include projects in training educational experts and in promoting inclusive education among local decision-makers.

The Latvian national report sees certain aspects of their ITE courses as important for their different context: the intercultural dimension in cultural history and ‘philosophy and the history of ideas’ and history of religions; and even the international dimension in methods of teaching history, Latvia’s political system, methods of teaching social sciences and the integration of Latvia into the European Union.

16. CED being a part of a statutory subject, as in England and Latvia, entails the development of specialist ITE programmes, at least for future teachers of older students. E4 presents a leading example of such a programme, the Secondary School PGCExxviii in CE at the Institute of Education of London University. The course – including its large teaching practice element – is described partly in its own words and partly through the eyes of Inspectors of the course. A feature is the extent to which it is oversubscribed, evidence of the quality of this particular PGCE, but also of the appeal of this new subject area to potential recruits to teaching. For many of the applicants it involves a career switch – often from prestigious positions and professions. The specialist graduates of this and similar programmes are reported to be already making a vast difference in the secondary schools that employ them (and then resist the temptation to switch them to other subject areas). This difference is not only in their contribution to class teaching, but in their management of CE across the life of the school, including the coordination of the contributions of other teachers. Quite simply, when 25

well used, they bring CE alive in the school. Indeed, it is clear that a specialist cadre of CE teachers is itself a major CPD asset in CE. A final observation is that PGCE course providers generally will soon be reviewing and enhancing their DE aspects, to follow the corresponding redesign of the national curriculum in CE this summer.

A serious course proposal for training the DE teachers of the future in the French Community of Belgium is described in B7. It was published in 2004 and it has Ministry of Higher Education, university and NGO backers. Its three main themes are: culture, ethnocentrism and cultural relativism; the different contexts of immigration; and prejudices, stereotypes and discriminatory behaviour. These give it a very precise focus on CED, an impression confirmed by the wealth of further detail in the description. Various things are left open here: what proportion of a total ITE programme a course like this could be – or what different proportions – and whether it would be a new teacher’s only specialism; whether it envisages the introduction of compulsory programmes of CED on the Belgian school curriculum; and the school-based practical training that might accompany and complement the course’s seminar work. It is content to focus on principles, themes and methods for getting these across to student teachers. (As such, indeed, it may be a valuable resource for CPD as well as ITE courses.)

17. Many of our collection of best practices are dedicated CPD courses. They include no fewer than 6 of the 11 selected French practices. Some of these have come up under other headings in this inventory, but three will be introduced here. First, however, a specification in the French national report of the range of the CPD courses provided by the Amiens Regional Educational Authority is worth noting. It includes lengthy courses in Teaching French as a Foreign Language, Integration (to analyse, explain and prevent segregation in towns and schools by educational means), Migration and Diversity (to find out about the countries from which migrants come and how we can change attitudes in the host society through school), and Discrimination and Equal Opportunities (to better understand the processes leading to discrimination and segregation, especially in schools, and to present educational activities and tools for combating discrimination).xxix F2 describes a course in a ‘priority education network’ on Migration and Intercultural Communication. It covers family structures in the main countries of origin and the effects on them of migration, the situation of recently arrived students, migrant families’ expectations of school, how to relate to students in multicultural classrooms and other professional practices for dealing with these issues. F1 and F6 complement each other. The first describes a 2-day interdisciplinary CPD course in Religious facts and their implications for teaching literature, art, history, philosophy and the sciences. It was designed and offered by a teacher training institute in 2007, in response to a need expressed by teachers and educational support staff and attended by 83 participants. The second also focuses on ‘teaching religious facts. It briefly describes a long-standing collaboration in this area between State education and Catholic education and between a new Institute for the Study and Teaching of Religion and the Catholic University of Bourgogne. The collaboration includes a Masters programme that has enrolled 2,500 people since 1996 and a research programme to which around 150 researchers have contributed since it began.

Finally, E5 focuses on a central initiative to order, advise, inform, monitor and encourage the multiple professional in-service (or continuing professional) courses that naturally sprang up to accompany the advent of CE in English schools, and the many providers of such courses, by laying down standards for the certification of the courses. They are described as being intended for the use, not only of providers, but of all qualified teachers who have, or who aspire to, responsibility for leading CE in schools so that they might better plot their own cumulative professional development path. Wide-ranging ‘knowledge and understanding’ conditions and ‘teaching and learning’ conditions’ are laid down. As might be expected, these follow the requirements of the National Curriculum in CE closely.

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Evaluation, Monitoring and Development: Agencies and Strategies (Questions 38-39)

18. There are arguments for and against a ‘strong’ inspection system such as England has had in the past 15 years, but in the context of ‘forcing’ school acceptance of a new subject, pressuring schools into giving it space, time and resources, its advantage is hardly to be doubted. E3 focuses on OFSTEDxxx inspections and reports relating to CE in England since 2002. There is a double aspect to OFSTED’s role here. One is the inclusion of CE along with other subjects in the normal school inspections. Schools in England can expect to be inspected every 4-5 years and the web-published reports of these inspections are taken very seriously by the inspected schools and their local communities. Elaborate and sophisticated school and subject department self-evaluation procedures are, to a large extent, formatted on the inspection model (are ‘self-inspections’), as well as geared towards the findings of the previous inspection and the preparations for the next one. Given this system, it was obviously important for CE to become a full part of it. The other aspect was the creation of a specialist CE section in the inspectorate and the appointment of a specialist senior inspector, leading to the annual national reports on the progress of CE that are the main focus in the E3 account. These reports are based on both specialist CE inspections of samples of schools and the trends visible in individual school inspections. They probably reach policy and opinion makers first, and impact on most schools in mostly indirect ways – through their influence on curriculum revisions, examination syllabuses and new CE resources.

It would be unfair to represent OFSTED’s role as purely a ‘forcing’ one. The annual reports, in particular, have been full of considered and helpful advice to schools and recommendations and advocacy directed at other stakeholders, such as government and universities engaged in teacher education.

England’s most fundamental decision was to make CE a statutory subject, but, such is the multiplicity of pressures on contemporary schools, the process of making this CE real in schools would be taking much longer without OFSTED, if indeed it were happening at all. However, control levers vary across educational systems and it is an interesting question whether, for example, the much closer control that Latvia exercises in regard to textbooks, and also over the school timetable, might be similarly effective in consolidating DE across their curriculum and their new Social Studies.

19. Research, particularly formative research that is fed back to policy-makers, schools and practitioners, is extremely important for the development of CE and CED. Our best practices have several examples of this. In terms of scale, ambition and expense, the most dramatic of these is the on-going Citizenship Education Longitudinal Study 2001-2009 in England, described in E2.

Commissioned by the Department of Education and Skills, but conducted by the independent National Foundation for Educational Research, this 8-year study is tracking a cohort of young people who first entered secondary school in 2002 and are therefore the first students to experience CE continuously.

Methodologically mixed and sophisticated, It involves over 100 schools, including 20 case-study schools, hundreds of teachers and head teachers, and – by its completion – more than 40,000 students with a view to assessing the short-term and long-term effects of CE on students aged 11-16, also to explore how different school processes impact upon these effects, and finally to provide evidencebased recommendations to the school system on an on-going basis. By 2007, the study has published 4 lengthy annual reports, each with a particular theme as well an update on CE’s progress generally.

These are valuable reports that really do seem to live up to the study’s grand aims.

In our earlier discussion of resources and textbooks, we already noticed L5 and its account of the study of the DE credentials of Latvian textbooks by the Latvian Centre for Human Rights and Ethnic Studies. Though virtually every study, and particularly every one-off study, must seem small by comparison with E2, this was clearly a substantial – and critical – study of an important issue in educational policy and practice.

H5 describes not a single research project, but the public-interest Kurt Lewin Foundation that undertakes independent research projects – as well as media and educational projects – in pursuit of its founding purposes to contribute to the consolidation of democracy in Hungary, to increase tolerance, and to eliminate stereotypical thinking. A nation-wide social research series between 2000 and 2003 examined public education from the angle of democracy and the vindication of rights.

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The description further notes that their choices of research projects seriously favour socially or otherwise disadvantaged groups, seeking to identify the underlying causes of disadvantage and then to disseminate findings to wide audiences. They recently won an EU grant competition to undertake a comparative study of the public education of Roma populations using country studies prepared by the 25 member states. The description also notes that they use their research findings in their own educational programmes.

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Difficulties, Shortcomings and Successes (Questions 5,17,40-42)

19. The following matters stand out in the five national reports.

I. Latvian references to the continued prevalence of stereotypes and intolerance among pupils, parents and even teachers, and to lack of appreciation of the fact that diversity of culture, traditions, opinions and theories is also a gain, points up a large part of the case for CE / DE – and not just in Latvia.

II. Where there a tradition or practice of divided school sub-systems – as most sharply in Latvia, differently in Hungary because the de facto segregation is not generally sought by the Roma, and differently again in systems with faith schools – there is a question of measures to reduce or offset the division (if not to end it), on the view that common education is good for both intercultural development and a cohesive society. These measures have to be balanced against the cultural and political cases for some cultural autonomy in education, and they have to be ‘sold’ to the relevant minorities.

III. Hungary is developing valuable exemplary experience in integration strategies in schools, but not yet of more directly CE and DE strategies.

IV. The teacher complaint of ‘lack of time’, which is reported as common in Belgian and French schools and in the quarter of English schools still deemed to be dragging their feet, is clearly related both to a lack of conviction as to the importance / urgency of CED relative to other subjects on the one hand, and to a lack of confidence regarding their own expertise (not least in regard to ‘controversial issues’) on the other hand. Ad hoc measures address both difficulties to a limited extent, but an adequate response clearly involves structural measures to raise the status of CE (including CED) in the educational world on the one hand, and new forms of teacher education (both specialist and generalist, and both initial and continuing) on the other hand. Even where such measures are fairly securely in place, as now in England, it takes time and constantly renewed advocacy and policing for the system as a whole to respond.

However, the English experience suggests that these measures do bring gradual and cumulative success.

V. The standard school timetable of 45 minute periods is noted as a problem for organising intense ‘events’ and episodes (particularly favoured by NGOs). This may be seen as just one of the important ways in which CE(D) challenges traditional school organisation. There is also the raft of things implied by education for ‘active citizenship’ (and ‘active interculturalism’). This is a matter of considerable attention and interest in England at the moment.

20. Many or most good practices, including many mentioned in earlier sections, might be characterised as responses to perceived needs and difficulties. For example, the introduction of CE in England was partly a response to perceived youth apathy about politics, many policies are responses to needs created by migration, and many Latvian practices are directed towards resolving majority / minority fears and tensions. In particular, anti-racist and anti-discrimination practices are naturally seen and presented as responses to urgent needs. Here, however, we might single out a few practices that represent small-scale local responses to locally identified difficulties. It is important not to be so fixated on large-scale, nationally institutionalised CED as to miss the value (including the exemplary value) of smaller initiatives that may be local and/or temporary in their impact. One such that we have already noticed in paragraph 5 is H3, Learning and Leisure activities for Roma Children in which, starting from 1997, a small group of teachers and NGO workers in one of Budapest’s 23 districts organise programmes of afternoon and weekend cultural activities and tutorial support sessions for motivated 11-18 year olds that help to sustain them at school while also celebrating Roma culture. Another example, noticed in paragraph 4 above, is the account in B4 of an education pack on combating Homophobia in a school open to diversity that was put together for teachers in some Belgian schools that had become troubled by homophobic attitudes and bullying (even if it was produced for them by the central authority, rather than being a local production). A third example is F7, ‘How does School Work?’ This is an attractive description of a workshop for the parents of Moroccan and Turkish migrant students in a district of the town of Chaumont. The 29

objectives were to deal with parents’ anxieties around their children’s schooling, help them to support their children in school, and initiate an intercultural dialogue between parents and teachers.

The project emerged as an offshoot initiative of language workshops for women, whose expressed needs it was designed to meet, and it itself led to a similar workshop for local kindergarten parents.

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Top-down and/or Bottom-up? The Role of the State; NGOs and External Actors (Questions 8, 14-16, 29, 31)

21. This final section picks out some now familiar best practices just from the point of view of their place on ‘the centre-peripheral (local) spectrum’ and their relationships within the spectrum.

I. In systems in which CE / DE is more or less centrally imposed on schools (note that it is this specific imposition that counts, rather than whether the school system as a whole is heavily centralised), in our project England and Latvia, that imposition provides the starting point or the influential context for most other initiatives.

Of these others, some are also governmental, others involve partnerships between government and others agencies, and others are independent initiatives that nevertheless latch on to the official requirements in some way. So: CE on the English National Curriculum (E1) either founded, or stimulated, or enhanced virtually all the other English examples of best practices in our inventory, but many of these also involved non-governmental agencies like research bodies, examination boards, universities, local authorities and publishers. Again, writing diversity into the official curriculum (standards) in all subjects (L1), became the basis for the subsequent monitoring of publishers, authors and texts (L3) and stimulated student and university collaboration in developing DE materials (L2).

II. On the evidence of our national reports, NGOs did not seem to be any less active in the participant countries that had elevated the curriculum status of CE and/or DE by central decision than in those which had not done this. In England and Lativa, the leading NGOs seemed to have simply adjusted to the new situation – which they had indeed fought to bring about.

III. Government in decentralised systems can use funding (e.g. from Europe) to attract volunteer schools and agencies to favoured developments and programmes, as we saw in the case of Hungary (H1 and H2).

IV. B4, B5 and B6 offer Belgian examples of State initiatives short of imposition, or the State supporting grassroots initiatives, and F6 is a French example Thus, in the B5 account of Democratie ou Barbarie, it ‘serves as an interface between government and the voluntary sector, NGOs and other civil society organisations’ and the account of Annoncer la Couleur , a federal government project to raise awareness among young people of North-South relations, remarks on the role of NGOs and others in developing it from idea to pedagogy.

V. France offers several example of regional (local educational authority or Priority Area Network) initiatives (e.g. F1, F2 and F3) and in F8 an example of a single institution initiative, but one supported by the Catholic education sector.

VI. H3, Learning and Leisure activities for Roma Children, though by no means our only example of a grassroots initiative, would be hard to beat in that category.

22. Finally, however, our multi-national collection of best practices confirms the importance of government involvement in CED. It is also difficult to resist a further conclusion from the discussion of these practices – one intimated already in the opening paragraphs above – that, in the important terms of supporting infrastructure and consistency across schools, CED gains a large advantage from being (part of) a statutory subject.

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APPENDIX 1: QUESTIONNAIRE TEMPLATE FOR NATIONAL REPORTS

Citizenship Education for diversity: Best Practices and Recommendations Education citoyenne à la diversité : Bonnes pratiques et recommandations A project supported by the EU Socrates Accompanying Measures and the Compagnia di San Paolo

Inventory of existing educational policies and practices in citizenship education for diversity Survey questions for national reporting

These are possible sources of information for drafting the national reports: •

Information on policy o Ministry of Education contacts and documentation o Local (regional) educational authorities and special authorities (e.g. NGOs), linked with “diversity education” o Research reports on policy (by university teams, doctoral students, national research agencies etc) o Teacher union responses to, and commentary on, policy o Media responses to, and commentary on, policy

•

Information on practices o School inspectors o Independent, private or faith school networks o Research reports on practice (by university teams, doctoral students, national research agencies etc) o Teacher Unions o Schools (directors, teachers, educational staff) o Networks of school directors, etc. o Civil societies (voluntary groups) and NGOs o EU Socrates national agencies o Eurydice website (http://www.eurydice.org/)

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Part I - Terminology questions: Clarification of concepts and definitions in citizenship education for diversity (2 to 5 pages) Objectives: • To clarify the field of citizenship education for diversity, in terms of the range of ways in which it is conceived and defined in theory and practice in each national context.

• To identify differences and commonalities between diversity education, citizenship education and citizenship education for diversity. There may be an implicit consensus across countries that diversity education refers to intercultural learning and democratic participation in social life, but the meaning of those concepts can vary significantly from country to country.

1. What are the concepts and words used in your country to describe what the project calls “citizenship education for diversity”? (e.g. “intercultural education”, “multicultural education”, “vivre ensemble”, “civic education”, “diversity education”, “citizenship education”, etc.)

2. Are these terms used and accepted across the whole system, for example, by teachers as well as by the Ministry of Education? When did these terms become usual? Are there debates / controversies about this terminology?

3. If there is a formal subject in the school curriculum with a particular responsibility for what the project calls “citizenship education for diversity”, what is its exact name? What is its official brief definition, if there is one?

4. Across the curriculum, which other subjects/courses are dealing with what the project calls “citizenship education for diversity”?

5. When did these practices become usual? How well established are they?

6. What diversities are taken into account when educators think of diversity education? (E.g. gender, culture, religion, social classes, languages, etc)

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Part II -

Substantive questions for national reporting (20 to 30 pages)

Objectives: • To facilitate an inventory of existing educational policies and practices in citizenship education for diversity in 5 EU countries (Belgium, France, Hungary, Latvia and England), including the impact of the ‘European year of Democratic Citizenship Teaching’ (2005 Council of Europe).

• To facilitate the identification of regional trends (Western Europe, North Europe and Central Europe).

Contextual Points 7. How, in brief, are the school system and the curriculum organised in your country? (E.g. change-over ages from primary to secondary and from compulsory to optional, forms of secondary education, academic and vocational curricula, participation rates of older students, teacher education and forms of entry to the teaching profession, status and deployment of teachers – are teachers civil servants?, etc) 8. What is the “story” of diversity education in your country? When and how did it start? How has it developed (or failed to develop)?

Policy & curriculum 9. If there is an official curriculum and/or scheme of work specifically for “diversity education”, what processes of consultation and/or piloting were used in creating it?

10. How is “diversity education” conceived? What are its components?

11. How is “diversity education” integrated in other subjects/courses? Please describe the points in other subjects/courses where “diversity education” is implemented.

12. Does “diversity education” exist outside the formal curriculum, specifically in the two following learning environments: o the non-formal curriculum: “suspended timetable” activities, activities and programmes taking place out of the official curriculum; student engagements with the community etc? o the informal Curriculum and “ethos” of schools: interactions of diverse student groups, mutual learning, the hidden curriculum, etc?

13. Is diversity education perceived as overlapping with gender education, and, if so, how?

Opportunities and issues in the development of “diversity education”

14. What has been “energising” the development of “diversity education” in the schools? o Social conflicts; o Immigration; o Specific or flashpoint incidents; o Language issues; o Faith issues; o Political parties’ manifestoes; o Others?

15. Who has been/is energising developments in “diversity education”?

16. Is the development of “diversity education” in your country more reactive or proactive?

17. What are the principal difficulties or obstacles confronting “diversity education” in schools?

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18. What are the main debates regarding “diversity education”?

Pedagogy, teachers education & teachers competences

19. Are there recommended pedagogical approaches in “diversity education”? How were they decided? Are they different from the approaches used in other subject areas?

20. How, and how well, does initial teacher-training education now deal with “diversity education”?

21. How, and how well, do programmes of continuing professional development for teachers now deal with “diversity education”?

Student assessment

22. How, if at all, is student learning in “diversity education” publicly assessed? (conventional examinations, as for other subjects; a sample of some schools / students or ‘blanket’ testing of all schools / students; optional or compulsory examination; groups and group projects).

23. What are the effects on pedagogy and curriculum of these forms of public assessment?

24. To what extent are strategies for formative assessment (“assessment for learning”) in diversity education being promoted and used?

Resources

25. What kinds of learning and teaching resources are available for “diversity education”? (Text books, schemes of work, “tool kits”, web resources, etc) Please provide a list of examples and a bibliography.

26. Where do the resources come from? (Ministry or other government agencies, local / regional authorities, schools/teachers developing their own materials, civil and voluntary societies and lobbies, faith bodies, publishing firms etc) 27. How does the web help in “diversity education”? What resources are available on the web?

28. What evidence is there that schools are using web resources?

29. How can EU programmes such as Socrates help as resources?

Community engagement

30. What initiatives or programmes with a favourable impact on “diversity education” have been set up at local or national level to involve or engage other “players”? (e.g. parents, students, local communities, employers, etc.)

31. What is the role of NGOs and lobbies in promoting and developing “diversity education”?

School environment

32. What are the student admission policies of schools? To what extent are these controlled by law or government decree, and to what extent are they within the discretion of schools?

33. To what extent are minority students segregated from mainstream students by being placed in separate schools? How is segregation, if any, achieved, and what is its rationale (e.g. differences of language of instruction)?

34. Please give some information about diversities (including gender diversity) within schools staffs, especially in the bodies of teachers? Does the work-team in the typical school represent the diversity of the society (e.g. of culture and gender)?

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35. Do the school and classroom walls, the school buildings, and the school environment carry messages that promote diversity?

36. Do the rules and disciplinary policies and procedures of most schools support the opening to diversity or not?

37. Is “diversity education” integrated into the schools’ future strategy?

Evaluation

38. How – by what mechanisms – does the education system evaluate the existing practices and initiatives in “diversity education”? (general school-inspections, specific citizenship or diversity education school inspections, government-commissioned research projects, public examinations, other?)

39. How do schools evaluate their own practice and initiatives in “diversity education”?

40. What is the Ministry’s most recent evaluation of the current practice and state of “diversity education”? What remedial measures and/or further initiatives is it proposing?

41. Are the “diversity education” policies in your country generally considered to be effective?

42. What are the recognised shortcomings in “diversity education”?

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APPENDIX 2: ‘BEST PRACTICES’ FROM FIVE COUNTRIES

Objectives: •

To gain an overview of ‘best practices’ towards preparing an Operational Guide for the development of citizenship education for diversity in school curricula.

Please select and accurately describe up to 10 excellent or very good initiatives, programmes or practices in “citizenship education for diversity” in your country. The examples selected should represent different levels (Ministry, schools, classrooms, NGOs, etc.) that could be considered as model practices. You might care to refer to your national EU or Socrates offices in choosing some of your examples.

At least 5 of your examples will finally be described in the “Inventory of existing educational policies and practices in citizenship education for diversity”.

