StepIn! Building Inclusive Societies through Active Citizenship LLP DE-GRUNDTVIG-GMP / Module 2

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1 Module 2 Intercultural training, activities and materials supporting the inclusion of excluded groups and migrants in education Written by P4: University of Nicosia, Department of Education, Cyprus

2 Table of content Table of content... 2 Addressees... 3 Aims... 3 Timing... 3 Requirements... 3 Contents... 3 Theory... 4 Difference... 4 Management of diversity... 4 Equal opportunities and management of diversity... 5 Understanding of attitudes and perceptions... 5 Interculturalism and cultural competence... 8 Multiculturalism - a difficult concept... 8 Interculturalism... 9 What is cultural competence? Here a didactic commentary is missing yet. Activities Warm-up activity Reflexion activity Evaluation activity Wrap-up activity Annex... 15

3 Addressees Adult education trainers Aims The trainers will develop skills and knowledge related to difference be able to deal efficiently with immigrants Understand and use practices of intercultural education Timing 15 hours Requirements Contents Introduction to difference - What is difference and how we deal with it? The experience of interculturalism today Related policies in Europe Good practices in dealing with difference Intercultural communication

4 Theory Difference Diversity is a term with several meanings. Generally, diversity refers to 'differences' and the ways in which people can differ. Maybe this sounds simple, but a closer view will show the determination of the meaning of this term in a difficult task since people differ in many ways- for example, differences based on gender, physical and mental ability, to national origin, sexual identity, religion, level of education, age, family status, economic status, etc. These differences may also find expression in terms of experiences, values, ways of thinking, behavior, communication and working. Probably all have heard the word 'diversity' and we have related it to the 'variety'. Until now, however, we may have associated this term with issues related to the functioning of an organization- if we do this, probably is a fairly recent addition to the specific vocabulary relating to organizational issues. Equality and diversity are central to every human transaction. Understanding the basic principles of equality and diversity is important for everyone, regardless of the type of organization for which they work and the role they have to play. Both equality and diversity are issues that impinge on every activity undertaken by an organization and are important in the process of action. The approach to an organization's equality and diversity has implications for organizational success -this assessment developed more recently and led to a more systematic identification and exploration of this topic. Management of diversity Diversity management focuses on the ways in which people differ, for example, through the different ways of working, thinking and communicating with others arising from differences in age, social background, education, gender, ethnic origin, religion, sexual orientation, etc. Ensuring diversity in organizations becomes apparent through human relationships, and it is a source of creativity which makes continuous organizational improvement. It is obvious that the management of diversity requires a positive perception of the differences between people and creates a commitment to a positive evaluation, not only for social and moral, but also for operational reasons. The positive assessment of diversity management assists in the fight against prejudice, discrimination, stereotyping, harassment and injustice and creates the