(1 page/best practice)

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BELGIUM (FRANCOPHONE) B1 A Classroom of Difference / EPTO – European Peer Training Organisation KIND: International programme of education to promote diversity and combat prejudice (adapted to the specific educational context in the French Community) TARGET GROUP: Teachers, secondary school students and the whole school community THEME/DIVERSITY: Managing and valuing diversity / Combating all forms of discrimination LOCATION: Belgium (French-speaking and Flemish-speaking) INITIATOR: ADL, the European Jewish Information Centre (Centre Européen Juif d’Information – CEJI) and the Institute for Research, Training and Action on Migration (Institut de Recherche, Formation et Action sur les Migrations – IRFAM) KINDS/TYPES OF PRACTICE: □ Pedagogical practice □ Teacher training (initial, continuing) □ Student initiative □ Projects CONTACT: For French-speaking Belgium: IRFAM (Institut de Recherche, Formation et Action sur les Migrations) Rue Agimont, 17 4000 Liège Belgium Tel: +32(0) 4 221 49 89 Fax: +32(0) 4 221 49 87 Website: www.irfam.org

For European projects: CEJI (Centre Européen Juif d’Information) Avenue Brugmann, 319 1180 Brussels Belgium Tel: +32(0)2 344 34 44 Fax: +32(0)2 344 67 85 Website: www.ceji.org

SUMMARY: The programme provides teachers with educational tools to help students and colleagues of all backgrounds to develop respect for others and to be enriched by the values of multicultural diversity. It is based on a curriculum which is aimed simultaneously at teachers, students and the whole school community, in order to motivate the school to value diversity and fairness.

FULL DESCRIPTION Overleaf

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FULL DESCRIPTION: After two to five days of professional training, the teachers and the students are enabled to: 1. Develop a common vocabulary around diversity education, covering concepts relating to stereotypes, prejudice, racism and all forms of discrimination.

2. Develop the capacity to recognise prejudice and discriminatory behaviour in themselves and others.

3. Develop and put into practice skills to confront prejudice and discriminatory behaviour in themselves and others.

4. Demonstrate critical abilities and examine the school’s policies and practices in relation to equal treatment.

5. Contribute to the creation of an environment which respects cultural differences and fairness, valuing the way each individual takes responsibility.

The school community is enabled to: 1. Develop a cross-curricular approach to citizenship education within its statement of ethos, which complies with the requirements of the Core Skills (Socles de compétence) and Final Skills (Compétences terminales).

2. Adapt school practices to the objectives of diversity education.

3. Contribute to the creation of an environment which fosters respect for difference in order to inspire respect for shared values.

4. Advocate the taking of responsibility.

In French-speaking Belgium: The A Classroom of Difference programme includes a specific programme of training for teachers and a teacher’s guide for the activities to be developed in the classroom. It has been operating since 1997 in around twenty schools in Brussels and Wallonia. Coordinators are appointed in each school to be part of a network with the other schools participating in the programme. Follow-up work and further training (three sessions per year) are organised in order to support the effort and work put in by these teachers. An assessment is carried out at the end of the school year to evaluate the impact of the activities and to consider future goals.

The training is initially offered to teachers and other education workers who are interested in the process. They lay the foundations so that the teaching team will be ready to support the initiatives taken by the students who will follow the programme. In the short term, this means offering classroom activities which have been adapted according to the ‘sensitive areas’ identified in the school. This may be xenophobia in one school and in another homophobia, tension between girls and boys or discrimination among the different streams, sections and options in school…

Young people who are interested in the programme can also receive training in order to undertake activities with other students (these young people may be student representatives, tutors or individuals hoping to become social workers or campaigners). Thus the work with the students can be supported by a specific peer training methodology. This is provided by a team of specialist trainers who form part of the programme’s European dynamic, EPTO (European Peer Training Organisation).

These young trainers, assisted by teachers who are active in similar fields, organise awareness-raising workshops in schools for their peers. These workshops last between two and six hours. Follow-up and further training is then provided by the IRFAM team in order to expand upon and reinforce their knowledge and skills throughout their time at school. Once they have had some practical experience of running activities, the peer trainers are then invited to join the European network coordinated by EPTO. The figures for 2006 are as follows: 126 new peer trainers were trained and themselves organised awareness raising among almost 700 young people. In addition, 154 young people attended awareness-raising workshops and 150 received information from our teams both within schools and outside.

In the medium term this means that the whole school community plans and takes part in tasks to develop, on the basis of activities, course content and informal activities explicitly aimed at crosscurricular diversity education skills.

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The problems:

The institutionalisation of the programme: this is effective within the network of independent schools (through training and follow-up by pedagogical counsellors) but not yet in the other school networks.

Establishing the programme in schools over the long term: due to the mobility of students, teachers and ACOD/EPTO trainers, the main difficulty for this initiative is to keep track of the students and teachers throughout their time at school and thus to secure the long-term stability of the work undertaken in a school. In relation to the students, greater resources would mean it would be possible to organise further training sessions during the school holidays with motivated students who want to optimise their skills. By encouraging them to try out the activities, they would develop skills and could establish a team of experienced trainers who would be able to work in schools and also in other organisations outside the school context.

The project approach: not all schools are used to operating on the basis of projects – taking an initiative and following it through from start to finish, planning long-term activities and devising a coherent project. According to the teachers, one major obstacle is the organisation of the school timetable and the burden of administrative tasks associated with implementing projects.

Two examples of schools using ACOD and/or EPTO:

School 1: L’Institut Technique René Cartigny (Ixelles)

In 1997 the teaching team for the first level (premier degré) took part in an experimental A Classroom of Difference (ACOD) module as part of a Comenius project and, in May 2001, in a Round Table of French-speaking teachers. The team was keen to follow up this experiment. Two ACOD trainers organised two days of training for a team of 11 teachers from all levels (degrés). The teachers’ concerns focused mainly on the ‘racial’ tensions within the school and the concrete issues experienced on a daily basis in the classroom. The evaluations were very positive, although teachers who had already done the training were a little more restrained in their enthusiasm.

The project follow-up was organised as half-days spread out over the whole school year. After three sessions which aimed to sketch out a project targeted at the students (especially in the classes experiencing major tensions), the teachers voiced a sense of discouragement. The programme was seen as being too intensive in a context of general fatigue. In addition, some teachers said they needed to devote their energies to the reports for the final year students.

After analysing the situation, the trainers suggested bringing in an educator and the school mediator.

With support from the school management team and the ACOD coordinators, a new framework was negotiated which was closer to the needs of and problems encountered by the teachers who wished to continue with the project. The project recommenced in January with seven teachers, one educator, the school janitor and the mediator. It was decided to work on the real life experiences of the classroom and the issues of racism/discrimination.

The main issue of concern for the teachers was “an undercurrent of recurring violence”. The group talked to the class representatives whom it suggested should become responsible for project liaison.

In March, the educational team was joined by three student representatives who outlined their views on racism and the problems of relationships between girls and boys in the school. Their accounts breathed new life into the project and gave it a new direction.

The evaluation at the end of the year reveals satisfaction at having finished the year with a concrete result which was relevant to the school. However, the teachers who had taken part in the experimental phase of the project were disappointed by the break in continuity they saw between the two teams of trainers. For the project follow-up, they wanted the ACOD trainers to be more involved in the activities developed in the classroom. The school appointed two coordinators.

From January onwards, the two coordinators started by taking part in coaching days organised at the University of Liège. Following the first such day, the idea emerged of developing a link between ACOD and the Annoncer la Couleur programme to incorporate diversity education modules into the Ethics, French and History courses.

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Opinions on the ACOD project The opinion of the school management team “The project ended up leading to something really positive. There may have been some hesitations and wavering along the way but it must be said that this was an exceptional year: change in the school management team, the same total number of teacher-periods despite the fact that we had sixty additional students, the teacher who was the main driver of the project suffered serious health problems and there was a death in the team. At some points there was a feeling of discouragement, but the direction of the training was reviewed and the results of the work in May reinvigorated several people. The students were very satisfied.”

“What is interesting is to internalise the concepts, to have a period of thinking about them so as then to be able to apply them to real-life situations. The establishment of a process like this is not always straightforward. The teachers do have very relevant demands… They want something concrete, of course, but it can be a bit along the lines of “You give, I’ll take!”. Some colleagues stepped down because it was too heavy-going. It has to be said that this feeling of being burdened is part of the general atmosphere at the school. There needs to be dynamism, a spirit of openness and creativity…

The teachers are too involved in talking about ideas and not enough in DOING things. For it to work it needs a leader.”

“For me, ACOD is above all a form of technical support and reflection to underpin what already exists in the school. The activities are ones which make people think and which ignite tiny sparks…”

The opinion of the teachers “At the beginning we didn’t want to listen to you. The group was just made up of teachers (no educators, who are difficult to free up and are traditionally more confined to a supervisory role).

Once the demand was made that educators and students should be involved, the project bounced back.”

“The students are easily motivated on this topic, but the involvement of the teachers is poor. In a difficult school, self-preservation is essential: after 4.30pm there is no question of talking about school any more…”

“The most difficult thing for us, the teachers, is not to descend into TV-phone-in-style debates…

ACOD offers something quite different from the typical debate. The first thing is to get involved and get on with it… Doing that sort of self-exploration with the students is an approach which is anything but obvious to a teacher!”

“I feel all keyed up, very enthusiastic. It is good to see how it has worked and where the impetus comes from. We’re off again! Don’t let go! We’re not alone….”

At the beginning of the 2003/04 school year, the school suffered some structural problems and lost its status as a positive discrimination school. In this very difficult situation at the beginning of the school year, the whole staff team had to focus on issues of the school’s survival. The ACOD project was temporarily put on standby. The coordinators implemented the programme with their students as part of their lessons and wanted to move the ACOD dynamic towards peer training, like the training organised in other pilot schools. During this particular year, a third-year technical qualification stream electromechanical engineering class also received EPTO training (peer training).

This class had the reputation of being very difficult and was regularly the subject of discipline reports and yet it was motivated for four whole days to tackle issues of identity, culture, stereotypes and prejudice.

From then on, the students who attended the training course vociferously demanded to be able to apply their new skills through activities. Thus the intention was to devote a day to preparing an event for the school and to organise a day of activities run by peers in other classes (during May). The aim of the day was defined by the students: to show that differences are a plus.

The aim of the coordinators was to continue the work in the fourth year, then in the upper school, by involving their upper school colleagues. The idea was to develop an EPTO element, activities run 41

jointly by teachers and students on sensitive subjects, and to give the students a crowning moment, i.e. energising groups of ACOD teachers in training during a day of ACOD coaching.

In 2006/07, two new groups were trained in peer training techniques. A number of highly motivated former students continued to encourage and offer advice to the students who were undertaking activities for the first time. Several workshops were organised outside school with first, second and third-year classes.

Opinions on the EPTO project Opinions of the teachers “I had major prejudices in relation to some students and I didn’t expect much… We were really surprised. My attitude towards some students about whom I’d been more than a little hesitant changed (perhaps I’d been guilty of judging on appearances). I had huge prejudices. I took them to be a bunch of layabouts and I discovered a group of very dynamic, highly motivated young people.”

“There was an extraordinary level of enthusiasm among ALL the students who took part. They wanted to get involved and become sponsors for other young people.”

“An exciting but exhausting experience!”

“In History and EDS they have more confidence in themselves, the relationships between them are different and this is also the case in relation to other classes. In their relationships with us, the power struggle has disappeared. For some of our colleagues this experience was the best thing that could have happened to them!”

“Just before the training event, there was a problem between two students. They had already done some ACOD activities in the classroom and it was suggested to them that they do an EPTO training course. They wondered what they would be doing for four days … Yet they worked with confidence.

Plus, they were on time and totally motivated for the whole of the four days.”

“Their main reaction: we were treated without prejudice!”

Opinions of the students What they liked: -the understanding between the facilitators, teachers and students -the fact that the experience increased confidence -the facilitators’ respect for the ground rules -the friendliness -the variety of activities -the facilitators, their attitude and good humour -basically everything but especially the activities which we organised

What they learnt: -I learnt to be more open to others -respect -not to be too quick to judge -how to pre-empt conflicts, plus I learnt how to defuse conflict situations -getting to know people at school who I might never have spoken to What they regretted: -the length of the event – too short / one or two days longer would be necessary (2) -nothing -I want to do an activity outside school

School 2: L’Athénée Royal d’Ath (ARA) In December 2004 a group of 13 teachers of different subjects (including religious and moral education, Latin, physical education and economics) took part in a two-day workshop on the ACOD 42

programme. One of the two trainers who had met ten of the teachers during a training day presented the programme and suggested an activity, although no particular expectations were formulated. The idea of holding an ACOD training session for the whole teaching staff had been raised on several occasions (driven either by external trainers or by the participants).

Gradually, following meetings and experiments with activities in the classroom, some teachers decided to broach the subject with their colleagues. The methodology was disseminated in the school and more and more teachers became aware of the project. An ACOD unit was established which communicated its decisions and plans to the rest of the teachers (whose cooperation was requested), as well as to parents, so that they would be aware of the activities organised in school by the teachers.

The coordinators were particularly active and used the A Classroom of Difference programme as a source of support and an additional tool in realising projects at the school. One of the two coordinators also agreed to provide training for teachers and trainee teachers of ethics within the framework of an ACOD project developed in conjunction with the Inspectorate for ethics teaching.

This teacher then became a resource person for the ACOD network.

Examples of projects developed at l’Athénée Royal d’Ath: (to promote citizenship and diversity) ARA joined the Ecole Sans Racismexxxi network Work with OXFAM and its Magasins du Monde (fair trade shops) Raising awareness of the work of Amnesty International ‘Wells in Niger’xxxii project in partnership with Unicef and Rotary: students raised funds in school for the construction of a well in Niger. One student went to the site.

Cinema project with the Belgian-Palestinian Friendship Associationxxxiii Mounting of an exhibition driven by the students and reading of a novel about Palestine today Testimonies from survivors of genocide A variety of trips: to Fort Breendonk, the European Parliament, the Belgian Chamber of Representatives (Chambre des Représentants) and the Petit-Château reception centre for asylum seekers.

Participation in the local campaign in the town of Ath which comes together for joint activities between schools, NGOs, businesses and non-profit organisations Participation in projects / competitions run by Démocratie ou Barbarie Organisation of the ‘Day of Friendship’ Participation in the ACOD project

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B2 Ecole Sans Racismexxxiv

KIND: Movement, networking and awareness-raising in schools committed to combating racism TARGET GROUP: Primary and secondary schools, universities and colleges THEME/DIVERSITY: Combating discrimination and racism LOCATION: French-speaking and Flemish-speaking Belgium INITIATOR: Ecole Sans Racisme KINDS/TYPES OF PRACTICE: □ Pedagogical practice □ Projects □ Resources CONTACT: ECOLE SANS RACISME, Rue des Alexiens, 37, 1000 Brussels, Belgium Tel: +32(0)2 511 16 36 Fax: +32(0)2 503 37 40 Email: info@ecolesansracisme.be; www.ecolesansracisme.be Contact: Geertje FRANSSEN (Coordinator)

SUMMARY: Ecole Sans Racisme is active in the area of creating a multicultural society by offering schools educational activities which aim to eradicate racism from society.

Ecole Sans Racisme provides educational tools, training modules for students and teachers and networking opportunities for schools throughout Belgium.

FULL DESCRIPTION Overleaf

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FULL DESCRIPTION: Background The Ecole Sans Racisme project was first conceived in Anvers in 1988 at the time of the first electoral victory for the Vlaams Blok. Teachers and students worked together in reaction to the rising level of racism in society and against a breakthrough by the extreme right.

Schools appeared to be the ideal place for action because it was possible to reach large numbers of young people and because they represent the foundations of the future. Thus the Ecole Sans Racisme project was born. It was designed as a proactive project, with anti-racism education forming an integral part of the courses and activities organised in schools.

By signing up to an Appeal against discrimination and racism, the school becomes part of a network of schools against racism and at the same time sends a clear message to society at large. Since 1988, 250 schools from all over the country have signed up to this Appeal. As a demonstration of their commitment, they display the ‘Ecole Sans Racisme’ plaque at the entrance to the school. The same project also exists in the Netherlands and in Spain. Today schools from all three school networks (réseaux) are continuing to join and strengthen our network. This is fortunate as, since 1988, the situation has become steadily worse and racism and discrimination can be found everywhere in our society.

Objectives Ecole Sans Racisme aims to eradicate prejudice and contribute to anti-racism training in the education and youth sectors.

Ecole Sans Racisme calls on schools to educate and prepare their students, regardless of background, to live in a society where there are equal opportunities and rights. By providing young people with anti-racism education, Ecole Sans Racisme aims to promote the advent of a generation which lives harmoniously in a society which boasts wide ethnic, social and cultural diversity. In this way, the organisation seeks to check the advance of the extreme right.

Ecole Sans Racisme aims to promote a clear message advocating education which is open, democratic and intercultural and which challenges racism.

Using the experience and everyday lives of the young people as the starting point is an essential element of the Ecole Sans Racisme educational process. The young people and the teachers must have the opportunity to work with and live among different ethnic, cultural and social groups.

The concrete objectives for different training sessions are always adapted to suit the demands of the young people and those who work with them. In the implementation of the objectives, Ecole Sans Racisme always ensures that account is taken of the current situation at the time and the issues and needs which exist in the group. This is why Ecole Sans Racisme works in close partnership with the teachers and all those who work with the young people.

How to become an Ecole Sans Racisme To become an Ecole Sans Racisme, the Appeal must be put to the whole school, including the school management team, the teachers and the students. If 60% of them are in agreement and sign the Appeal, the school is officially recognised as an Ecole Sans Racisme and receives the Ecole Sans Racisme plaque to put up at the entrance to the school, so that its position is made known to the outside world. Of course, this is not the end of the matter. The aim is for the school to continue to work on the issues and to demonstrate its commitment in the everyday life of the school. The organisation also requires the Appeal to be presented for signing again every three years so that new students can be invited to get involved. There is a version of the Appeal which is specially adapted for nursery and primary schools. This must definitely be signed by the school management team, the teachers and the pupils in the fifth and sixth years and, if possible, by the pupils’ parents as well. In this case too, 60% of those eligible must sign.

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Colleges and universities can also make a department or faculty an Ecole Sans Racisme. It would obviously not be easy to organise a whole college or university to take part.

To help schools with the process, the organisation has produced a manual entitled Make your school a School Without Racismxxxv which schools can order. It contains, among other things, a step-by-step plan and experiences from other Ecoles Sans Racisme which may be of help to the school. In addition, schools can naturally contact the organisation for additional information.

Example of an activity: ‘Another view of Brussels’xxxvi Ecole Sans Racisme suggests a series of alternative school trips to different parts of Brussels as well as themed tours. With these multicultural discovery tours, Ecole Sans Racisme enables students to encounter other cultures and, with the resulting basis of better knowledge, to eradicate existing prejudices.

‘Another view of Brussels’ is a one-day programme. Schools spend the day in Brussels and in the morning the facilitators take them to a district of their choice. They start with a presentation on the district for the whole class. The students are then divided into small groups and, armed with a list of questions, go out themselves to explore the area. The morning ends with the groups coming together again for a discussion session. For the walks around the districts, the students have a choice of Molenbeek, Schaerbeek, Cureghem, Matonge and Chicago. For the themed walks, they can choose from refugees, Islam or the Second World War in Brussels.

In the afternoon, the students can take part in a practical workshop, such as African percussion or henna tattooing.

A full ‘Another view of Brussels’ day costs €10 per student and teachers take part for nothing. For some of the practical workshops there is a supplement of €37 per group. A group must comprise a minimum of 15 and a maximum of 25 students. It is possible to come with several classes who each choose one tour and different practical workshops: Walk – discover Schaerbeek Discover the district of Schaerbeek. The walk takes in a mosque, typical small shops, a ‘positive discrimination school’ and explores life in a multicultural district.

Walk – discover Cureghem Walk – discover Matonge Walk – discover Chicago Themed walk ‘The Second World War in Brussels’ Themed walk on the subject of refugees Themed walk on the subject of Islam Practical workshops The afternoon programme for the ‘Another view of Brussels’ alternative school trip involves practical activities. Schools have the choice of a number of different workshops. Practical workshops included in the €10 price are: henna tattooing, Brazilian jiu-jitsu, hip hop, kickboxing, African dance, African percussion and multicultural cuisine.

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B3 ‘La Haine, je dis non!’ (‘Say no to hatred!’)

KIND: Inter-school tolerance education project TARGET GROUP: Elementary and secondary schools THEME/DIVERSITY: Understanding the Shoah and the genocides of the 20th century / Combating discrimination / Understanding the Israeli-Palestinian conflict LOCATION: French Community of Belgium INITIATOR: Centre Communautaire Laïc Juif (CCLJ)xxxvii KINDS/TYPES OF PRACTICE: □ □

Projects Resources

CONTACT: CCLJ-Centre Communautaire Laïc Juif, Rue de l’Hôtel des Monnaies, 52, 1060 Brussels, Belgium Tel: +32(0)2 543 02 70; Fax: +32(0)2 543 02 71 Email: info@cclj.be Website: www.cclj.be SUMMARY: An inter-school tolerance education project which operates through a range of activities (cinema, theatre, meetings and debates, puppets, games etc.) for young people in primary and secondary education. The activities centre on three themes (developed in education packs): Understanding the Shoah and the genocides of the 20th century; Combating racism, anti-Semitism, discrimination and the extreme right; and Understanding the Israeli-Palestinian conflict.

FULL DESCRIPTION: About the organisation The Centre Communautaire Laïc Juif (CCLJ) is recognised by the French Community of Belgium as an Organisation for Permanent Education (Organisation d'Education Permanente) (lifelong learning) and a Youth Centre (Maison des Jeunes).

Founded in 1959, the CCLJ advocates a non-religious and humanist Judaism and, through its activities, actively upholds the values of tolerance, dialogue and openness derived from Jewish humanism. The missions of this non-profit organisation are in particular: to ensure that Jewish, secular identity is asserted and disseminated through respect for difference; to defend the values of tolerance, dialogue and openness; to disseminate Jewish and Israeli culture; to perpetuate the duty of remembrance and explore the history of the Jewish people; to understand the Shoah and other genocides of the 20th century (the Hereros, the Armenians and the Tutsis in Rwanda); and to promote active exchange and dialogue between Jews and Arab Muslims and other cultural minorities in Belgium.

Project presentation: ‘La Haine, je dis non!’

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Since 1998 the CCLJ has organised interschool citizenship education days on topics as diverse as raising awareness about the extreme right, education for peace in the Middle East and disseminating the memory of the Shoah. For these days the CCLJ invites several schools from the French Community to come together and take part in joint workshops. These days encourage exchanges between young people from different backgrounds, beliefs, genders and socio-economic status. For the CCLJ civic education begins at school which remains the best vehicle for education against prejudice, historical amnesia, demagogy and extravagant but empty gestures of tolerance.

In 2002 the CCLJ started running an interschool tolerance education project entitled ‘La Haine, je dis non!’ which is aimed at all sections of the three school networks, primary and secondary, throughout the French Community.

This project, which is funded entirely by the French Community, has three main aims: first, to raise awareness and provide information about the three genocides of the 20th century (Armenians, Jews and Tutsis); secondly, to combat racism, anti-Semitism, discrimination and the extreme right; and thirdly to promote understanding of the Israeli-Palestinian conflict.

For secondary schools, the CCLJ uses several approaches: • • •

•

Activities in the classroom lasting one or two hours Matinees at the CCLJ: film shows or drama performances + discussion with an invited guest Days at the CCLJ: Morning: film or theatre + discussion Midday: lunch Afternoon: themed workshops for 10 to 15 students Plenary session Memory days: visit to the Jewish Museum of Deportation and the Resistance (Musée Juif de la Déportation et de la Résistance) (Malines) and Fort Breendonk (Willebroek), a Nazi persecution camp in Belgium. Free bus and refreshments.

Thanks to the support of the French Community, these activities are completely free of charge.

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B4 ‘Combating homophobia, for a school open to diversity’xxxviii KIND: Education pack for teachers TARGET GROUP: Elementary and secondary schools THEME/DIVERSITY: Combating homophobia LOCATION: French Community of Belgium INITIATOR: French Community of Belgium KINDS/TYPES OF PRACTICE: □ Policy □ Pedagogical practice □ Resources CONTACT FOR INFORMATION: http://www.enseignement.be/@librairie/documents/respel/doc/HomoPhobie-04.pdf SUMMARY: The manual is structured in four sections: - analysis of the relevance and context for the discussion of sexual orientation in the school setting - information about homosexuality - activities for the classroom - list of resources FULL DESCRIPTION: The authorities responsible for compulsory education and equal opportunities in the French Community of Belgium produced and made available to teachers a practical educational manual on combating homophobia. The manual fits in with the philosophy of the educational decree defining new priorities for schools (July 1997)xxxix.

The specific aim of this tool is to bring together two relatively autonomous but complementary perspectives. The first of these is the suffering experienced by the child or young person who feels that they are different. The second is learning about diversity…(p.6).

The manual contains information on the following topics: - the difficulties experienced by young gay, lesbian and bisexual people in the school setting - the difficulties experienced by young people who have one or more homosexual parents - the basic definitions and concepts of homosexuality and bisexuality - sexual roles, sexual orientation and gender identity - the manifestations and effects of homophobia - self-affirmation and respect for others and for sexual diversity - educational strategies to combat homophobia in school - resources (p.7) The manual suggests working within the framework of a statement of ethos which incorporates combating discrimination.

It describes 24 activities which may be used in either elementary or secondary education.

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B5 Démocratie ou Barbariexl KIND: DOB offers schools the opportunity, by means of campaigns, to develop a project through an interdisciplinary process that enables students to assert in a manner appropriate for them their attachment to the values and practices of democracy and human rights.

TARGET GROUP: Elementary and secondary schools, in all three school networks THEME/DIVERSITY: Democracy and human rights LOCATION: French Community of Belgium POPULATION: Secondary education INITIATOR: French Community of Belgium KINDS/TYPES OF PRACTICE: □ Pedagogical practice □ Resources □ Other - campaign CONTACT: http://www.enseignement.be/dob/ SUMMARY: The challenge of citizenship, human rights and peace education Attached to the General Directorate for Compulsory Education (Direction générale de l'enseignement obligatoire) of the French Community within the General Administration for Education and Scientific Research (Administration Générale de l’Enseignement et de la Recherche Scientifique), the educational unit Démocratie ou barbarie (Democracy or Barbarism – DOB), seeks to meet the challenge of raising awareness among teachers and students of citizenship education, through mutual respect, equal rights and commitment to a more peaceful world with greater emphasis on justice and solidarity.

One challenge, one mission The two directors of the unit, together with all the liaison teachers, form an interdisciplinary, internetwork team. This team is authorised to work in schools, mainly secondary schools, involved in a citizenship education programme, which is broadening out the scope of human rights education.

DOB also serves as an interface with the voluntary sector, NGOs and other civil society organisations.

Three dimensions To open up the school to the outside world and, in order to do this, facilitate encounters in three different ways: o between schools o between the liaison teachers and DOB o between schools and the voluntary sector

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FULL DESCRIPTION: DOB offers schools the opportunity, by means of campaigns, to develop a project through an interdisciplinary approach which enables students to assert in a manner appropriate for them their attachment to the values and practices of democracy and human rights.

This approach involves the inclusion of work on remembrance and the role of history, based on a dynamic relationship with the past. It aims to enable students to recognise the values and situations which pertain today and their persistence over time, as well as ensuring that they are maintained through activities within and outside school. Thus the intention is to work with students to achieve a historical awareness, balanced between today and yesterday, between here and elsewhere, which is an essential starting point for coherent action on the present.

Student-citizens are trained by incorporating all these dimensions into the different skills, while remaining aware that it is not simply a question of conveying the information. The aim is to provide the students with these skills through a wide range of different pedagogical approaches which are active rather than passive. To put it into practice, the approach requires the participation of a multidisciplinary teaching team and involves both in-school and extracurricular activities.

Since it was set up, DOB has provided teachers with educational material to help them better understand the phenomena of racism, terrorism and the extreme right through culture and democracy: o exercises which explore citizenship, current affairs and historical questions o collections of up-to-date texts on the issues tackled o life stories o education packs By organising educational days, DOB enables liaison teachers to work together on the issue of a campaign; to explore contemporary issues with participants from the science and voluntary sectors; and to share practices for citizenship education.

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B6 Annoncer la Couleur (Speaking out) KIND: Projects, campaigns and training TARGET GROUP: Elementary and secondary schools, including all three school networks THEME: North-South relations – international solidarity LOCATION: French Community of Belgium POPULATION: Secondary education INITIATOR: This is a federal initiative financed by the Directorate General for Development Cooperation (Direction générale de la coopération au développement – DGCD).

KINDS/TYPES OF PRACTICE: □ Pedagogical practice □ Teacher training (initial, continuing) □ Resources □ Other – campaign CONTACT: http://www.annoncerlacouleur.be SUMMARY: Since 1997, Annoncer la Couleur has been raising awareness about North-South relations among young people from the age of 12. Its work is centred around three main themes: • Annual themed campaigns which present specific educational processes and tools • A range of educational tools and the development of more general awarenessraising activities around the topic of North-South relations • Liaison and partnership work with other stakeholders in education and development FULL DESCRIPTION Overleaf

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FULL DESCRIPTION: The ultimate aim of the Annoncer la Couleur initiative is to enable teachers to incorporate the topic of North-South relations into school subjects as they are laid down in the curriculum.

The Annoncer la Couleur team has three objectives: o o o

to instil respect and understanding of the other in a globalised multicultural society to stimulate a critical approach to enhance understanding of the complex realities of a rapidly changing world to promote collective action and the experience of living with democracy.

Annoncer la Couleur is a federal initiative to raise awareness of North-South relations. Its specific and original approach is: o o o

to put forward specific awareness-raising campaigns which offer an original and open perspective on the issues covered to support and complement the existing activities in the area of development education to work together at different levels of authority and within different areas of education

While relying on facilitators (teachers and others working in the social and cultural spheres) to reach the young people, the role of the local coordinators of Annoncer la Couleur is to promote pedagogical tools and processes through presentation and training days. The coordinators supervise and may monitor the facilitators in the activities they go on to develop with the young people they work with.

The development of the pedagogical tools and processes came about as the result of close collaboration between the Annoncer la Couleur team and the trainers from the NGO, ITECO, and other specialists in the focus areas.

From the financial and decision-making perspective, Annoncer la Couleur operates under the aegis of the Secretary of State for Cooperation and Development (Secrétaire d’Etat à la coopération au développement). The initiative brings together the cabinet of the Secretary of State, the DGCD and partners in the provinces. The latter are pivotal in the organisation and promotion of Annoncer la Couleur activities.

Thus the provinces of Walloon Brabant, Namur, Luxembourg and Hainaut, as well as the French Community Commission (Commission communautaire française – COCOF) for Brussels and the Les Chiroux cultural centre for Liège, are Annoncer la Couleur nerve centres. The initiative as a whole is coordinated from Brussels by the Belgian Technical Cooperation (Coopération technique belge – CTB).

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B7 Training the diversity education teachers of the future. Pedagogical proposals in the French Community of Belgium.xli KIND: Training for teachers in lower secondary education TARGET GROUP: Trainee teachers THEME/DIVERSITY: Raising awareness of cultural diversity LOCATION: French Community of Belgium INITIATOR: The Minister for Higher Education / University / NGO KINDS/TYPES OF PRACTICE: □ Curriculum □ Resources □ Initial Teacher Education CONTACT: Massimo Bortolini: Brussels Centre for Intercultural Action (Centre Bruxellois d'Action Interculturelle – CBAI) Website: www.cbai.be SUMMARY: The aim of this course is to make students aware of a mirror image of reality. The image which we have of the ‘different other’ is derived from our own system of cultural representations; the ‘different other’ also behaves according to cultural norms, values and codes. Within a society which is increasingly multicultural, the teacher must adapt to the heterogeneous nature of the student body in order to promote equal opportunities for everyone at the school. Secondly, the aim is to make student teachers aware of the need for them to instruct their students in education for diversity – in all school and social environments. Diversity education does not only concern the children of immigrants or children from working class areas, it concerns all citizens in a society which is democratic, humanist and undergoing a process of globalisation.

FULL DESCRIPTION Overleaf

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FULL DESCRIPTION: Extract from: Bortolini, Crutzen, ‘Former les futurs enseignants à l’éducation à la diversité.

Propositions pédagogiques en Communauté française de Belgique’xlii, in Diversity and citizenship, a challenge and an opportunity for schools, IRRE, Toscana, 2004.

This course is structured around three main themes:

Culture, ethnocentrism and cultural relativism The different contexts of immigration Prejudices, stereotypes and discriminatory behaviour

Although it is theoretical, this course is based as far as possible on the real-life experiences of the students. It aims:

To change the way they view the history of immigration, different cultures, identities, values, allegiances and stereotypes To encourage students to reflect on a possible balance between cultural relativism and universal values

The overall objective of the training is to provide the students with tools which will help them to participate more effectively in promoting diversity and preventing conflicts linked to cultural misunderstandings.

The key ideas WHAT WE WANT To move from a perception of THREAT to a perception of RESOURCE.

To experience the feeling of being disconcerted when a view is deconstructed.

To dismantle stereotypes.

To advocate the development of a personal view of cultural diversity.

To reach the students’ ‘hearts and minds’.

WHAT WE DON’T WANT To confine the course to a predetermined content and ready-made arguments.

To impose an interpretation of cultural diversity as seen through the eyes of the trainer (not a ‘key to the door’).

To reinforce prejudice. To stigmatise communities.

To externalise difference (difference is always the other person’s affair).

To decentre in order to communicate with / within difference, without exclusion.

A pool of objectivesxliii

Examine yourself as an individual, as someone with a heritage and as someone with plans for the future. Learn to decentre yourself.

Examine critically the historically contentious issues associated with immigration to Belgium.

Place diversity education in a European and a global context.

Identify some of the elements in the construction of identity.

Put the development of self-esteem at the centre of the teacher’s role.

(De)construct the concepts of culture(s) and personal, social and cultural identity.

Discredit a simplistic ethnic reading of cultural differences.

Be aware of the relative nature (in terms of time and space) of your personal options and positions. Learn that different systems of reference exist depending on the environment in which you live.

Develop awareness of the dynamic nature of identity and culture.

Combat racist and/or cultural stereotypes. Raise awareness of social discrimination. Develop the ability to recognise prejudice and discriminatory behaviour in yourself and others.

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Motivate and involve the students in diversity education. Develop a shared vocabulary in the area of diversity education.

THEMES TO EXPLORE o

o o o o

The history of immigration, look at it alongside the students’ own family histories (“we are all immigrants”). Immigration as a universal phenomenon (everywhere, all the time) and as a local phenomenon (various contexts: workers, political refugees, primo-arrivantsxliv etc.).

Concepts of personal, social and cultural identity. Cultures and sub-cultures.

Cultural relativity and ethnocentrism.

Awareness of certain stereotypes which hinder relationships between people from different cultures. The function of stereotypes in the human psyche and in a particular society.

Stereotypes and discrimination.

METHODOLOGICAL SUGGESTIONS FOR THE THEORY COURSE

Analyse as far as possible real-life situations to form a more conceptualised understanding: experience-based theory.

Synthesise and make connections between the different modules.

Work on the theoretical arguments before moving on to practical classroom exercises.

Start with the student as an individual to move towards the student as a professional.

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B8 Atoutage KIND: Awareness raising, assisting with projects in schools, providing specific tools and methods for intergenerational projects.

TARGET GROUP: Primary and secondary schools THEME/DIVERSITY: Age diversity and intergenerational exchanges LOCATION: Walloon Region INITIATOR: Université Catholique de Louvain KINDS/TYPES OF PRACTICE: □ Pedagogical practice □ Resources CONTACT: www.atoutage.be SUMMARY: Atoutage (Réseau Interassociatif – Générations Solidaires)xlv is primarily a network of partners which was established with the aim of developing projects advocating intergenerational contacts.

Since it was set up in 1999, Atoutage has been developing ever closer links between the generations as well as between partner organisations who share the same objective.

Atoutage guarantees the quality of projects linked to its mission insofar as they enable each generation to see itself as part of the same ‘arc of life’. Thus everyone can find their place and know how to behave without preconceived ideas and prejudices on meeting people of different ages.

Atoutage also guarantees a spirit of reciprocity in the exchanges which take place, as well as respect for each of the partners who come together. Atoutage offers to take responsibility for the coordination of the project as well as to provide logistical and methodological support: defining the project, finding experts, mediation between the different partners and continuing assessment.

FULL DESCRIPTION: Atoutage has developed an education pack and activities to mark the 40th anniversary of Moroccan immigration to Belgium, entitled Perspectives on Moroccan immigration in Belgiumxlvi.

This educational resource aims to assist young people in retracing a piece of shared history by bringing together the memories of different generations and advocating communication and dialogue between several cultures.

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B9 Exchanges between the three Communities in Belgium, the TRITEC programme.

KIND: Financial support for exchange projects between students from the three Communities in Belgium: Flanders, Wallonia and the German-speaking Region.

TARGET GROUP: Schools and civil society THEME/DIVERSITY: Intercultural experiences, with an action and research project.

LOCATION: The three Communities of Belgium POPULATION: Technical and vocational education INITIATOR: Fonds Prince Philippe KINDS/TYPES OF PRACTICE:

Project

CONTACT: Fonds Prince Philippe c/o Fondation Roi Baudouin, rue Brederode 21, 1000 Brussels, Belgium Tel: +32 (0)2 549 61 91 Fax: +32 (0)2 512 32 49 Email: massart.g@kbs-frb.be; www.fonds-prince-philippe.org; www.kbs-frb.be SUMMARY: Through the Tritec programme, the Fonds Prince Philippe aims to encourage institutions specialising in technical and vocational education to undertake inter-Community projects (based on their school curriculum).

FULL DESCRIPTION: Two classes or groups of students from different Communities in Belgium work together from January to June.

The students choose a topic to work on together and share experiences, ideas and materials relating to it.

As far as possible, the project should be integrated into the students’ curriculum. The project’s climax is formed by opportunities where the students can meet up.

The students meet at least once in each Community for at least one day each time. During this get-together the students work together to ‘produce’ something together, they organise a trip relating to their chosen theme or do a training course together, etc.

During these get-togethers, the crucial element is ‘action’ – the students doing something together.

Some examples: “Schools with a specialisation in hospitality and catering exchanged typical local recipes and shared comments on them. During the visits to the schools, the students prepared a banquet together using these recipes.”

“The School Enterprises at two schools maintained frequent contact with each other. The students regularly exchanged emails and sent each other PowerPoint presentations on their sales results and their experiences in business. At the end of the school year, they organised a joint sales day in their own towns.”

“Two schools shared ideas about waste sorting. In this way, each school acquired one environmental policy idea from the other Community. The mechanical engineering and metal-working students made bins to be used during the days when the schools met up. The woodwork students made signs.”

“After sharing specialist jargon and information about the economy in their Community, the students of secretarial and administrative studies did a work shadowing placement in a business in the other Community with their partners from the other school.”

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“Two schools specialising in physical education exchanged regular emails discussing issues of importance in the world of sport. The students responded to these issues. Sports events were organised for the days when they met up.”

“The students from two business schools developed a joint questionnaire by email. They organised a visit to two similar businesses in the two Communities. The questionnaire formed the central element during these visits and the responses were then compared. The students thereby gained a good idea of how businesses operate in the different Communities.”

“Student nurses sent each other a quiz on the medical sector in their Community. When they met up, they attended courses at the other school and visited a local hospital. The quiz questions and answers were analysed during these get-togethers.”

“Woodwork students were in regular contact with students studying geriatric care. Together they developed an ergonomic chair for a nursing home.”

“Two schools with a fashion department sent each other plans for a window display. When they met up, the students put together a window display in which to show off not only their products but also their Community or home town.”

“Students studying tourism put together a questionnaire on tourism knowledge of the other Community. With the aid of the questionnaire, the students surveyed people in the street during the meet-up days. Afterwards they charted the replies and compared the results. The following year, in collaboration with graphic design students they developed a promotional brochure for the Community of the partner school.”

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B10 Dérapages – A vehicle for democracy, a show of opposition to the extreme right KIND: Theatre performance + activities, anti-prejudice and raising awareness of human rights.

TARGET GROUP: General public + secondary school students THEME/DIVERSITY: How to counter the arguments of the extreme right / Becoming aware of stereotypes and false information LOCATION: French Community INITIATOR: The ARSENIC theatre company (in collaboration with the Centre for Secular Action (Centre d’Action Laïque), the Christian Workers’ Movement (Mouvement Ouvrier Chrétien), Cultural Visibility and Action (Présence et Action Culturelles) and Territories of Memory (Territoires de la Mémoire).

KINDS/TYPES OF PRACTICE:

Resource

CONTACT: Arsenic asbl, Rue de Porto 80, 4020 Liège, Belgium. Tel.: +32 (0)4 3440177 Fax: + 32 (0)4 3440177 Compagnie Arsenic - Pascale Mahieu - info@arsenic.eu SUMMARY: The Arsenic theatre company wanted to take on a challenge: to attack the extreme right with its own weapons, that is to confront the imagination directly with a simple and forceful show. As performers, the Arsenic team decided to counter simplification with simplification, reductionism with reductionism and a seductive lack of subtlety with a seductive lack of subtlety. This was the background to the birth of Dérapages – 35 minutes of sketches performed inside a truck for an audience of 35…! Playful and dynamic, accessible to all, it forcefully denounces the lies and manipulation which are the weapons of the extreme right.

FULL DESCRIPTION Overleaf

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FULL DESCRIPTION: This is not a show which was created in one sitting. Instead it was put together on the basis of very well-documented research: the hard-hitting arguments found in it are very precise and every figure has been checked. For this research the Arsenic team was joined by journalist, Olivier Bailly, who put together the document which served as the basis for the piece, and author, Olivier Coyette, who put into words the issues raised by the group discussions.

The aim of Dérapages is to provide the audience with the weapons to combat the casual, ‘everyday’ utterances of the extreme right (as in so-called ‘everyday racism’). A drama performance cannot change the world, but it can change people’s attitudes. This is why Dérapages is aimed first and foremost at those who are distracted by the claims of the extreme right, the people who are undecided, people who sit on the fence and risk slipping off it one day.

Four organisations went on the road with Arsenic to take Dérapages out across the French Community. They were the Centre for Secular Action (Centre d’Action Laïque), the Christian Workers’ Movement (Mouvement Ouvrier Chrétien), Cultural Visibility and Action (Présence et Action Culturelles) and Territories of Memory (Territoires de la Mémoire).

The process “This new show from Arsenic is born out of those moments of powerlessness familiar to all of us. Its aim is not to turn militants from the extreme right-wing parties back towards democracy. Instead it is addressed more at other people: those cousins who allow themselves to be seduced by the rhetoric, those uncles and neighbours who say stupid things thinking that they are speaking the truth.

A drama performance cannot change the world, but it can change people’s attitudes. It can provide the audience with the weapons to combat the casual ‘everyday’ utterances of the extreme right (as in so-called ‘everyday racism’).

We have had enough of these simplifications and have decided to take up a challenge – to be just as incisive, direct, forceful and simplistic in our attack on the extreme right as the enemies of democracy are themselves. We shall work with their weapons. You would need to write a book to try and deconstruct what we shall express in one sentence!

We are convinced that as artists our historically clownish backgrounds make it possible for us to counter simplification with simplification, reductionism with reductionism and a seductive lack of subtlety with a seductive lack of subtlety. Thus we have tried to create a clear and visible space which denounces lies, manipulation and all the rubbish with which the extreme right attacks us…” (continued on www.blogderapages.be).

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B11 The ‘Missions’ Decree of the French Community of Belgium KIND: Decree/Law defining the main aims and priorities of elementary and secondary education and setting out the structures required to achieve themxlvii TARGET GROUP: Schools communities and civil society THEME/DIVERSITY: Organisation of education in the French Community + Developing students’ crosscurricular skills LOCATION: French Community of Belgium INITIATOR: The Council of the French Community which adopted it and the National Government KINDS/TYPES OF PRACTICE:

Policy

CONTACT: Secrétariat Général du Ministère de la Communauté française Espace 27 Septembre Boulevard Léopold II, 44 B-1080 Brussels Belgium Freephone: 0800.20 000 (calls free within Belgium) Email: telvert@cfwb.be

SUMMARY: The recent changes to the official texts defining the aims and objectives of schools in the French Community testify to major conceptual developments and the desire to amend the school system to meet the challenges represented by the complexity and pluralism of the environment. Crosscurricular skills, articulated around the concept of citizenship, are given special prominence. If one compares this language with that used in earlier texts, it is clear that there have been profound changes in the way education is viewed, especially in the explicit recognition at last of diversity as a value in itself, a source of and subject for learning.

FULL DESCRIPTION Overleaf

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FULL DESCRIPTION: In 1997 Article 6 of the ‘Missions Decree’ defined the main objectives of school as follows:

To promote self-confidence and individual development in every student.

To facilitate all students in acquiring the knowledge and skills which will enable them to learn throughout their lives and to take an active role in the economic, social and cultural spheres.

To prepare all students to be responsible citizens able to contribute to the development of a democratic and pluralist society marked by solidarity with and openness to other cultures.

To provide all students with opportunities for social emancipation.

Cross-curricular skills are defined as attitudes and mental and methodological approaches which are common to different disciplines, to be acquired and implemented through the development of different types of knowledge and skills; the mastering of such skills is intended to lead to increased learning autonomy among students.

Article 8 In order to achieve the general aims set out in Article 6, the knowledge and skills, both those developed by the students themselves and those conveyed by the teachers, are categorised under the heading of skills acquisition. They are acquired both during lessons and through other educational activities and more generally through the everyday life of the school. To this end, the French Community (for the areas of education it organises) and the relevant authorities (for grantaided education) ensure that each educational establishment: 1. puts the student in situations which encourage him/her to use both discipline-specific and multidisciplinary competences simultaneously, incorporating any relevant associated knowledge and skills; 2. prioritises activities which are exploratory, productive and creative; 3. link theory and practice, in particular enabling the development of practice-based concepts; 4. balances the time spent on individual and group work, develop the capacity to agree on the effort required to achieve a goal; 5. ensures the respect by each student for the obligation to take part in all the activities linked to the assessments organised by the institution, and to perform the associated tasks; 6. integrates guidance into the very heart of the educational process, in particular by giving students an introduction to different careers and providing them with information about training options; 7. makes use of information and communication technologies insofar as they are tools for development and access to autonomy and the individualisation of the learning process; 8. encourages enthusiasm for culture and creativity and participation in cultural and sporting activities by working with the relevant bodies; 9. teaches respect for the personality and beliefs of every individual, the duty to condemn violence, either physical or moral, and to establish democratic practices for responsible citizenship within the school; 10. takes part in the life of the neighbourhood or village, and thus the municipality, integrating harmoniously, in particular by opening its doors to democratic debate.

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ENGLAND E1 Citizenship Education in the National Curriculum for 11-16 KIND: Policy / Curriculum TARGET GROUP: Students aged 11-16 in all Secondary Schools THEME/DIVERSITY: Citizenship Education as a Statutory Subject (as opposed to a non compulsory cross-curricular theme), and also ‘more than a subject’ LOCATION: All England POPULATION: All 11-16 year-olds in maintained (publicly funded) schools INITIATOR: Parliament / the ‘New Labour’ Government / the Qualifications and Curriculum Authority (QCA) CONTACT: Qualifications and Curriculum Authority SUMMARY: Citizenship Education was introduced in all secondary schools in 2002, after a 4-year period of consultation and preparation. The key point is that it was given the status of a statutory school subject and, at the same time, responsibilities beyond the classroom. It is officially defined in three strands: knowledge and understanding about becoming informed citizens; skills of enquiry and communication; and skills of participation and responsible action. The interaction of the first with the other two ‘active’ strands is insisted upon as what moves this curriculum away from ‘compliance’ towards ‘critical democracy’. An earlier definition, which remains in circulation, makes its active nature still clearer: social and moral responsibility; community involvement; and political literacy. Its implementation in schools is still patchy but improving, and this is being monitored closely (see Good Practices 2 and 3). Its curriculum is currently being revised as part of general reviews of the secondary school curriculum, and it is likely that diversity issues will be given more prominence. Many commentators see it as the most important innovation in English education of the past ten years. It is also the context in which almost all of the other practices in this English list are developed.

FULL DESCRIPTION: Citizenship Education [CE] was heralded by the then Secretary of State for Education, David Blunkett, when he set up a committee to investigate its rationale and possible form in 1997. This committee was chaired by a longstanding advocate of CE, Professor Sir Bernard Crick. Its distinguished report (generally known as ‘the Crick Report’) and recommendations were put out for public and professional discussion and debate – which turned out to be quite heated. Its proposals were accepted in slightly modified form by the government, after which the precise specification of the CE curriculum and the development of guidelines and schemes of work fell to the Qualifications and Curriculum Authority, as part of its wider revision of the National Curriculum at that time.

The statutory 11-16 curriculum currently conceptualises CE as a composite of the following three core-strands: knowledge and understanding about becoming informed citizens skills of enquiry and communication skills of participation and responsible action The inspectorate (among others) insist on the interaction of the first with the other two ‘active’ strands as the particular challenge of CE and what ‘moves the curriculum away from “compliance” towards “critical democracy”’. The lead inspector for CE, Scott Harrison, recently put an informal defence of this model to a Parliamentary Committee: “One third of this, if you like, is about knowing and understanding about being citizens and if pupils talk without knowledge they are sharing their ignorance and prejudice. That is one feature. The second is about enquiry and communication, and if they know how to confront 64

the media and make sense of it and read it critically then that is a good thing and that is the second leg of this citizenship. The third leg is about participating and working together, and if they do that and learn to collaborate and share, then surely those things add up to a package that is worthwhile.”

The original Crick Report had come up with a different, though overlapping, analysis of CE components, which also remains in play: Social and Moral Responsibility: Learning self-confidence and socially and morally responsible behaviour both in and beyond the classroom, both towards those in authority and each other; Community Involvement: Learning about and becoming helpfully involved in the life and concerns of their communities, including learning through community involvement and service; and Political Literacy: Learning about the institutions, problems and practices of our democracy and how to make themselves effective in the life of the nation, locally, regionally and nationally through skills and values as well as knowledge.

With regard to pedagogy, the influential Inspectorate recommends schools to include ALL the following: o some discrete provision in dedicated curriculum time, perhaps regular weekly periods, perhaps more intensive modules at particular times of the year; o some fully explicit interventions in teaching other subjects; o some whole-school and suspended timetable activities (‘citizenship events’); o and pupils’ involvement in the life of both the school and the wider community.

Events, critiques and debates have conspired to make it apparent that diversity issues are insufficiently emphasised in the current CE curriculum. Furthermore, they are not generally well handled in schools. Issues of religious diversity are particularly under-addressed. The recent government commissioned Ajegbo Report (2007) has proposed that an additional fourth ‘strand’ should be explicitly developed for CE, entitled Identity and Diversity: Living Together in the UK, and bringing together three conceptual components: critical thinking about ethnicity, religion and ‘race’; an explicit link to political issues and values; and the use of contemporary history to illuminate thinking about contemporary issues. The government accepted this recommendation in broad terms and it is incorporated into the newly announced version of the National Curriculum to be implemented in secondary schools from 2008.

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E2 Citizenship Education Longitudinal Study 2001 – 2009 KIND: Research (and Development) TARGET GROUP: Schools / Government / Citizenship ‘professionals’ THEME/DIVERSITY: The progress of Citizenship Education in Secondary Schools LOCATION: England POPULATION: The research involves over 100 schools, including 20 case-study schools, hundreds of teachers and head teachers, and more than forty thousand students.

INITIATOR: The Department for Education and Skills commissioned the research. The (independent) National Foundation for Educational Research is conducting the research CONTACT: All outputs from the study, as well as more information about it can be found at www.nfer.ac.uk/research-areas/citizenship/

SUMMARY: In its own words: ‘The Department for Education and Skills (DfES) has commissioned NFER to undertake a longitudinal study extending over a total of eight years, in order to track a cohort of young people who first entered secondary school in 2002, and are therefore the first students to have a continuous entitlement to citizenship education.

The overarching aim of the longitudinal study is to assess the short-term and long-term effects of citizenship education on students aged 11-16. In addition, the two subsidiary aims are to: ♦ Explore how different processes – in terms of school, teacher and pupil effects – can impact upon differential outcomes. ♦ Set out, based on evidence collected from the Study and other sources, what changes could be made to the delivery of citizenship education in order to improve its potential for effectiveness.’ (NFER, 2006, Appendix 3)

FULL DESCRIPTION The research team is made up of staff at the NFER, led by David Kerr, Project Director.

Methodologically (in largely its own words), this 8 year study has involved or will involve: o Four nationally representative cross-sectional surveys of students, school leaders and teachers undertaken biennially in the school years 2001-02, 2003-04, 2005-06 and 2007-08, with the first survey acting as a pre-compulsory baseline. Each time, a new sample of 300 schools and colleges is drawn and one tutor group (about 25 students) from each will take part in the survey. So approximately 7,500 will complete questionnaires each time. o

A longitudinal tracking survey of a whole year group of students in a representative sample of 75 schools, starting in Year 7 in 2002-03, and following them up in Year 9, Year 11 and Year 13 (or equivalent when they are aged 18).

(Respondents to this survey when the cohort reached year 9 (aged 13-14) in 2005 numbered 13,643 students, 81 school leaders and 301 teachers.)

o

Twenty longitudinal school case studies, 10 schools drawn from schools participating in each of the longitudinal and cross-sectional surveys, that will be revisited once every two years over the duration of the study. These involve in-depth inteviews with key personnel, lesson observation and student discussion groups.

o

A review of key literature on theory, policy and practice in citizenship education, political socialisation and youth transitions to adulthood.

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In all schools participating in the surveys, in addition to the students, one senior manager and five teachers are asked to complete questionnaires. Case-study school visits include in-depth interviews with key personnel, lesson observation and student discussion groups.

So far, the Study has published four annual reports: Citizenship Education Longitudinal Study: First Crosssectional Survey (Kerr et al, 2003) focuses on the findings from the first survey carried out in the year before citizenship education became compulsory. It provides a baseline of evidence of existing knowledge about and provision of citizenship education in schools, prior to statutory implementation. In addition, it charts the citizenship-related attitudes and knowledge of students at this time.

Making Citizenship Education Real (Kerr et al, 2004) examines findings from the first longitudinal survey, and first round of case-study visits. It establishes a baseline of the attitudes of students, teachers and school leaders to citizenship education in the first year following the introduction of statutory citizenship education. It also outlines the emerging approaches to citizenship education in schools and begins to identify and explore the factors which influence the decision-making processes in schools concerning citizenship education.

Listening to Young People: Citizenship Education in England (Cleaver et al, 2005) sets out the findings of the second crosssectional survey. It focuses specifically on students’ experiences, understandings and views of citizenship education and wider citizenship issues.

Active Citizenship and Young People: Opportunities, Experiences and Challenges in and beyond School (Ireland et al, 2006) sets out the findings from the second longitudinal survey and visits to ten case-study schools. As well as offering a more general progress report on citizenship education in schools, it has a particular focus on the nature and extent of the opportunities and experiences that young people have in the area of active citizenship and the challenges involved in providing such opportunities and experiences.

In addition, the Study has published two literature reviews. And two journal articles discussing the results from the Study have been recently published: Kerr, D. (2005). ‘Citizenship education in England – listening to young people: new insights from the Citizenship Education Longitudinal Study’, International Journal of Citizenship and Teacher Education, 1, 1, 74–93.

Lopes, J. and Kerr, D. (2005). ‘Moving citizenship education forward: key considerations for schools and colleges’, Topic, 34, 50–56.

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E3 Citizenship Inspections and Reports KIND: Institution TARGET GROUP: National policy-makers/ Secondary Schools / Citizenship professionals, e.g. teacher educators / the Public THEME/DIVERSITY: Annual reports on the progress of Citizenship Education based on school inspections LOCATION: England POPULATION: All secondary schools in England, and including non-statutory post-16 as well as statutory 11-16 Citizenship Education.

INITIATOR: OFSTED (National Inspectorate)

CONTACT:

www.ofsted.gov.uk

SUMMARY: Starting from 2003, these annual reports have been drawing on evidence from both whole-school inspections and focused citizenship education subject inspections. The 2006 report also included expert invited commentaries. These reports are hard-hitting, critical and demanding in tenor, while also describing and praising good practice where they find it. Though there is a question mark over how much they are read and attended to in schools themselves (in contrast to the schools’ own general school inspections reports), they can be presumed to have impacted indirectly on developing practice in schools – indeed, they have probably been critical in building and sustaining both understanding and momentum in Citizenship Education across the education system as a whole.

FULL DESRIPTION: The Inspectorate’s annual reports on the progress of Citizenship Education have contributed seriously to the development of ideas and practices in this new subject. The following extracts from Ofsted (2006) Towards consensus? Citizenship in secondary schools (50 p, available at www.ofsted.gov.uk.) illustrate the range of commentary and recommendation.

Significant progress has been made in implementing National Curriculum citizenship in many secondary schools. However, there is not yet a strong consensus about the aims of citizenship education or about how to incorporate it into the curriculum. In a quarter of schools surveyed, provision is still inadequate, reflecting weak leadership and lack of specialist teaching. (title page) ) The National Curriculum is explicit about this: in the enquiry and communication strand, pupils should offer their own opinions, discuss and debate, think about and explain views that are not their own; in the participation and responsible strand they should become actively involved in school and community issues. (p.8) The diversity of national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding in Key Stage 3 and their origins and implications in Key Stage 4 are only rarely deconstructed to explore in any detail what each of these implies. Although there has been some good work on local diversity, the bigger picture is often absent. (p.13) Two illuminating examples to schools of cross-curricular (transversal) opportunities that are being regularly missed: History and geography provide obvious examples of the potential benefits of links to citizenship. In history, throughout the programme of study, pupils deal with the development of parliamentary government and the struggle for the vote. Through the study of different 68

periods of British history, they gain an understanding of the development of the United Kingdom, the expansion of British influence and control, and its role in shaping the modern world. But in most schools, history lessons do not link in any depth to government and voting today, and how systems might need to change to meet future needs; neither do they look at Britain today and think about the history behind Britishness at a time of devolution, multiculturalism and European expansion….. ….Geography can inspire pupils to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment…… inspectors see a lot of geography lessons with obvious potential for citizenship that remains unexploited. Perhaps most important of all, pupils are taught the knowledge and understanding without being given the opportunity to ask the question, ‘So what can we do about this?’ (pp. 26-7) And a sobering conclusion: With the exception of occasional good examples, Ofsted’s evidence, therefore, is that it is very hard to make cross-curricular provision work effectively. ……while it is very worthy in principle and attractive in terms of minimal disruption to the status quo, it is also the hardest to put into practice. Only a few schools, paying great attention to detail, have created a full and coherent programme which pupils can recognise as an entity. (p. 28)

On the tendency to ‘reduce’ Citizenship Education to Personal, Social and Health Education (of which schools have more experience): ..schools have claimed that aspects of PSHE or circle time on family disputes or lessons about bullying in drama are part of citizenship. But these do not go far enough in terms of understanding general principles applicable at all levels from the personal to the local, national and international. Pupils need to learn about negotiation and compromise, principles and pragmatism, and what happens when no resolution is achieved. (p.14) Taking a broad view, PSHE is about the private, individual dimension of pupils’ development.

The statutory core consists of health education, including sex and relationships education, and drug education, careers education and guidance, and work-related learning. Citizenship, on the other hand is concerned with the wider public dimension, educating pupils about public institutions, power, politics and community, local, national and international, and equipping them to engage effectively as informed citizens.

The two subjects therefore do not necessarily sit well together. Yet the differences are often misunderstood and teachers will claim that lessons on friendship and relationships are citizenship because they deal with conflict resolution, without recognising that in the context of citizenship…this should include the role of public institutions such as Parliament and the United Nations (UN), non-governmental organizations (NGOs) and pressure groups.

However, this does not mean that PSHE and citizenship programmes cannot complement each other. (p. 25) On the complete pedagogy: In schools where the curriculum fulfils its intentions, a good balance has been achieved, with a core programme, some very strongly linked satellites, such as extensive citizenship work in ICT, and the use of devices such as ‘suspended timetable’ days to promote specific elements, and active citizenship for all pupils in the school and community. (p.23) Insisting on the ‘subject’ status of CE: Exponents of citizenship education refer to citizenship as ‘a subject but also more than a subject’. The problem in some schools is that they only have the ‘more than’, with citizenship almost invisible in the curriculum itself. Particularly in the early days of citizenship as a new subject, many headteachers claimed their ethos as a main plank of their citizenship provision.

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Especially in faith schools, they cited the ethical and moral values of their pupils as evidence of effective provision. In these schools, headteachers may well point to the demeanour of their pupils as good citizens in a general sense, and to all the parts of their school’s work that contribute to this; but they have missed the point that National Curriculum citizenship is now a subject that is taught, learned, assessed and practised…

What is meant by a subject in this sense? It seems uncontentious to suggest that a subject will have a defined body of knowledge, its own specific organising concepts and applied skills; that these can be viewed as an entity recognised by teachers and taught; that progression in learning can be identified and achievement measured.

On the positive effects of public examinations: Standards in citizenship generally were higher in schools doing the GCSE than in those that were not. In schools doing the GCSE pupils’ progress was more rapid in Key Stage 4 (i.e. the examination phase) than in Key Stage 3 (the pre-examination phase)…. Good standards were associated with good teaching and good assessment, linked to examination objectives. Pupils worked in greater depth in GCSE courses, both because of the coursework requirement but also because of regular homework. (pp.44-45) Finally, some of their recommendations for action: o o o

o

o

Schools and colleges should consider how to develop specialist citizenship teaching, including recruiting specialist trained teachers and developing existing staff.

The DfES should consider how to increase the number of places for initial teacher training in citizenship and how to communicate to schools the importance of recruiting citizenship teachers.

Schools should try to take advantage of the DfES funded and certificated training course.

Dissemination from such courses should be planned to benefit other staff. Other continuing professional development (CPD) opportunities should also be sought.

Senior managers should monitor and evaluate teaching and learning in citizenship, using their expectations for other subjects as success criteria. In particular, they should establish the degree to which pupils make progress in knowledge and understanding of citizenship, the quality of enquiry and communication orally and in writing, and the opportunities for and effectiveness of participation.

A full course GCSE in citizenship should be offered as early as possible, with a clear progression route to post-16 courses.

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E4 The Secondary PGCE (Post-graduate Certificate in Education) in Citizenship Education at the Institute of Education KIND: Teacher Training (Initial) TARGET GROUP

Potential teachers of Citizenship Education among university graduates

THEME/DIVERSITY: Becoming a high calibre specialist teacher of Citizenship Education in one year LOCATION London area

Institute of Education, University of London, in partnership with schools in the

POPULATION: 20-30 student teachers a year at present, competitively selected from a much larger number of applicants for this course.

INITIATORS: The School of Arts and Humanities at the Institute of Education / The national Teacher Development Agency CONTACT:

Subject leader: Jeremy Hayward

SUMMARY The PGCE, one packed year of study and teaching practice if taken full-time, is the traditional and normal route by which graduates can become qualified teachers in primary or secondary schools in England. The Institute of Education has some claim to be the most distinguished of the many university centres offering PGCEs. Secondary PGCEs are always subject specific. As part of the emergence of Citizenship Education as a statutory subject, a number of universities, the Institute of Education among them, have introduced specific Citizenship PGCEs. The Institute’s course is one of the most oversubscribed of all its courses and attracts a remarkably high-quality intake. The course advertises itself as offering students the opportunity to be involved at the leading edge of this new field and to become one of the first generation of trained citizenship teachers who will help to shape and define the subject over the coming years.

FULL DESCRIPTION

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The website prospectus addresses interested enquirers in the following way: ’Along with developing your curriculum knowledge, the course explores a wide range of topics related to teaching and learning. Specific focus is given to areas relevant to citizenship education, such as teaching controversial issues and increasing pupil participation. You will join another 20 students on the course, usually with a wide range of backgrounds and interests. The sessions at the Institute will be highly interactive and collaboration with your fellow students will be encouraged throughout the year. The course will involve several visits to sites around London as well a wide range of guest speakers.

Because schools organise the citizenship curriculum in different ways, your teaching experience may include contributions to PSHE (personal, social and health education). You will also be encouraged to gain some experience of teaching in at least one other subject area: religious education, history and geography have proved popular choices with previous students. In addition to the taught curriculum, you may have opportunities to contribute to the school’s Active Citizenship programme, perhaps through working with the school council or helping to set up community projects. The course cannot guarantee the possibility of post-16 teaching; however, this will be encouraged and facilitated whenever possible.’

The course includes two modules specifically relating to secondary citizenship: The Effective Teaching of Citizenship and The Development of Citizenship Education The students will have a good honours degree, ideally containing a substantial element of social studies, UK politics, or law. Some will have a relevant master’s degree and/or work experience in a related field. Many or most will have recent experience of working with young people, especially in an inner-city setting, gained perhaps through voluntary work in schools or youth clubs.’

The following are extracts from an OFSTED evaluation report of this PGCE: “The distinctive nature of citizenship is addressed through the range of experiences the trainees have on the course. Trainees identify the wider goals of citizenship as including a long term aim to affect the whole school ethos and ultimately to affect the political culture of the country.

They view the subject as having direct relevance to pupils’ lives with strong links to other wholeschool initiatives such as inclusion and enterprise. The university tutor, subject mentors and trainees perceive the work they are undertaking as ‘cutting edge’ and challenging to traditional views of school.”

“University sessions model good practice by having a strong emphasis on active and participative learning with specific sessions on oracy, debate and discussion. An observed training session on active citizenship …modelled good practice throughout. The trainer ensured that all activities related directly to the stated aims of the discussion, gauged individual learning needs through a range of participative tasks, allowed flexibility within the session to deal with issues as they arose, engaged all trainees in high level discussion and made excellent use of ICT facilities.”

“The course has prepared trainees well to meet the challenge of teaching a subject that is often poorly understood in schools. Trainees demonstrate a great sense of commitment to the subject and remain very positive about future prospects for themselves and for citizenship.”

“Training sessions at the university are carefully designed to meet the individual needs of the trainees by enabling them to analyse and articulate their emerging understandings about the subject.”

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E5 Standards for the Certification of the Teaching of Citizenship KIND: Continuing Teacher Education TARGET GROUP: Coordinators and teachers of Citizenship Education and Higher Education providers of Continuing Professional Development [CPD] Courses for such teachers and coordinators THEME/DIVERSITY: Continuing Professional Development in Citizenship Education LOCATION:

England

POPULATION: All providers (17 in 2006-7) of, and all teachers undertaking, CPD in Citizenship Education INITIATOR: Department of Education and Skills CONTACT:

www.dfes.gov.uk/citizenship/linkAttachments/ACF7D14.doc

SUMMARY: These standards are designed centrally to advise, inform, monitor and encourage the multiple professional in-service (or continuing professional) courses that naturally sprang up to accompany the advent of CE in schools. Such courses are particularly important, of course, during the (lengthy) period when initial teacher training struggles to catch up on the stated goal of at least one fully trained specialist teacher of CE in every secondary school. The impact of these standards and of the CPD courses themselves has been favourably judged in OFSTED reports.

The standards are intended for use by all qualified teachers who have, or who aspire to, responsibility for leading the citizenship curriculum, including citizenship specialists and teachers in other subject areas with significant citizenship components and by CPD course providers. They are equally appropriate for teachers in primary, middle, secondary and special schools and those in post 16 education settings. They are articulated in two parts: ‘knowledge and understanding’, and ‘teaching and learning’, and they are followed by advice to providers relating to the content of the continuing professional development (CPD) course, delivered by Higher Education Institutions.

Participants ‘pass’ the certificate (which they can count as 30 credits towards a higher education qualification, if they choose) by demonstrating competence in respect of the standards through completion of certain centrally designated tasks and any other requirement specified by the course provider. They do this normally by a process of accumulating short courses.

FULL DESCRIPTION As might be expected, these standards follow closely the requirements of the National Curriculum in CE. Indeed, their most recent version [21.8.07] provides a detailed view of the latest, significantly revised, national curriculum in CE. 1. The knowledge and understanding that participant teachers on CPD courses are required to finish with are, at once, strongly school-localised (‘practical’!) and wide-ranging. They embrace: a. the schools’ policy for citizenship education and how this reflects national policy such as Every Child Matters (especially ‘making a positive contribution’), the aims of the revised National Curriculum ‘being a successful learner, confident individual and responsible citizen’, the duty on schools to promote community cohesion, DfES guidance on pupil participation and how it supports personalised learning, issues identified by OfSTED in recent subject reports on schools, the latest annual report, the school self–evaluation process (SEF), statutory and non-statutory guidance; b. how whole school policies and ethos underpin citizenship learning in the school or institution and vice versa; c. the distinctive contribution of citizenship to the curriculum, its aims and purposes, the principles underpinning high quality citizenship programmes and the relationship between citizenship and other subjects, especially personal social, health, and economic well-being (PSHE) and History; d. how the content of the revised National Curriculum programme of Study for Citizenship [the Key concepts: Democracy and justice, Rights and responsibilities, Identities and diversity; Key processes: Critical thinking and enquiry, Advocacy and representation, Taking informed and responsible action; 73

Range and content and Curriculum opportunities] engage together to meet the aims of the citizenship curriculum; e. the content of the revised National Curriculum programme of study for citizenship and national guidelines supporting post-16 citizenship learning, and focussing particularly on the Range and content in respect of political, legal and human rights, the key features of parliamentary democracy and government; f. ..how the new element of the revised National Curriculum, Identities and diversity: living together in the UK contributes to the promotion of Community Cohesion. g. the law as it relates to the teaching of citizenship including the teaching of controversial issues, confidentiality and child protection; h. the principles of self-evaluation for citizenship education including, as appropriate, use of the DfES toolkit.

2. The ‘teaching and learning’ conditions are similarly wide-ranging. They require that the teacher: a. develops clear ground rules with classes to establish a climate of trust and mutual respect; recognises and has strategies to consistently challenge prejudice; and has strategies to promote and manage discussions of sensitive, controversial and topical issues, including spontaneous issues raised by pupils; b. plans and delivers a series of lessons in which active learning plays a major part, maximising pupil participation and engagement and • providing opportunities for pupils to engage in critical thinking and enquiry • providing opportunities for pupils to develop their skills of advocacy and representation • providing opportunities to take informed and responsible action; c. researches topical political, moral, social and cultural issues problems or events in their communities and the wider world; using relevant historical contexts, analysing information from different sources including the media, and ICT based resources and as a means of communicating ideas. d. consults with the students to give them a voice in things that affect them and provides opportunities to participate in decision making; e. involves an appropriate partner, such as another teacher, or student teacher, or a community representative in the delivery of lessons and evaluates their input; f. uses voluntary and statutory organisations to plan and resource relevant aspects of the citizenship curriculum across and beyond the school; g. uses teacher assessments informed by consideration of the 8 level scale, and a range of approaches to assessment for and of learning to assess pupils’ progress and achievement in knowledge, understanding and skills; h. reviews and evaluates own teaching and learning, and pupils’ progress, and uses this to inform future planning.

3. The CPD course content by which teachers may acquire such knowledge and such skills is left to the design of providers, who are however expected to include the following tasks and activities in their programmes.

Needs identification Participants must undertake a needs identification for citizenship. This will include a short personal values statement: ‘Why citizenship is important to me and how this is reflected in my teaching ‘. The needs identification, which should include an evaluation of the depth of their subject knowledge (within the programme of study) should inform a personal implementation plan.

Implementation plan Each participant will devise and share a personal implementation plan endorsed by the Senior Leadership Team in his/her own school or setting in order to set targets to raise standards of teaching and learning and standards for citizenship across the school.

Self-evaluation and action plan Participants must undertake a school self-evaluation for citizenship in their school with the support of the Senior Leadership Team. This should include an action plan with identified priorities in order to further progress the development of the subject across the school and beyond the personal implementation plan.

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Critical analysis Participants will undertake a critical analysis of the revised National Curriculum programme of study for Citizenship (or, as appropriate, the Framework for PSHE and Citizenship in primary schools and Post 16 Citizenship Guidance) in demonstrating their subject knowledge.

Scheme of work Participants will be required to devise a scheme of work (minimum four lessons/maximum of six lessons) relating to their priorities as set out in their personal implementation plan. As well as providing for high quality lessons and a coherent approach to the topic overall, the schemes should: • demonstrate a response to controversial issues/ topicality, • make use of active learning approaches, • use ICT to add value to the lesson and pupils’ involvement in researching a topic, • engage with the wider community and involve an external partner demonstrating an awareness of the need for balance and non-partisanship.

• should show progression and include assessment activities that will demonstrate participant’s knowledge of assessment and assessment practice.

Lesson observation Evidence should include an observation by the course provider or peer/head of department/ member of SLT/ adviser/AST/ lecturer of one of the lessons above being taught by the participant. Following feedback and self reflection with an emphasis on pupil outcomes this would be verified by the observer for inclusion in the participant’s portfolio.

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E6 School (Student) Councils KIND: Student Initiative / Institution TARGET GROUP: All schools (primary as well as secondary) THEME/DIVERSITY: Participation, election, representation of students by students in school decision-making LOCATION: England POPULATION: Most schools now have a school council INITIATOR: Up to now, individual schools have taken the initiative, often prompted by their students. There is a current proposal, however, that school councils should become a statutory requirement, while still leaving discretion to individual schools as to their detailed form CONTACT: Schools Councils UK (SCUK) is a national organisation with a dedicated website that schools can use to facilitate the introduction and development of their school councils: www.schoolcouncils.org SUMMARY However they originate in each case, their purpose is to encourage and facilitate student initiatives relating to school life and, especially, to decisions that affect students, including decisions about teaching and learning. They are judged to vary considerably in their success both as regards the scope of their influence and decision-making and the degree to which they involve all students.

However, there is evidence of progress in these crucial respects. For example, an increasing number of secondary schools include some senior student members of their school council in the process of appointing leadership staff. Again, while the base-line NFER survey in 2002 found that one third of pupils had participated in elections for school councils (and 10% per cent had had experience of membership of a council), the next survey noted one year later that participation elections had risen to 50%.

FULL DESCRIPTION (A Case-Study) A recent OFSTED report on citizenship education included the following invited guest report from the head-teacher of a school judged to be a very successful school council. They key point, perhaps, is that it places the school council in the context of a policy, and a whole raft of initiatives, to make the school a more democratic community. ‘when responsible for everything that occurs in our schools, headteachers naturally favour benevolent dictatorship over the devolution of power to the citizens of our school communities.

Yet working towards making our school a democratic community made it far stronger.

Our values and aims. which pupils helped define, and the ethos we seek to maintain, focus on the growth of the whole child and reflect Every Child Matters. Each child’s academic and intellectual progress is centrally important, but contributing to this are each child’s physical and emotional health and well-being, social, moral, spiritual and cultural development, their creative and aesthetic dimensions and the extent to which we help them prepare for the challenges and opportunities of adult life. We try to translate this into reality systematically.

This involves Year 6 pupils helping design their transition arrangements into Year 7, pupils applying for and being selected and trained as personal mentors, curriculum mentors offering subject-specific support, prefects, junior sports leaders, pupil receptionists and visitors’ guides, among many others. Some prefects are library mentors or play leaders. Environment ambassadors lead us in keeping school and grounds tidy. The HOPE scheme sees pupils supporting others with specific personal dilemmas.

Pupils decided the school’s name and logo; several lead the student zone on the school website.

The school council is involved in decisions regarding uniform, rewards and sanctions. It has a budget and has expanding powers and responsibilities. There are highly valued pupil governors. In 76

our work with the Design Council pupils are playing a key role in redesigning school furniture and remodelling the school building and systems. Pupils’ involvement in governance grows apace.

Pupils interview for staff appointments, set questions, conduct interviews and share judgements with uncanny skill. These are all rich educative experiences and directly contribute to raising attainment. They play a key part in the school self-evaluation systems, including judging teaching and learning.

Where we can, we enable them to demonstrate and celebrate their achievements in this regard.

Recently, pupils showcased their work at a NW Student Voice Conference and two sit on the Specialist Schools and Academies Trust NW Student Steering Group.’

More than that, if good leadership is about enabling your people to grow, and learning from their pooled wisdom, we lose a huge opportunity and resource by not democratising our school.’

Iain Hulland, headteacher of Alder Grange Community and Technology School, Rossendale , Lancashire, in OFSTED 2006 Towards consensus? Citizenship in secondary schools pp. 20-21

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E7. “WHO DO WE THINK WE ARE” KIND: (Proposed) Project / Pedagogical Practice / Event TARGET GROUP All schools, secondary and primary, and Local Authorities simultaneously.

But it could be undertaken in a scaled down fashion by single schools THEME/DIVERSITY: Diversity Education LOCATION: England POPULATION: All schools OR individual schools INITIATOR: It is proposed in the Ajegbo Report on Citizenship and Diversity CONTACT: The Report is available at www.teachernet.gov.uk/publications

SUMMARY: Ajegbo and his co-authors believe that, in order to give a clear profile to education for diversity and Citizenship education, and to encourage all schools to be involved, there needs to be a high profile national event. They propose a week devoted to ‘Who Do We Think We Are?’. The idea and the title come from a recent and popular BBC television series in which the ancestral history of various public and celebrity figures was researched and then discussed with the subjects in the television studio. An event along these lines would have the potential to excite schools to get involved, they argue. If that ambitious proposal should fail to get the necessary support, it remains that the idea could be taken up in a smaller way by individual schools or Local Authorities.

FULL DESCRIPTION This is how the idea is developed in the Ajegbo Report: ‘We see the main activity of the week being investigations and celebrations by schools of pupils’ histories and their community’s roots and of the national and global links that they can make. It will give opportunities for local projects, for firming up school links and for cross-curricular work showing how all subjects can be involved. The week could culminate in exhibitions, celebrations and debates involving pupils, parents and the community looking at ‘who they are’. The important issue is to begin to embed the work in the school curriculum and in Schemes of Work across a range of subjects. For it to work well, schools would need to be supported by their local authority and it is important to get museums and libraries involved for pupils to research and gather new material.

If this could be a national focus with the media involved, so much the better.

We understand that teachers would need time to prepare beforehand, with clear mapping in terms of objectives, pedagogy and outcomes, and that more resources in terms both of materials and support need to be in place, but if we want education for diversity to work for better social cohesion, it has to be highlighted and made a priority.’

So the Report formally recommends that the Department for Education and Skills should institute a Who Do We Think We Are? week, and that it could include the following: • Whole-staff (including support staff) involvement in training, preparation and delivery • Local authority support • Local projects e.g. History, Geography fieldwork • Investigations of Who Do We Think We Are?, with a local/national focus • The cross-curricular concept of diversity explored through subject ‘join up’, e.g. collapsed timetables, extensive enrichment activities 78

• Links established between schools • Cultural celebrations • Debates around values, identities and diversity • Accessing a range of resources including museums, archives and libraries • A national media focus on Who Do We Think We Are? as a nation

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E8 ‘Exploring Citizenship through London’s archives, libraries and museums’ KIND

Resource (a book / directory)

TARGET GROUP

London teachers (primary and secondary) and families

THEME/DIVERSITY

Cultural Citizenship

LOCATION: It relates to London POPULATION: It covers 32 of London’s archives, libraries and musuems INITIATORS: Its authors are H. Gould, and H. Adler and it was funded by the Department for Education and Skills (DfES) and Strategic Commissioning Programme of the Department for Culture, Media and Sport’s (DCMS).

CONTACT: Available: www.almlondon.org.uk SUMMARY Gould, H. & Adler, H. (2005) Exploring Citizenship through London’s archives, libraries and museums London: ALM is a directory of 32 of London’s archives, libraries and museums for teachers of Key Stages 1-4 (ages 5-16) that promises access to new resources and ways of teaching a culturallysensitive Citizenship Education. It is recommended as a resource in the Ajegbo Report (2007) on Diversity and Citizenship.

FULL DESCRIPTION The directory promises to give teachers access to new resources and ways of teaching Citizenship Education sensitively and imaginatively, making it relevant to children’s lives, and developing their (and their teachers’) understanding of cultural citizenship. For example, archival sources on the history of black and minority ethnic communities at the London Metropolitan Archives and Lambeth Archives can be used to think about diversity, racism and discrimination, developing social and moral responsibility, diversity, promoting political literacy and encouraging children to embrace community life.

The directory provides an overview of the collections held by each of the listed archives, libraries and museums and explains how the activities offered in each venue are linked to the National Curriculum for Citizenship and Citizenship topics. It also identifies links to resources at the Qualifications and Curriculum Authority and cross-curricular links to other subjects (e.g. Religious Education and Citizenship, Science and Citizenship) for the different age-groups.

The directory also includes case studies of good practice and some details of opportunities for continued professional development for teachers of citizenship, such as museums that offer this training for teachers.

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E9 An Interfaith Initiative KIND: Student Initiative TARGET GROUP: Young people of different faiths THEME/DIVERSITY: Interfaith LOCATION: Leicester, England (and Barcelona, Spain) POPULATION: Variable, but potentially large INITIATOR:

Deepa Mashru, a student

CONTACT:

Inter Faith Network for the UK, ifnet@interfaith.org.uk

SUMMARY Faith, Identity and Belonging: Educating for Shared Citizenship (ISBN 1 902906 25 X), reports a seminar sponsored jointly by the Inter Faith Network for the UK and the Citizenship Foundation and held on 7.02.2006, and includes an address to the seminar by a young Leicester student, Deepa Mashru, describing initiatives in which she had been involved. They were inspired by attendance at the 2004 World Parliament of Religions in Barcelona, which led to a media pack by Minorities of Europe. The enthused returning students set up an inter faith project back in Leicester, making presentations, organising discussions, and planning events like a youth faith trail around Leicester’s places of worship. Deepa herself had moved on to university – where she was now organising more inter faith meetings.

FULL DESCRIPTION (quoting from the address by Deepa Mashru): “We should be aiming to celebrate the contribution of faith to the life of the young people and their community. It helps foster understanding and respect. Also, it is very important for young people to develop skills of inter faith encounter because it is critical to be able to break down the prejudice and discrimination which is based on faith, at times when a lack of information and understanding is clearly an issue….

I was provided with a once in a lifetime opportunity to go to Spain for the 2004 World Parliament of Religions….. It attracted over 7000 people and six students from Leicester were chosen and sponsored to attend it as part of BBC Leicester’s Youth Extra Group….We documented the debate on the conference’s four major themes: religiously motivated violence; world debt; refugees and asylum seekers; and access to clean water for all. Over the course of the two weeks we made video, photographic and audio recordings of the event. The information we collected, along with written interviews and our diaries, was put together in a media pack by Minorities of Europe. We hope that this pack will be distributed around schools in the UK for use in RE lessons and that it will encourage and inspire other young people….

The Barcelona conference…was a life-changing event for me. It highlighted the immense diversity of culture and faith around the world. I was quite ignorant about this, despite the fact that I come from Leicester which, as you all know, is renowned for being so successful in terms of inter faith and multiculturalism…..we returned really enthused and excited and set up an inter faith project for young people back in Leicester. We have been making quite a number of presentations…At the moment we are talking about doing a youth faith trail over the summer, where we are going to take young people from different communities to visit all the places of worship in Leicester. They will get something to eat there and experience their cultures. ….

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E10 The AQA Short Course GCSE Examination in Citizenship Studies KIND: Curriculum / Pedagogy TARGET GROUP: 16 year-old students gaining qualifications through examinations at the end of the present period of compulsory schooling.

THEME/DIVERSITY: The current National Curriculum Citizenship for Key Stage 4 (14-16), as creatively interpreted by one of England’s three awarding bodies (examination boards, which are run as – very successful – commercial enterprises) LOCATION: All England POPULATION: 14-16 year old students who choose to include Citizenship among their subjects for study and public examination in schools that offer this choice and that have selected this course from the three available. [The increase in the numbers taking one or other of these three examinations rose from 38,000 in 2005 to 53,607 in 2006’, making it the fastest growing GCSE examination. A fullcourse GCSE is currently in preparation.]

INITIATOR:

The awarding body AQA, in some consultation with the QCA

CONTACT:

There is an online help-line AQA for Citizenship Short Course. www aqa.org.uk/qual/gcse/cit.php

SUMMARY: This is a 2-year ‘short’ or ‘half-course’ leading to a GCSE examination in Citizenship Education at 16.

Its curriculum is attractively broad and coherent, moving from the local to the global in three ‘topic’ steps: 1: School, Work and the Local Community; 2: National and European Citizenship; and 3: Global Citizenship, and it addresses three ‘conceptual themes’ at each step: 1: Rights and Responsibilities; 2: Decision-Making, Power and Authority; and 3: Participation in Citizenship Activities. Diversity issues that currently figure in the further specification of this content include ‘involvement in a multicultural activity/religious event’ (as a suggested topics for the required coursework essay), ‘communities and identities’ ‘how schools can promote equal opportunities and reflect the diverse, multicultural nature of society’, and ‘how ethnic identity, religion and culture can affect community life’. There is a distinctive focus on active citizenship and candidates are required to ‘critically evaluate their participation within school and/or community activities’. The examination includes a 1500-2000 word report ‘on the school-based or community-based Citizenship activity in which the candidate has been engaged’, which attracts 40% of total marks for the course FULL DESCRIPTION The public element in student assessment in Citizenship Education currently amounts to a requirement placed on schools relating to all their pupils at 11-14 and the option of a GCSE examination course in CE for their pupils at 15-16. At 11-14, schools are required to keep their own records of pupil achievement in CE, report on each pupil’s progress and development needs annually to parents, and, at the end of this period, to make an overall judgement of each pupil’s attainment in citizenship by drawing on evidence of progress and achievement from assessments made over the three years. For their 14-16 pupils, in addition to having to teach the statutory programme for the age-group, schools have a choice as to whether or not to offer students the option of a (short-course) examination and qualification in CE as part of their clutch (usually 7-10) of GCSE examinations.

Schools that do offer their students this option have a further choice, here as in other subjects, between the different courses and examinations offered by England’s three awarding bodies (all, however, working to the same broad national specification).

The most interesting of these examinations is the one offered by the Assessment and Qualifications Alliance [AQA]. Its current website specification claims a distinctive focus on active citizenship.

Citizenship Studies must relate to the real world and the community at large outside the classroom. This cannot be achieved by desk research alone. Active participation by candidates in a school and/or wider community based activity is required.

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It aims to develop pupils’ values as well as their knowledge, skills and understanding, and one of its (three) main aims for candidates is that they should ‘critically evaluate their participation within school and/or community activities’.

Accordingly, the examination for this 2-year ‘short course’ includes a 1500-2000 word report (which is internally marked but externally moderated) ‘on the school-based or community-based Citizenship activity in which the candidate has been engaged’. This attracts 40% of total marks for the course and the 1½ hours (externally marked) examination that gains the other 60% includes as one of its four questions a compulsory, structured question related to the same Citizenship activity.

In terms of content, the course moves from the local to the global in three ‘topic’ steps: 1: School, Work and the Local Community; 2: National and European Citizenship; and 3: Global Citizenship, and it addresses three ‘conceptual themes’ at each step: 1: Rights and Responsibilities; 2: DecisionMaking, Power and Authority; and 3: Participation in Citizenship Activities. This is an attractively full and coherent scheme, though a lot to fit into a ‘short course’.

Diversity issues do figure in the further specification of this content, if among many others and not yet with the prominence that may follow the current revision of the national curriculum. So, ‘involvement in a multicultural activity/religious event’ is one of the suggested topics for the coursework essay.

‘Communities and identities’ are among the things to be studied and appropriately related to ‘individual, local, national and global contexts’. And ‘how schools can promote equal opportunities and reflect the diverse, multicultural nature of society’, and ‘how ethnic identity, religion and culture can affect community life’ are two of the nine things that ‘through research, discussion, participation in school and community based activities, and reflection upon the roles and contributions of others, candidates should be able to describe, analyse, explain and evaluate’

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FRANCE F1 ‘Religious facts’ and their implications for teaching literature, art, history, philosophy and the sciences.xlviii KIND: Continuing teacher training for teachers and educational support staff TARGET GROUP: head teachers

Primary and secondary teachers of all subjects, educational support staff and

THEME/DIVERSITY: Understanding of and approach to ‘religious facts’ at school; contribution of religion to current conflicts.

PLACE: Champagne-Ardenne Teacher Training Institutexlix, Reims NUMBER OF PARTICIPANTS: 83 INITIATIVE: Reims Regional Educational Authorityl continuing training plan 2006/2007 (terms of reference: theme 2, priority B, objective 2) CONTACT: fc@reims.iufm.fr SUMMARY: The project was designed by a working party set up by the teacher training institute in partnership with the Reims Regional Educational Authority and Reims-Champagne-Ardenne University.

Religious facts presents a challenge to schools and, beyond them, to society. Why and how should religious facts be tackled? In what contexts do they appear in schools? Religious knowledge is one area of knowledge among others.

When examining how this subject is taught, we must observe and analyse what is taught, who is involved and what methods are used. Particular attention will be paid to the question of what teachers are entitled to teach.

Placing religious facts within their historical context will allow us to tackle the question of how religion and social sciences should be presented. A cross-disciplinary approach will enable us to discover or rediscover the multiple aspects of religious facts.

FULL DESCRIPTION: Overleaf

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FULL DESCRIPTION Objective: to define what we mean by ‘religious facts’ through examining the variety of approaches possible (for instance historical, literary, artistic and philosophical) in order to make connections between different subjects by using multi-disciplinary practices or projects.

Need: to respond to a need for training expressed by teachers and educational support staff, and provide a basis for reflection on the following questions: Why and how should ‘religious facts’ be tackled in State schools?

Process: ‘Spring University’ (continuing education course) comprising expert contributions, round tables (to answer questions from participants), workshops and presentations on experiences of multidisciplinary practices.

Length: two days: Tuesday 3 April - Wednesday 4 April 2007 Expected results: to contribute to the theme of ‘living together’ through better understanding of religious facts.

Participants will be evaluated at the end of the course.

Reference text: Régis Debray, L’enseignement du fait religieux dans l’école laïque. Report to the French Ministry of Education, Odile Jacob/SCEREN, Paris, 2002.

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F2 Intercultural communication and professional practice KIND: Continuing education TARGET GROUP: Primary and secondary teachers THEME/DIVERSITY: Migration and Inclusion PLACE : Priority Education Network (PEN)li, Reims, France NUMBER: 24 teachers from the PEN (18 primary and 6 secondary) INITIATOR: Marne local educational authority: plan for continuing educationlii CONTACT:

Regional centre for the schooling of newly arrived and travellers’ children, Reimsliii

SUMMARY: The effects of migration on family structure and relations between families and schools; differences in identity (children newly arrived in France / second generation migrant children); subjects which allow the theme of interculturality to be presented (guidelines for teachers on how to manage difference).

FULL DESCRIPTION: Objectives: - improving knowledge of the main migrant groups in the area concerned; - identifying the specific features of different situations and adapting the approach used; - examining professional practices and considering the resources and needs of the children concerned in order to help them improve their academic performance.

Needs: need for training expressed by teachers.

Content: 1. a historical and sociological approach to Maghreb (French North African), Turkish and African families in France: family structures in countries of origin and changes to this as a result of migration, the role of parents and the parent/child relationship; 2. the situation facing students who have recently arrived and how they are dealt with by the Marne local authority; 3. contributions by teachers working in ‘multicultural’ classes and how to relate to students; 4. migrant families’ expectations of school; 5. identifying professional practices to deal with these issues.

Procedures: contributions by experts; written and audio-visual material; discussions on the intercultural approach to teaching; presentation of teaching activities and tools for intercultural communication and education.

Evaluation: none so far.

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F3

Advice on how to integrate a pupil who has recently arrived in France into a mainstream class

KIND: Continuing Teacher Education / Resource TARGET GROUP AND POPULATION: Secondary teachers working with students who have recently arrived in France within a mainstream class THEME/DIVERSITY: Information sheets for secondary teachers: How can we facilitate the inclusion of children who have recently arrived into a mainstream class?

INITIATIOR: Créteil Regional centre for the education of newly arrived and travellers’ children (CASNAV)liv CONTACT: Créteil CASNAV. The CASNAV’s Reflection for Action (Réfléchir pour agir) fact sheets may be downloaded from www.ac-creteil.fr/casnav SUMMARY: Guidelines on how to take into account the needs of newly arrived students and guidelines for teaching to a mixed class.

“You are going to be teaching children from a reception class (= class for learning French as a foreign or second language). These students have the right to special attention (see the Ministry of Education’s Official Bulletin, no. 10 of 25 April 2002).

Here are some guidelines for helping them to integrate…”

Description of Guidelines

“Let them use a bilingual or monolingual dictionary and encourage them to keep a vocabulary list, a tool often used in reception classes.

Leave room on the board for words to be looked up in the dictionary (‘the word box’).

Use visuals.

Take time to explain (or get another student to explain) how the textbook works.

Ask questions of varying levels of difficulty that allow these students to answer some questions.

Use vocab sheets, student guidance sheets and self-check sheets to help students with writing tasks.

Use some specially adapted exercises (for example, with a shorter text, fewer questions and less research or giving the beginning of answers).

Adapt your assessment (positive, focus on linguistic ability).

Check the students’ notes during class and their homework etc.

Make ‘off-centre’ photocopies which leave a margin for words to be translated.

Make a serious and willing student a ‘tutor’.

Make another student repeat instructions if the student doesn’t understand.

Make sure these students sit near to the teacher and next to their ‘tutor’.

Don’t hesitate to put students in situations where they have to integrate with others, for example by helping to update the record of work covered by the class (cahier de texts) and by taking part in other activities.

Don’t hesitate to consult the reception class teaching team if there are any problems.”

(Pascale Jallerat, trainer at the Créteil CASNAV)

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F4

A Classroom of Difference

KIND: Initial teacher training TARGET GROUP: Student teachers from primary and secondary schools THEME/DIVERSITY: Combating discrimination and racism in schools PLACE: Reims Teacher Training Institute and Reims Training Centrelv POPULATION: 11 student teachers INTITIATIOR: Teacher Training Institute: initial training plan, training module for both primary and secondary teachers (non-compulsory) [Partners: Ligue internationale contre le racisme et l’antisémitisme (LICRA, the International League Against Racism and Anti-semitism); Association de prévention pour une meilleure citoyenneté des Jeunes (APMCJ, the Preventive Association for Better Youth Citizenship); Centre européen juif d’information (CEJI, the European Jewish Information Centre)] CONTACT: Champagne-Ardenne Teacher Training Institute and Reims Training Centre SUMMARY: The module was organised in partnership with LICRA and CEJI, and covered racism and anti-racism at school. In total, it was equivalent to two days of training (4 x 3 hours = 12 hours), including a workshop presenting the A Classroom of Difference™ programme (6 hours, 13 January 2000). The training was part of a pilot initiative supported by the EU’s Comenius 2 programme. It aimed to provide student teachers with tools that they could use in the classroom.

FULL DESCRIPTION: Workshop opening (introduction to partner organisations; introduction to participants and their expectations; explanation of the aims of the training and reformulation of expectations); ‘Ropes’ exercise: to create mutual respect among the group ‘Identity Molecule’ exercise Work on definitions ‘Lemon’ exercise: to start a discussion on stereotypes ‘Eyewitness’ exercise The ‘dramatic triangle’: a diagram of conflict The effect of the teacher’s influence and its limits Introduction to the study guide for secondary teachers and students Evaluation of workshop by participants (for example, the benefits of the workshop were listed as: “various exercises and role plays to deal with prejudice; discussion of how to use authority: effectiveness and conflict management”) (Article published in the regional daily, Union, 19 January 2000)

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F5 Cultural variation in arithmetic KIND: Pedagogic practice TARGET GROUP: Pupils from the fourth year of primary school (Cours moyen 1) THEME/DIVERSITY: Arithmetic techniques in other countries: the example of subtraction PLACE: Seine - Saint Denis départementlvi, France (location unspecified) POPULATION: Pupils from the fourth year of primary school (Cours moyen 1), but this exercise could probably be used in secondary school maths classes.

INITIATOR: Class teacher CONTACT: See the CEFISEM newsletter, Lettre du CEFISEM n° 4, 1998lvii, www.ac-reims.fr/casnav

SUMMARY: Issue: how do pupils in Asian, Arab and Anglo-Saxon countries do arithmetic? What is the educational value of examining cultural variations in arithmetic?

FULL DESCRIPTION: Overleaf

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FULL DESCRIPTION Starting point: the same arithmetic techniques are not used in different parts of the world. Here is an example of Japanese subtraction, used in all Asian countries where abacuses are used: 8 -3 5

2 7 5

1 8 3

9 6 3

4

4

3

3

We work from left to right.

1st column: 8>3, so 8-3=5.

2nd column: 2<7, so we find the number which is added to 7 to give 10, which is 3. We add this to 2, and the result is 5. In this case, we score out the previous result, which means -1.

Objective: is there an educational value in teaching and knowing other ways of doing arithmetic than the one used in France?

Justification: Condorcet envisaged presenting pupils with several arithmetical techniques more than two centuries ago. One of these, the English technique, was dropped during the Third Republic.

Condorcet believed it was up to the teacher to decide if s/he would teach the ‘ordinary method’, or either of the two others.

Some bilingual and bi- or multicultural countries today have to make pedagogic choices that reflect their sociolinguistic situation. For instance, a Canadian textbook for pupils at the end of primary education presents three techniques for adding and three techniques for subtraction, including French addition and English subtraction. The authors aim to make a clear distinction between cultural differences and common features in addition and subtraction techniques in base 10. The choice of technique is left to the teacher.

Implementation/effectiveness/effects: experience in ‘multicultural’ classes has shown that when pupils discover and appreciate a new practice which is foreign to them and the teacher recognises that it is of equal validity to the practice employed in France, there is a double benefit: - for example it helped to integrate a young migrant from Turkey who knew Arab multiplication (in class CM1, fourth year of primary education): his ability to carry out multiplication in a different manner was recognised, and his status within the group improved; - it helps other pupils assimilate knowledge by introducing a new technique. (...) Apart from the recognised educational benefit of letting pupils discover several methods of reasoning and several ways to achieve the same result, is this not also a way of guiding young people towards the discovery of otherness through the diversity of social practices, of which the foundations are universal?

Jacqueline Dahlem, trainer at the CEFISEM, Reims.

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F6 Masters Programme in Educational Sciences in Teaching about Religions KIND: Continuing Teacher Education / Research TARGET GROUP: Teachers and trainers involved in the education system (State education and Catholic education in partnership with the State) THEME/DIVERSITY: Teaching ‘religious facts’lviii LOCATION: Institut de Formation pour l’Etude et l’Enseignement des Religions (IFER), (Training Institute for the Study and Teaching of Religions) Dijon, France; Masters programme at the Bourgogne Catholic University POPULATION: 2,500 enrolments since 1996 INITIATORS: The State and Catholic education sectors CONTACT : Centre Universitaire Catholique de Bourgogne (Bourgogne Catholic University) http://www.cucdb.fr; René Nouailhat, specialist in Religious Education, IFER co-ordinator (nouailhat@formiris.org) SUMMARY: The course applies guidance from the Ministry of Education in teaching ‘religious facts’; enables enlightened inter-religious dialogue; provides teachers with tools and methodologies, and equips them intellectually. It includes placements, courses, conferences, French and European working parties, initiatives in schools. The teachers put into practice what they have learnt when working in the classroom. Practical research projects are undertaken by groups of practitioners.

Research: Numerous researchers participate in training and continuing research in the field. (150 have been involved since the Institute was set up.)

Further Description of curriculum / projects / resources: CONTACT: the University

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F.7 ‘How does school work?’

KIND: Project / Workshop TARGET GROUP: Parents of migrant students THEME/DIVERSITY: Inclusion: How to support your child at secondary school LOCATION

Held in Collège La Rochotte, Chaumont, France

POPULATION: 30 parents from various cultures INITIATOR: organised by the organisation Initiales (Champagne-Ardenne region Initiales in partnership with the Ministry of Education and FASILD (Fund for Action and Support in Integration and Combating Discrimination, Fonds d’action et de soutien à l’intégration et à la lutte contre les discriminations) CONTACT: Edris Abdel Sayed, Initiales co-ordinator (Champagne-Ardenne region) initiales2@wanadoo.fr SUMMARY Initiales runs language workshops for Moroccan and Turkish women who wish to improve their French through practising everyday language. The workshop takes place in la Rochotte, a district of the town of Chaumont (Haute-Marne départementlix, Champagne-Ardenne region) where many of them live. As part of this initiative, a workshop was organised in partnership with other bodies on the theme of ‘How does school work?’

For the participants, the Theme/Diversity of ‘school’ conveys hope but is fraught with anxiety and difficulties. By creating a safe space for parents and representatives from the State education sector to meet, this initiative presented an opportunity for questions, comments and a comparison of attitudes. This initiative enabled parental authority to be restored as this is sometimes undermined by the obstacle of language. It also facilitated contact with the school.

FULL DESCRIPTION: Responding to needs expressed by the parents, the objectives were to help migrant parents to support their children in school and to initiate intercultural communication between parents and teachers. The process was in three stages): a meeting in the language workshop premises. The focus was on listening to mothers in order to base discussions on their attitudes to school; a tour of the school in order to help parents get to know the premises and how the school works (in particular how families and the school communicate); a discussion session in the language workshop premises, concentrating on relationships between parents and children when the latter are of secondary school age and things sometimes become difficult.

Outcomes: The participants were satisfied with this opportunity to talk over their concerns with teaching staff. A further result was that it was decided with the Priority Education Arealx coordinator to extend this initiative to the kindergarten, which has a multicultural ethos. Activities to raise the awareness of teachers in the Priority Education Area of the difficulties faced by migrant families are also planned.

Bibliography: Edris Abdel-Sayed, L’école, comment ça marche?, in Cherif Guelmine (ed), Education et interculturalité, Cergy colloquium, 19 November 2004, Ville de Cergy, Cergy, 2005, www.villecergy.fr

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F8 Lycée Technique Jeanne d'Arc Institutional Policy KIND: (A School) Policy / Pedagogical Practice / Continuing Teacher Education TARGET GROUP: Staff and Students – the School Community THEME/DIVERSITY: Citizenship, different cultures and solidarity INITIATOR: The Lycée Jeanne d’Arc through its management and educational team, and beyond that, the Catholic educational sector in partnership with the State, particularly at regional level.

LOCATION: Lycée Jeanne d'Arc in Rennes, France POPULATION: 1,125 students CONTACT: for information http://www.lycee-ja-rennes.org SUMMARY The lycée has a coherent statement of ethos that aims to provide a ‘complete’ education covering every aspect of students’ lives - academic, spiritual, social and professional. It is a policy based on involvement, openness and commitment.

The Policy is a clearly defined statement of institutional ethos divided into short, medium and long term initiatives and projects in line with the school’s motto of ‘an establishment rooted in its environment and in step with Europe and the world’. It includes the following three dimensions (among others): an international dimension; education about socially-inclusive economic models and sustainable development; and access to different cultural experiences statement of ethos. Student initiatives are at the heart of the institutional statement of ethos.

The Pedagogical Practice and Projects: include Involvement in local (neighbourhood) projects; vocational projects conducted by students in the areas of responsible consumption, renewable energy and fair trade; a ‘training without borders’ project: a vocational training certificatelxi awarded in Peru, Cameroon, Mali and Vietnam; and UNESCO club. In curriculum terms, these initiatives are integrated either into the vocational training certificate course, or into daily school life.

The Continuing Teacher Training: Teachers and trainers have received the preliminary training required by the Ministry. The teachers who are most involved attend training sessions and conferences regularly in the relevant areas. To this should be added contributions by experts and external bodies, and partnerships with NGOs, which often have an educational dimension.

Resources include the school, its partners, a network of partner institutions, and public authorities Further Description Contact the lycée for descriptions of projects that form part of the institutional statement of ethos and for evaluations.

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F9 Educational initiatives by the Arab World Institute (Institut du Monde Arabe) KIND: Resource TARGET GROUP: Teachers, trainers, NGOs, mediators, students, pupils, young people THEME/DIVERSITY: Cultural and intercultural education, and public awareness-raising, regarding Arab arts, science and culture, current affairs in the Arab world LOCATION: Arab World Institute, Paris, France POPULATION: 1,500 groups of young people per year, and thousands of individual children, totalling almost 50,000 young people per year; teachers and mediators INITIATOR: The Arab World Institute and its Educational Initiatives Service CONTACT: The Arab World Institute can be contacted by telephone on +33140513912, and its website address is: www.imarabe.org (‘activités jeunes’ section) SUMMARY The Arab World Institute is an institution established under French law and a foundation of public benefit (recognised by the French State and its partners). It collaborates with cultural education departments (within regional educational authorities)lxii, networks of libraries and multimedia centres, public bodies and local authorities; and the media (France 5’s resources for teachers, Café pédagogique, Archéojunior, Okapi, Beur FM and others).

Its activities include art workshops, storytelling classes, guided tours and themed visits to the museum and its temporary exhibitions, discovery concerts, storytelling hour and travelling exhibitions. It houses a children’s multimedia exhibition, training, conferences, films, library, language centre, and a bookshop. Its activities are open to all school and local authority staff, and to families. It collaborates with teachers (coordination with curricula; informal and non-formal education) and offers continuing education in Arabic. Its education initiatives service and teachers set up situations which require initiative, participation and creativity from pupils and students.

Numerous scholarship and research activities underpin the Arab World Institute’s development in the fields of the arts, culture and higher education.

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F. 10 Diversity and Citizenship in Europe: An International Exchange (Poland, Germany, Wales and France) organised by the Cachan municipality and the municipalities of Cachan’s twin towns.

KIND: Project: Meeting of young people TARGET GROUP:

Students and their trainers. Municipal Youth Team.

THEME/DIVERSITY:/The cultures of Europe (diversity, differences, European citizenship and fraternity).

LOCATION: Cachan School of Engineering, France.

POPULATION: 80 young people and trainers.

INITIATOR: Cachan Youth Service, the organisation Yad Fel Yad (Hand in Hand), and the network Weaving our Differences (Tissons nos Différences) CONTACT: The curriculum is available from the Municipal Youth Service and additional information from Yad Fel Yad. yadfelyad@voila.fr SUMMARY: The project was in line with the Cachan municipality’s policy for citizenship and was jointly prepared

by Yad Fel Yad and Tissons nos Différences. It aimed to stimulate communication that reflects every aspect of a human being: body (dance, public speaking, debates, drawing and scene painting, reflection (discussion groups), expressions of cultural values (oral and written), photography, cookery, trips and so on. It used trainers who were experts in pedagogy and facilitating groups, experienced users of A Classroom of Difference™ tools and methods (among others). The pedagogic strategy had to consider the number and diversity of cultures, languages and backgrounds, and the importance of highlighting differences and similarities, both through activities and in the way each was represented, particularly visually.

Numerous initiatives are undertaken by the young people of Cachan on a daily basis to communicate their culture and way of life to others, for example through organising shows based on workshops, community projects and training.

Evaluation was performed on several levels, by the participants, the trainers, the municipality and the Ministry of Youth and Sport. However, there is no overall report due to the breadth of the programme of which these initiatives were a part. Activities where communities were represented and which fostered mutual understanding (such as discussions on culture, dances, the diversity tree and photographs) were most enjoyed and best assimilated by participants.

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F11 ‘Weaving our Differences’ training: combating discrimination within a Priority Education Network [PEN]lxiii in Savigny sur Orge .

KIND: Continuing professional development (for those working with young people in schools, and others).

TARGET GROUP:

Primary / secondary teachers, head teachers, social and NGO activists.

THEME/DIVERSITY: Experiencing and managing cultural diversity in everyday activities.

LOCATION:

Savigny sur Orge, France. Training sessions took place in school and NGO premises.

POPULATION: 30 adults INITIATOR: The PEN co-ordinator, the director of the local educational authoritylxiv and the Weaving our Differences network.

CONTACT: hdtnd@wanadoo.fr SUMMARY These two training sessions aimed to help practitioners fulfil their objectives as part of a PEN. They also aimed to improve their ability to relate to others and tackle their psychological blocks and prejudices in order to improve their capacity for action in situations that are often difficult.

The training was organised as part of the PEN’s local strategy for under-privileged areas by the PEN itself, the local educational authority, the managements of the schools involved, and NGO representatives – and was supported by the municipality. It drew on the resources of the organisations involved, the participants and the Weaving our Differences network. The trainers were experienced, especially in conflict management, interpersonal relationships and communication, and approved as such by A World of Difference® trainers. A non-formal training approach, closely connected to the work undertaken by participants, encouraged them to reflect and examine their behaviour. The professionals subsequently used the activities as part of their work with children and teenagers.

The greatest success was that participants became highly aware of the rich diversity of this professional group (for instance in terms of religion, race, background, career and attitudes towards their work). Difficulties mostly arose when individual differences were asserted.

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HUNGARY

H1: Ensuring equal opportunities in education for disadvantaged pupils (A HRDOP 2.1 Measure)

KIND: Policy, Pedagogical practice, Projects, Teacher training (initial, continuing) TARGET GROUP: Disadvantaged children, teachers, school communities THEME/DIVERSITY: Programme to help disadvantaged children – equal opportunities, inclusion LOCATION: National, Hungary POPULATION: Schools: Disadvantaged (Roma) children, teachers; local governments INITIATOR: Government, Ministry of Education CONTACT: www.okm.hu (web-site of the Ministry of Education), www.sulinova.hu (web-site of the National Educational Integration Network)

SUMMARY: In the National Development Plan’s Human Resources Development Operational Programme (HRDOP) a measure has been developed to promote equal opportunities in education for disadvantaged pupils.

In this measure more, than 23 million euros from the European Social Fund and 7,5 million euros from the Hungarian central budget was available between 2004 and 2006 for programmes aiming: - to prevent school failure and drop-outs of disadvantaged pupils - to promote the educational success and, thereby improve the labour-market prospects and social integration of disadvantaged youth - to eliminate segregation in the public education system, and to promote non-discriminatory, inclusive educational practices.

Description Overleaf

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FULL DESCRIPTION: In the National Development Plan’s Human Resources Development Operational Programme (HRDOP) (under the priority: Fighting social exclusion by promoting access to the labour market), a measure has been developed to promote equal opportunities in education for disadvantaged pupils.

The organization responsible for the operation of this programme is the National Educational Integration Network.

In this HRDOP 2.1 measure, more than 30 million euros (approximately 23 million euros from the European Social Fund and 7,5 million euros from the Hungarian central budget) was available between 2004 and 2006 for programmes aiming: o to prevent school failure and drop-outs of disadvantaged pupils o to promote the educational success and, thereby improve the labour-market prospects and social integration of disadvantaged youth o to eliminate segregation in the public education system, and to promote non-discriminatory, inclusive educational practices.

The HRDOP 2.1 measure contains the following programme elements (projects), which are implemented through a central programme (1st component) and through tendering procedures (2nd component) : o Development and introduction of initial teacher training programmes and modules in universities, e.g.: Differentiating in heterogeneous groups Cooperative learning Multicultural pedagogy Project pedagogy Drama pedagogy Support of the change from kindergarten to school Pedagogical, legal and social background of integration in education o Development and implementation of in-service teacher training programmes and training programmes for educational experts o Development and implementation of training programmes for local decision-makers and nonteacher groups to increase social awareness and positive attitude towards inclusive education o Development of the know-how of inclusive education, elaboration of methodological databank and of service programme-packages o Developing new ways of preventing early school leaving The ’second National Development Plan’ (2007-2013) is going to start soon containing several programmes for disadvantaged pupils.

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H.2 National Educational Integration Network KIND: Policy / Pedagogical practice / institution / Teacher training (continuing) TARGET GROUP:

School Management, teachers, (disadvantaged) pupils, school community

THEME/DIVERSITY: Programme opportunities, inclusion

(national

network)

to

help

disadvantaged

children:

equal

LOCATION: National network (with a centre office in Budapest), Hungary POPULATION: Schools: Disadvantaged (Roma) children, teachers; local governments INITIATOR: Ministry of Education CONTACT: www.okm.hu (web-site of the Ministry of Education), www.sulinova.hu (web-site of the National Educational Integration Network)

SUMMARY: The organization “National Educational Integration Network”, which is a “background” institution of the Ministry of Education, was created in 2003.

Through the integration programme, these students will study in the same class with students not participating in the training programme and education in these schools are organized by the above mentioned Integrational Pedagogical Frame System.

This network is responsible for providing coordination and a wide range of professional assistance in education for those schools implementing integration programmes.

The schools implementing integration programmes receive financial assistance from the government.

Description Overleaf

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FULL DESCRIPTION The first step taken by the Ministry of Education in 2002 was to change the ministerial decree relating to public educational institutions in order to create the legal and financial background for the programme (introducing per capita allowance for “integrating” schools).

This regulation introduced the concept of preparatory training “for integration and the realization and development of potential” (of the children). New forms of assistance were aimed at making it possible for children with different social and cultural backgrounds to be taught together and achieve the same level of education.

The new integration programme was introduced in the 2003/2004 school year for children in their first, fifth, and ninth year of education. Since then the per capita allowance from the government can be obtained by those schools, which -

integrate children (the numerical proportions are determined in the ministerial decree); the financial quota can be obtained for those children, o whose parents attended only elementary school o whose family is eligible for supplementary family allowance, i.e., they come from an economically disadvantaged environment.

-

introduce the new integration programme, the basis of which is the so-called Integrational Pedagogical Frame System (a detailed description containing a 2-year step-by-step plan for introducing the system; describing the necessary teaching methodologies for inclusive education, the way of cooperating with parents, local governments, etc.)

Through the integration programme, these students will study in the same class with students not participating in the training programme and education in these schools are organized by the above mentioned Integrational Pedagogical Frame System.

In 2006 appr. 800 schools were obtaining the financial quota (therefore implementing the Integrational Pedagogical Frame System).

The “National Educational Integration Network”, which is a “background” institution of the Ministry of Education, was created in 2003. This network, with its headquarters in Budapest and regional coordinators in disadvantaged regions of the country, is responsible for providing coordination and a wide range of professional assistance in education for those schools implementing integration programmes. In 2003 the Network designated forty-five model institutions that started effective integration programmes and committed themselves to disseminate the idea and to share their experiences with other schools. The National Educational Integration Network was helping to improve these model institutions by providing trainings and funding for extra educational or other programming.

After becoming member of the European Union, the situation changed, giving new opportunities for the programme.

[Since 2004 National Educational Integration Network is also responsible for the implementation of the National Development Plan’s Human Resources Development Operational Programme 2.1 measure “A” component (Promoting equal opportunities in education for disadvantaged pupils)].

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H3 Learning and Leisure activities for Roma children (‘Józsefvárosi Tanoda’ Foundation)

KIND: Resource / Pedagogical practice / Institution TARGET GROUP: Disadvantaged pupils and families THEME/DIVERSITY: Institution and method for disadvantaged children; create a stimulating environment for learning: equal opportunities and inclusion LOCATION: Budapest, Hungary (this example), but also similar institutions throughout the whole country POPULATION: upper primary school children (aged 11–14 years) and secondary school children (aged 15–18 years).

INITIATOR: People working in NGO’s, schoolteachers CONTACT: Jtanoda@freemail.hu

SUMMARY: It was founded for the successful integration of Roma children into mainstream society while keeping their Roma identity at the same time. The founders’ aim was to address the present and future educational needs of the Roma population of the 8th district of Budapest.

The foundation offers afternoon and weekend activities for its pupils. A stimulating environment for learning is created for children who lack such an environment in their home.

FULL DESCRIPTION Organisational background The name ‘tanoda’ means ‘a place for learning’. Józsefváros is one of the 23 districts of Budapest with a high proportion of Roma people (30%) out of a total population of 120,000 people. The foundation operates in a large rented private apartment (180 square metres).

It was founded in 1997 by a small group of people who dedicated themselves to the successful integration of Roma children into mainstream society while keeping their Roma identity at the same time. The founders’ aim was to address the present and future educational needs of the Roma population of the 8th district of Budapest.

By mapping the requirements of the local Roma population, the founders realised that: - Roma parents do not wish to enrol their children in Roma-only schools; they want them to take part in mainstream education; - programmes are needed to help Roma children to perform better at school.

Roma children in the 8th district (as well as elsewhere in Hungary) are underrepresented in secondary schools and drop-out and failure rates are also relatively high in the first year of secondary education.

The initiative The foundation offers afternoon and weekend activities for its pupils. A stimulating environment for learning is created for children who lack such an environment in their home. The programmes include development activities in different areas (mathematics, literature, history, foreign languages, computer literacy, etc) and aim to draw the children’s attention to the knowledge sources around them. The programmes also include familiarisation with the universal and Hungarian Roma culture.

In addition to the aims to be fulfilled by primary school education (skills development, learning methods, enhancing leisure time), the foundation’s programme attempts to create an environment similar to that of a professional middle class family: an available, wide range of books, museum and theatre visits, weekend trips, board games, discussions on films and television programmes, etc.

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Two age groups attend the foundation – upper primary school children (aged 11–14 years) and secondary school children (aged 15–18 years). Children attend on the basis that, although they have strong abilities, they would not be able to complete secondary school without help outside of their family. The number of children attending the foundation varies between 70 and 80 children in a given academic year.

The interested applicants and their parents are invited each year in early September to take part in an ‘admission interview’. In addition, the applicants have to write a short composition on their goals, undertakings and requirements. Based on the interview and on the composition, the board of the foundation chooses the pupils to be admitted for the particular academic year.

The students can choose from the services offered by the foundation, and in some cases the teachers can also be chosen.

The requirements of the students are assessed in the first week of the academic year, and each student is given their own timetable. After a month, the timetable is altered if needed, and finalised for the academic year.

Each student is paired with a tutor, who monitors the student and keeps contact with the school and the parents. The programmes cover two main areas – learning assistance and leisure activities.

The personnel are mostly primary and secondary school teachers, language instructors, and information technology instructors.

The foundation does not collect fees from students for its services. Funding is provided by donations and tenders.

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H4 The Gandhi Secondary School KIND: Pedagogical practice / Institution TARGET GROUP: Roma children THEME/DIVERSITY: Intercultural perspectives, Inclusion. The Gandhi School is the first school in Europe that focuses on preparing young Roma for a higher education; LOCATION: Pécs, Hungary POPULATION: Roma secondary school children INITIATOR: Roma intellectuals CONTACT: http://www.gandhi-gimn.sulinet.hu SUMMARY: The Gandhi School represents the first school in Europe that focuses on preparing young Roma for a higher education. It was created by Roma intellectuals in 1992. In general, the purpose of the educational programme at the school is to teach the students everything they need to succeed in Hungarian society, but also about their own culture. The Gandhi School philosophy is to make the students secure in their Roma identity, and instill a sense of pride in the about their culture.

FULL DESCRIPTION Overleaf

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FULL DESCRIPTION The Gandhi Foundation, which runs the Gandhi Secondary School, was created by Roma intellectuals on April 11, 1992. After certain cities had turned down plans for a Roma secondary school, it was decided to establish the school in Pécs, near the Croatian border. The school opened its doors in 1994. It represents the first school in Europe that focuses on preparing young Roma for a higher education. Since 1994 the School has admitted 50 students a year that it carefully selects. Students from the Transdanubia region are invited, after consulting teachers at primary schools throughout the region about their brightest Roma students, to come to a special summer camp at the school.

Parents are often present, since attending the Gandhi School will mean quite a change in family life.

Prospective new students are tested in a variety of ways to determine whether they are suited to attend the school.

Teaching Philosophy, Pedagogical Model and Curriculum The school places a strong emphasis on liberal arts education and calls itself a “humanities grammar school”. Students, in addition to the standard secondary school curriculum, also learn about Roma history, culture, music, and mythology.

Students are also required to learn two Roma languages, Beás and Lovary, although they can choose between these (some take both). The teaching of sociology is meant to give students insight into society in general and Roma society in particular. There are regular field trips to Roma institutions and communities in the area to gain first hand experience of society and communities and how they function.

In general, the purpose of the educational programme at the school is to teach the students everything they need to succeed in Hungarian society, but also about their own culture. The Gandhi School philosophy is to make the students secure in their Roma identity, and instill a sense of pride in the about their culture. Roma related topics are integrated into the curriculum. E.g. history lessons contain many references to Roma history, for instance.

Each year, towards the end of March, the school holds its so-called “Gandhi Days”, it which it shows its wares to the local, national and international community. The students present a variety of projects to the outside world, including art, dance, drama, poetry, etc.

The school also has ‘sister schools’ in Germany and England.

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H5 The Kurt Lewin Foundation KIND: Institution / Resource TARGET GROUP: Civil Society (Primary: teachers, educators, employees of civil organizations, social workers, policemen; Secondary: students and parents, disadvantaged people, (potential) victims and/or perpetrator of certain crimes, Roma children) THEME/DIVERSITY: NGO to increase tolerance and the elimination of stereotype-based thinking: citizenship, equal opportunities LOCATION: Budapest, Hungary POPULATION: NGO workers INITIATOR: NGO workers, sociologists CONTACT: http://www.kurtlewin.hu SUMMARY: The Kurt Lewin Foundation is an independent civil public interest organisation. Their main purpose is to make a contribution to the consolidation of a democratic society in Hungary and particularly to the increase of tolerance and the elimination of stereotype-based thinking. Programmes of the Kurt Lewin Foundation in the past ten years have served the attainment of their goals in the areas of media, education, and social research.

FULL DESCRIPTION The Kurt Lewin Foundation is an independent civil public interest organisation.

Their main purpose is to make a contribution to the consolidation of a democratic society in Hungary and particularly to the increase of tolerance and the elimination of stereotype-based thinking. They help promote social dialogue, tolerance and the dissemination of knowledge and skills required for active civic participation – mainly by the development of critical thinking.

The Foundation’s objectives include: increasing the chances of having access to social and civic knowledge prevention of aggravation of inter-group conflicts that may emerge during social interaction increasing social activity of citizens.

Programmes in the past ten years have served the attainment of their goals in the areas of media, education, and social research (and they are planning to expand their activities) Through their media programmes – websites, radio programmes, ad hoc publications – they, in cooperation with other civil organisations and their volunteers, promote critical thinking and tolerance by providing objective information, which also uses the results of social research projects.

With the involvement of various civil organisations, profit-oriented companies, and interested public education institutions, their educational activities help a steadily increasing group to have access to social and civic knowledge and skills indispensable for active democratic participation.

Via their research activities conducted with Hungarian and foreign research institutions, tertiary education institutions, and partners, the Foundation intends to produce knowledge that not only helps understand certain segments of social processes and puts social functions into new light, but also promotes the planning and implementation of social-political programmes.

Their programmes attend seriously to the disadvantaged: In their Media programmes they intend to raise public awareness of the problems faced by disadvantaged groups and at the same time encourage communities to identify with the cause through active social participation.

Their educational programmes are designed to promote worthy social participation by providing disadvantaged groups and the related professionals with the necessary knowledge and skills (e.g. by trainings, by providing learning material etc.)

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In their research projects they always place great emphasis on shedding light on the state and condition of socially or otherwise disadvantaged groups and the underlying causes and making sure the findings are disseminated to a wide audience.

In addition to this, they always use their own research findings in their educational programmes.

Their primary target group includes professionals and other people engaged in work in organisations/institutions who may exercise a multiplier-effect through their profession: - teachers, educators - employees of civil organisations - social workers - policemen.

Their secondary target group naturally includes the social groups affected by the work and efforts of the above professionals: - students and parents, including students in tertiary education - disadvantaged people - (potential) victims and/or perpetrator of certain crimes.

The Foundation’s Activities 1996–2005: Many of their initiations were considered innovative not only in Hungary but also in the region and in Europe. Examples include the RomaPage website, established in 1997, and the nation-wide social research series conducted between 2000 and 2003, which was designed to examine the realm of public education from the angle of democracy and the vindication of rights. Under the framework of this project they had conceived a mentorship programme for young university students from disadvantaged backgrounds. By becoming participants in the research programme, these students had an opportunity to gain professional work experience and thus increased their chances in the labour market after graduating.

They won an EU grant competition to compile a comprehensive comparative study on the public education of Roma populations using country studies prepared by the twenty-five member states.

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H6 The Kind-House Programme KIND: Programme, Pedagogical practice, Institution TARGET GROUP: Roma children THEME/DIVERSITY: Programme to help disadvantaged children – equal opportunities, inclusion LOCATION: Nyírtelek, Hungary POPULATION: Disadvantaged Roma children INITIATOR: Local Teachers CONTACT: “Kedves Ház” 4461 Nyírtelek, Petőfi str.. 42. Tel.+ 36 (42) 210-007 SUMMARY: The KIND-House programme aims to help disadvantaged pupils and pupils of different subcultures, particularly Roma children. It aims to prepare pupils classified in auxiliary schools/classes to integrate in the normal / majority school system.

The programme was developed in 1994 in the public school of a village called Nyírtelek as a strategy to integrate Gypsy children assigned to the auxiliary class of reduced curriculum. Together with this first group of pupils, the Kind House pedagogy was developed, which later on became a recognised methodology.

FULL DESCRIPTION The Kind-house Programme aims to help disadvantaged pupils and pupils of different subcultures, particularly Roma children. The programme aims to prepare pupils classified in auxiliary schools/classes to integrate into the normal / majority school system. As such, it precedes and prepares for integration. Nevertheless, the training developed for teachers already serves as a teaching methodology for multicultural classes. It was developed in 1994 in the public school of a village called Nyírtelek as a strategy to integrate Gypsy children assigned to the auxiliary class of reduced curriculum. The pupils were children of three or four families living in the outskirts of the village in a deserted building destroyed by the severe conditions of poverty. Many of the children did not attend school regularly, and those who did were over-age, displayed learning difficulties and were reluctant to spend the entire school day in class. Practically, there was no communication between parents and the school, unless parents felt their children suffered unfair treatment.

Together with this first group of pupils the Kind House pedagogy was developed, which later on became a recognised methodology. There are four basic pillars: Creating an adequate motivation level for learning. One of the most pressing problems faced by teachers of Roma pupils is their lack of motivation to attend the school, inspired by lack of confidence as well as their experiences of school failure over several generations. In Nyírtelek, to tackle this problem, the first two weeks of the school year were spent building up trust towards the teacher and the school. Out of school programmes helped this process, mostly excursions. Getting acquainted with the teacher and contributing to the study environment gave students sufficient emotional confidence and personal involvement to engage in the academic programme. (There are no 45 minutes classes, no "subjects".)

Countering social disadvantage by creating an environment with optimal learning conditions and social security. In Nyírtelek an actual student residence was built up, where pupils spent the weekdays. Its role was to provide for the basic material and security needs of the pupils, so they could dedicate their attention for the studies.

Constructing the pedagogy on the values of family socialisation. The underlying assumption is that besides social disadvantages and the low education level of parents, ethnic, cultural and sub-cultural specificities also have an important influence. The family hierarchy, the language, traditions and life styles result in a value system that differs from the majority. As a consequence, a six year-old Roma 107

pupil has knowledge and skills that differ in many ways from the knowledge accepted as criteria for school maturity by the majority value system. For many students, the discontinuity / gap between the family socialisation and the school expectations can give rise to anxiety and inhibitions.

In the Kind-House programme the pedagogy builds on the knowledge held by the students rather than replacing it. Integrating family socialization and different cultural values transforms what appeared as a social disadvantage into a strong basis for personal and group identity. Tools for this integration include the use of the pupils’ creative work (drawings on family, dreams), use of photographs, Gypsy tales, singing traditional Gypsy songs, etc… Tackling the negative stereotypes on Gipsy communities through acquainting children with the Gipsy cultures is very important. This includes getting to know and accepting the value system and customs, strengthening the identity.

Co-operation between the school and the family is framed by the expectations of the parents concerning the school and the measures taken by the teacher. Teachers and parents work out solutions together that benefit both the child and the family A special result of the Nyírtelek experience was that, on seeing their children’s positive achievements, parents have opted to re-enter school themselves to finish the primary level. With the 8 month programme provided by the team of the ‘Kind House’, 19 parents successfully took the exam on the curriculum of the 7th and 8th grades.

In building the class community, the group builds up its own house-rules. This enforces the feeling of responsibility as well as helping team-building.

The cooperative learning strategy makes pupils active participants in acquiring new knowledge. They form learning groups that allow them to get to know, accept and use each other’s values and capacities in reaching a common objective. Indeed, mutual dependence prevents competition from overruling cooperation and pupils of different skills, capabilities all take part in the exercises and all share the results.

Some students progressed through three years of curricula within one school year.

Children participating in the programme could join the normal classes after two years.

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LATVIA A pool of examples, briefly described: • A new staff unit of Senior Desk Officer in Questions of Minority Education established recently in the Centre for Curriculum Development and Examinations. Mrs Olita Arkle is in charge of this post at present.

•

The recently established General Education Quality Evaluation State Agency uses ethnic minority education specialists with strong backgrounds in developments in the field of bilingual education to develop education programmes for ethnic minority schools.

•

Pupils or Students Councils are playing consultative role in boards of local governments and even in the Parliament of Latvia (Saeima).

•

Pupils have rights to submit proposals to local governments suggesting improvements and developments of municipality work.

•

Pupils are participating as co-authors in the development of different teaching aids and materials of diversity education. As for instance students participated in the development of teaching material on refugees “Baltic Saga”. This was a comprehensive project with crosscurricular links (essays on refugees in literature and lessons in mathematics), different handouts and education film “Baltic Saga”.

•

The Consultative Council on Issues of National Minority Education, established in 2001, helps maintain a dialogue between the Ministry of Education and Science, students and teachers of national minority schools, parents' organisations and NGOs. In July 2004 a special working group was established for constructive dialogue with public organisations including the Association for Support of Latvia's Russian Language Schools, with a view to continue work on improving national minority education curricula models, taking into consideration the views and suggestions of representatives of national minorities and thus promoting the involvement of national minorities in the shaping and development of national minority education. The NGO Policy Centre Providus has been actively involved in promoting the dialogue, and helped organise the Fifth Societal Policy Forum Integration and education of national minorities in September 2004.

•

The multi-year NGO project “Roma Child at School: You are Welcome”, funded by the National Society Integration Foundation with support from the EC (Phare), is having some success in providing inclusion and equal treatment to Roma children in primary schools.

•

The PBN Company – Baltic Ltd raises funds in order to organize teachers’ in-service programmes, lectures of experts and the publishing of teaching aids. This company has a multilateral agreement with the Centre for Curriculum Development and Examinations, the Latvian Judges‘Association and the Education Development Centre which helps to elaborate and publish teaching aids on rights and jurisprudence. The book on the Constitution of Latvia (Satversme) is in the process of development with emphasis on the chapter (section?) about human rights, diversity, minorities and civic participation.

•

The Vocational Education Centre of Ogres Region participated in the development of new teaching materials by cooperation in the Grundtvig 1 project “Learning for Integration, Learning to Be an Active Citizen”. The project results are study materials and a computer game for citizenship education teachers, and also an invaluable experience of international cooperation and a boost to self-confidence from being equal to other European colleagues in terms of work experience and knowledge.

•

Latvia has financed obligatory primary and secondary education for 8 national minorities: Russians (148+ 92 schools the language of instruction are both - Latvian and Russian), Belarussian (1), Polish (4), Ukrainians (1), Lithuanians (1), Roma ( 4 education programmes), Jewish (1), Estonians (1).

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L1 Ethnic Identity in Curriculum KIND: Curriculum / Policy TARGET GROUP:

Students from forms 1-9 in basic school, forms 10-12 in secondary school

THEME/DIVERSITY: Questions on ethnic identity, diversity, and citizenship are included in standards of every subject, involving from one to fifteen lessons in a year. The course of religion and ethics is a school subject in forms 1 - 4, as well as there is an optional course of ethics in secondary school, forms 10 - 12.

LOCATION: Latvia; POPULATION: All students in forms 1-12 INITIATOR: The Ministry of Education and Science Republic of Latvia Centre for Curriculum Development and Examinations.

CONTACT: www.isec.gov.lv SHORT DESCRIPTION In Latvia, there were two kinds of educational programmes: one for schools which have their education programme in the state language, Latvian, and one for education of the minorities in a language of minorities, or in Latvian, or bilingually.

From 2004 there have been new basic school standards for school subjects that are common to, and obligatory for, both majority and minority schools. They express the skills and knowledge that pupils are to acquire by forms 3, 6, 9, 12. Compulsory subjects, which in basic school are taught either in Latvian or in a minority language are: foreign languages, mathematics, computer technologies, natural science, history, social studies, ethics or religion, handicrafts, sport, literature, music, art.

In secondary school the compulsory subjects are: a language of minority, Latvian, foreign languages, mathematics, computer technologies, natural science, history, sport, basics of business and economics – as well as other school subjects according to the chosen educational direction.Latvia got World Bank support in developing Social Science in basic school and standards in secondary school subjects, such as history of culture, religion, ethics, basic of economic business, history. Working groups have been developing the content of standards in other school subjects.

Aspects of education for diversity (human rights education, intercultural/multicultural education, inter-religious education, anti-racism education, diversity education, tolerance education, civic or citizenship education, education combating anti-Semitism, teaching on ethnic/cultural/national minorities and teaching on equality including gender equality) are integrated into subjects such as: Music, History, Philosophy, Home Economics, Special Needs Education, Social Science, Geography, Religious Education, Languages, Literature, Citizenship Education, Ethics and Natural Sciences.

Themes about diversity are included in the educational content of all school subjects, in the content of state tests in forms 3, 6, 9, 12, in the content of school supplies, teachers’ in-service programmes, and in the syllabus of higher educational establishments. Sometimes there are objections to the questions in the content of school supplies, as well as the content of state tests.

Unfortunately, there has not been any research done on this question of the notion of ‘the society in common’.

110

L2 Student Participation in Development of Educational Materials KIND: Resource / Students initiative: participation of students in development of educational materials.

TARGET GROUP: Students aged 11 – 18 in all elementary and secondary schools THEME/DIVERSITY: Migration, deportation, refugees – intercultural perspectives LOCATION:

Latvia

POPULATION: Students, pupils INITIATOR: The Multicultural Education Centre of the University of Latvia (AND: Refugees commissariat UNESCO, pupils, teachers, the Centre for Curriculum Development and Examinations).

CONTACT: www.isec.gov.lv; www.lu.lv/MIC; Phone - +371 7223801, Riga, Valnu 2, LV 1050, Latvia

SHORT DESCRIPTION: Such matters as migration, emigration, deportation, repatriation, refugees movement after the Second World War and nowadays, as well as their causes and reasons, have been included in the school supplies. Pupils can explain and discuss notions, do research on immigration movement, and write essays. In 2001 a new school resource about refugees in the Baltic states: Latvia, Estonia, Lithuania was created, a training film “The Baltic Saga”, as well as training material for teachers.

The booklet and film can be used in the lessons of history, social science, geography, literature, politics and science of law, art history, ethics and religion. These learning materials have been created by students, teachers and educational specialists working together.

The practice of pupils and students taking part in developing school resources has also been realized in Bilingual educational centres. One example is the Multicultural Centre of the Riga Classical Gymnasium, which publishes educational materials of this kind, as well as the Latvian University. This Multicultural Centre has also made an International educational film and schools materials about Multicultural education, using students’ plots that have been offered by the students themselves.

In addition, students’ tasks have been included in workbooks of social science resources.

111

L.3 Establishing Diversity Criteria for Educational Materials KIND: Policy / Curriculum / Resource TARGET GROUP: policy-makers

Authors and reviewers of student materials, publishers, examiners, teachers,

THEME/DIVERSITY: Criteria for diversity, tolerance, ethnic identities and dealing with anti-Semitism have been created for authors of school materials, reviews, examination authors, and in-service teachers courses.

LOCATION: Latvia POPULATION: Latvian-wide INITIATOR: The Ministry of Education and Science Republic of Latvia Centre for Curriculum Development and Examinations.

CONTACT FOR INFORMATION: www.izm.gov.lv; www.isec.gov.lv Phone - +371 7223801, Riga, Valnu 2, LV 1050, Latvia SHORT DESCRIPTION The Educational and Examination Centre of the Ministry of Education and Science has drawn up official diversity requirements for educational materials and it collaborates with authors and representatives of publishing houses to ensure that their products are in accordance with these demands. (School materials can be used in Latvian or in Russian. The Government finances the purchase of the materials in both languages, which uses about 10% of the state education budget.)

Also, in 1995 the State Agency to learn the Latvian Language was created, which got European Phare and Latvian State financial support for publishing materials in this teaching and learning Latvian and for organising courses for teachers of the minorities. This agency, too, monitors the common demands of diversity education in its areas of responsibility.

Latvia does not have official textbooks. School are allowed to use teaching and learning materials that have been published in Latvia and meet these demands, while corresponding to the relevant statutory Standards (curricula). Every textbook is finally approved by two reviewers, a practising teacher and a specialist. Among the criteria they have to consider are general and subject-specific diversity statements like the following: General: “The Latvian Republic’s Constitution and other legislation stressing human rights, including the basic principles of children’s rights, race, nationality and gender equality, have been respected in the textbook” History: “Topics from everyday life are included in the description of the historical processes.

Attention is paid to gender equality issues and the national and the ethnic minorities’ role in the historical processes”.

History of Religion: “Provides guidance towards a neutral, tolerant attitude towards different world views, at the same time critically evaluating them from the standpoint of basic humanistic values”

112

L4 Latvian government support for the education of national minorities KIND: Policy / Institutions TARGET GROUP: Teachers, students, parents, civil society THEME/DIVERSITY: Support of the government of Latvia for mother-tongue education of national minorities and bilingualism.

LOCATION: Latvia POPULATION: Civil Society, pupils in compulsory education INITIATOR: The National Government CONTACT: www.isec.gov.lv; isec@isec.gov.lv Phone - +371 7223801, Riga, Valnu 2, LV 1050, Latvia

SUMMARY Latvia has state–financed ethnic minority schools, or classes, where the courses are presented in Belorussian, Estonian, Hebrew, Lithuanian, Polish, Roma, Russian and Ukrainian. The State guarantees that education for ethnic minorities, and the possibility to learn their native language at the same time and to keep and develop their cultural values, shall be provided for resident minorities who are at the age of compulsory schooling. The main areas of activity are: development of education programmes for ethnic minorities, devising of teaching and learning resources for the subjects of social studies as for single and uniform cycle of social studies, promoting intercultural education, teacher pre-service and in-service training. The State contribution to the education for ethnic minorities also includes the activities of higher education institutions, the Multicultural Education Centre and teacher training in the State University, and the implementation of the state programme “Integration of the Society of Latvia”. The high costs of these activities are met by a Public Integration Fund (see over).

FULL DESCRIPTION Overleaf

113

FULL DESCRIPTION Until the mid-1990s two different school systems - Russian and Latvian – existed in Latvia, each with its own curriculum. When the new language law came into force, it was necessary to create an education system able to provide equal opportunities in the labour and education markets for graduates from both Latvian and national minority schools. This involved ensuring that a sufficient number of classes in national minority schools were taught in the Latvian language. It was also necessary to ensure that numerous national minorities living in Latvia had the opportunity to obtain instruction in their respective mother tongues, for their cultural heritage to be preserved. In Latvia they have the same curriculum and teaching programmes.

The Law on Education provides a solid foundation for the national minority education. The Ministry of Education has drawn up four model bilingual education curricula for primary schools that differ from each other in terms of the proportion of classes to be taught in the national minority language and Latvian. National minority schools can opt for one of these curricula or prepare their own. In grades 10-12 of state and municipal general education institutions, 40% of the total number of subjects will still be taught in the national minority language including the subjects related to ethnic heritage and social integration. The other 60 % of subjects will be taught in the Latvian language. This provision in the Education Law caused political protests and demonstrations.

The main areas of activity in education for ethnic minorities are: development of education programmes for ethnic minorities, development of bilingual education methodology, training of teacher trainers of bilingual education, provision of teaching and learning resources for bilingual education, devising teaching and learning resources for the subjects of social studies as for a single and uniform cycle of social studies, conceptual and content development of a programme for citizenship education, promoting intercultural education, facilitation of cooperation among education institutions, teacher pre-service and in-service training, development of the assessment system of educational achievements.

The costs of the activities of the national programme for Latvian Language Training are high: 4 million Lats in 4 years (international assistance) + 425 000 Lats per year of state funding for the development of a teacher in-service training system, at which a minimum of 1000 teachers per school year can attend in-service training courses and, with municipal support, for the creation of 4 bilingual education centres (in Liepaja, Riga, Daugavpils, Rezekne). Further costs are for teacher incentives: 2,4 million Lats allocated for perquisites to teacher salaries; the purchase of text books: 50-75 000 Lats per year ( a special line in earmarked subsidies); and regular monitoring of the process of changes - at least 3000 Lats allocated for research annually.

114

L5 Diversity in Latvian Textbooks KIND: Research / Resources TARGET GROUP: Authors and publishers, specialists of the Centre for Curriculum Development and Examinations of the Ministry of Education and Science, teachers and parents THEME/DIVERSITY: Screening textbooks for grades 1-9 published in Latvia in both the Latvian and Russian languages for the diversity dimension LOCATION: Latvia POPULATION: All users of materials: students, teachers, society INITIATOR: Latvian Centre for Human Rights and Ethnic Studies CONTACT: Latvian Centre for Human Rights and Ethnic Studies, 13 Alberta Street, Riga LV-1010, Latvia. Phone:+371 7039290, Fax:+371 7039291. E-mail: office@humanrights.org.lv The publication is available in Latvian and English at www.humanrights.org.lv .

SHORT DESCRIPTION The purpose of the project was to examine a selection of Latvian school textbooks in order to determine whether they reflect the multiethnic nature of Latvian society, and if multiculturalism’s principles are observed, i.e. if ethnic minorities are proportionally represented along with the majority, if the balance between the cultural heritage of the Latvian nation and those of the national minorities is achieved, and whether the textbooks contain ethnic, cultural and religious stereotypes.

In short, the purpose was to determine whether the textbooks support the goals set in the National Programme of Integration of Society in Latvia.

Eighty-one textbooks for grades 1-9, published in both the Latvian and Russian languages and covering a variety of subjects (history textbooks were excluded from the scope of the research on the grounds that interpretation of historical events is a separate issue, for which different research methods than the ones used in this study should be applied), were selected from the List of Recommended Textbooks provided by the Centre for Curriculum Development and Examination (CCDE) of the Ministry of Education and Science. The textbooks were further submitted to both quantitative (content) and qualitative (discourse) text analysis. The content analysis aimed at determining the proportionality of the representation of ethnic majority and minorities in the textbooks through frequency of use in the text of characters’ names, authors and sources, as well as of the names of traditional holidays. The discourse analysis concentrated on the interpretation of social integration issues such as minority-majority relations, language, citizenship, as well as on the portrayal of other nations, descriptions of non-Christian religions, and on the way migration of population issues are addressed.

The project solely concentrated on the evaluation of the textbooks from the aspects mentioned above, and did not attempt to evaluate didactic, scientific or cultural aspects of the textbooks’ content. Neither did the analysis cover the other aspects of the education process, such as the teacher’s role, class interaction and individual assignments.

The findings of the project may seem discouraging: ‘ that social interaction between ethnic Latvians and minorities is poorly reflected in textbooks, that minorities are underrepresented in Latvian–language textbooks and Latvians in Russian– language textbooks, and that the information space of Latvian–language and Russian–language textbooks is as separated as one of the Latvian– and Russian–language media.

And also: …that the present textbook evaluation system is not fully efficient, and that criteria applied during evaluation should be more specific. Involvement of the outside experts, such as specialists on minority culture, on religion, migration and social integration issues, in the elaboration of the 115

evaluation criteria would be desirable. Multicultural training would be beneficial for experts evaluating the textbooks’ content, as well as for the textbooks’ authors (Executive Summary) However, what makes this project ‘a best practice’ is, first, that its topic was self-evidently an important thing to investigate and, second, that it identified areas in need of improvement.

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APPENDIX 3: ANALYTIC TABLES OF BEST PRACTICES

F1 F2 F3 F4 F5 F6 F7 F8 F9 F10 F11 E1 E2 E3 E4 E5 E6 E7 E8 E9 E10 L1 L2 L3 L4 L5 H1 H2 H3 H4 H5 H6 B1 B2 B3 B4 B5

x x x

Other

Resource

Project

Curriculum

Research

Student initiative

Institution

ContinTeache r Training

Initial Teacher Training

Pedagogical Practice

Policy

Practice

TABLE 1 CATEGORIES OF PRACTICE

x

x x x

x x

x

x

x x x x

x

x x x x x x

x

x

x x x

x

x x

x x x x

x x

x x x

x x

x x x x x x x

x

x

x

x x

x

x x

x x x x x

x x x

x x x

x

x x x

x

x

X (campaign) X (campaign)

B6 x B7 B8 B9

x x

x x

x x

x x

117

B10 B11

x x

118

F1 F2 F3 F4 F5 F6 F7 F8 F9 F10

F11 E1 E2 E3 E4 E5 E6 E7 E8 E9 E10 L1 L2 L3 L4 L5 H1 H2 H3 H4 H5 H6 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11

x

X X X

x x x x x x

x

x x

x

x

x x x x x

x x x x x X

x

x

x x

x x

x

x

x

x

x

x

x

x

x

x

x

x

x

119

School development

Intercultural perspectives and Citizenship

Anti-prejudice / discrimination Diversity

Intercultural Communication Inclusion

Religion

Shoah and genocide

Sexual Orientation

Int’l Solidarity

Languages

Age

Equal Opps / Disadvantaged Human rights

Culturesof Europe

Migrants / Anti-acism

Practice

TABLE 2 THEMES

x X X x

x x

x x x

x x x x x x x x

x x

x x

x

x x

Curriculum/ma terial developers

Trainers

Academics

Student Teachers

Education Support Staff

Civil society

School Community

Policy-makers

Families

X X X

School Management

Teachers

F1 F2 F3 F4 F5 F6 F7 F8 F9 F10 F11 E1 E2 E3 E4 E5 E6 E7 E8 E9 E10 L1 L2 L3 L4 L5 H1 H2 H3 H4 H5 H6 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11

Pupils

Practice

TABLE 3 TARGET GROUPS

X

x x x

x x x x x

x

x

x

x x x

x x

x x x

x x

x x

x x

x x x x x

x x

x

x x x

x x

x x x x

x x

x x

x x

x x

x x x x x x x x x

x

x x

120

Teacher Training Institute Local Regional authority NGO

F1 F2 F3 F4 F5 F6 F7 F8 F9 F10 F11 E1 E2 E3 E4 E5 E6 E7 E8 E9 E10 L1 L2 L3 L4 L5 H1 H2 H3 H4 H5 H6 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 X

x

x

x x

x

x x x

x x x

x x x x

x x

x x x x x x x

x

Company

Individuals

National Gov’t

Cultural Institute

University/ Research Institute School

X X

Ministry of Education

Classroom Teacher(s)

Practice

TABLE 4 SOURCES

x x

x x x

x x

tbc x x x x

x x

x x

x

x

x x

x x x x

x x x

x x

x x

x

121

NOTES i

This focuses on international awareness and global understanding.

ii

Preferential treatment for ‘ethnic’ French

iii

Informally translatable into ‘Don’t touch my mate’

iv

Now known by the acronym CASNAV (Centres pour la Scolarisation des Nouveaux Arrivants et des Enfants du Vvoyage)

v

A 2003 national survey placed the number of Roma at between 520 000 and 650 000 – though only 190 046 chose to identify themselves as Roma in the 2001 national census. vi

For example, two of Hungary’s MEPs are Roma.

vii

A Ministry of Education survey in 2000 found more than 700 Roma-only classes in primary schools.

viii

Where Hungarian Roma are concerned, there are three language groups: Romungros who speak Hungarian, vlah Roma, who speak Hungarian and the Roma language and beash Roma who speak Hungarian and Romanian.

ix

created as a ‘background’ institution of the Ministry of Education to provide coordination and professional assistance to schools implementing integration programmes, with headquarters in Budapest and regional coordinators in disadvantaged regions of the country.

x

In, for example, differentiating within heterogeneous groups, cooperative learning, multicultural pedagogy, project pedagogy, drama pedagogy, supporting the change from kindergarten to school, and the pedagogical, legal and social background of integration in education xi

starpkultūru izglītība

xii

daudzkultūru izglītība

xiii

pilsoniskā izglītība

xiv

In this context, CED may belong more with CE than with DE, that is, it too may need the main subject standing of CE from which to infiltrate other subjects.

xv

Francophone Belgium, q.19. Originally in Bortollini, M., Crutzen D., ‘Former les futurs enseignants a l’éducation à la diversité. Propositions pédagogiques en Communauté française de Belgique’. in Diversity and citizenship: a challenge and an opportunity for schools, IRRE Toscana, 2004.

xvi

They are also included in initial and continuing teacher education programmes and in approved learning materials.)

xvii

Latvia, q.4

xviii

B1, A Classroom of Difference is held over until the teacher education section below, although its 5-day programme of diversity and anti-discrimination training includes students as well as teachers. (The different sections of this inventory overlap!)

xix

There is also a French best practice relating to integration, F3, which will be presented below in the section on teacher training.

122

xx

Though there is a brief reference to a successful NGO project called Roma Child at School: You are Welcome).

xxi

Belgium (Francophone) q. 19

xxii

In England, the GCSE is the standard – and high-stake – form of examination in all subjects at this age (currently, the end of compulsory education).

xxiii

The English national report refers also to advice from other public quarters on examining CE (England - at a Time of Change, q.22) xxiv

Latvia, q.22. This is an instance of a ‘principle of variety’ in forms of student assessment that Latvia seems to adopt across subjects and phases.

xxv

England - at a Time of Change, q.24. The document referred to is QCA (2006) Assessing citizenship: Example assessment activities for key stage 3, available at www.qca.org.uk.

This might well have been included among England’s ‘best practice’ examples (of continuing teacher education as well as assessment)! xxvi

The full report is available at www.humanrights.org.lv. The Latvian national report also acknowledges the study’s finding that the textbooks in the two languages ‘reproduce the pattern of separation of ethnic groups evident in society’. (Latvia. q.25) xxvii

Ajegbo, Keith, Kiwan, Dina and Sharma, Seema (2007) Curriculum Review: Diversity and Citizenship p.66. [The Ajegbo Report is available at www.teachernet.gov.uk/publications.] xxviii

Post Graduate Certificate in Education

xxix

France, q. 21

xxx

OFSTED – Office for Standards in Education.

xxxi

School Without Racism.

xxxii

Puits au Niger.

xxxiii

Amitiés belgo-palestiniennes.

xxxiv

School Without Racism.

xxxv

Faites de votre école une Ecole Sans Racisme.

xxxvi

‘Bruxelles, un autre regard’.

xxxvii

Non-Religious Jewish Community Centre.

xxxviii

‘Combattre l’homophobie, pour une école ouverte sur la diversité’.

xxxix

Refers to the French Community’s education decree of 24 July 1997: Décret définissant les missions prioritaires de l'enseignement fondamental et de l'enseignement secondaire et organisant les structures propres à les atteindre.

xl

Democracy or Barbarism.

xli

Former les futurs enseignants à l’éducation à la diversité. Propositions pédagogiques en Communauté française de Belgique.

123

xlii

‘Training the diversity education teachers of the future. Pedagogical proposals in the French Community of Belgium’.

xliii

The term ‘pool’ is used here to indicate a list of objectives from which to draw. The idea is thus that a selection should be made.

xliv

‘Primo-arrivant’ is a specific term which has recently emerged. It is sometimes translated as ‘newcomer’ and is defined as follows: “Newcomers have to fulfil the following conditions: 1. Recent arrival, 2. Adult age, 3. They speak another language than the official languages of Belgium, 4. They are socially and economically in a disadvantaged position.

Moreover, they have to belong to one of the following categories: 1. Those who arrive to form a family or for reunification purposes, 2.

Recognised refugees, 3. Asylum seekers, whose request has been positively assessed, 4.

People who obtained the right to stay in the country after a regularisation procedure.”

Definition from: Analytical report on education - national focal point for Belgium, Centre for Equal Opportunities and Opposition to Racism, Brussels, 2004. xlv

Inter-organisational Network – Solidarity between Generations.

xlvi

Regards croisés sur l’immigration marocaine en Belgique.

xlvii

Décret définissant les missions prioritaires de l'enseignement fondamental et de l'enseignement secondaire et organisant les structures propres à les atteindre.

xlviii

Translator’s note: as education in France is secular, there is no equivalent to Religious Education in State schools. However, as it is impossible to teach subjects such as history without reference to religion, the Debray report (2002) recommended that religion should be taught on the basis of facts (faits religieux) in geography, history and literature classes. xlix

l

Institut universitaire de formation des maîtres Champagne-Ardenne

Rectorat de l’académie de Reims

li

Translator’s note: ‘Priority Education Areas’ (Zones d’éducation prioritaire) are socially, economically and culturally under-privileged areas where the government is implementing a special educational strategy.

lii

Inspection académique de la Marne, plan départemental de formation continue

liii

Rectorat de Reims, centre académique pour la scolarisation des nouveaux arrivants et des enfants du voyage liv

Rectorat de Créteil, centre académique pour la scolarisation des nouveaux arrivants et des enfants du voyage (CASNAV)

lv

Translator’s note: Institut universitaire de formation des maîtres Champagne-Ardenne and centre de formation de Reims: teachers for State schools are trained in IUFM (teacher training institutes), whereas teachers for Catholic schools in partnership agreements with the State are trained in centres de formation (training centres) (see Section A: Contextual Points, above). lvi

Translator’s note: France is divided into 100 administrative subdivisions, known as départements. lvii

CEFISEM : training and information centres for the schooling of migrant children (centres de formation et d’information pour la scolarisation des enfants de migrants)

124

lviii

Translator’s note: as education in France is secular, there is no equivalent to Religious Education in State schools. However, as it is impossible to teach subjects such as history without reference to religion, the Debray report (2002) recommended that religion should be taught on the basis of facts in geography, history and literature classes. lix

Translator’s note: France is divided into 100 administrative subdivisions, known as départements. lx

Translator’s note: ‘Priority Education Areas’ (Zones d’éducation prioritaire) are socially, economically and culturally under-privileged areas where the government is implementing a special educational strategy.

lxi

Brevet de technicien supérieur

lxii

Directions d’action culturelle

lxiii

Translator's note: Réseau d’Education Prioritaire. This kind of network links schools in socially, economically and culturally under-privileged areas. lxiv

Inspecteur d’académie

125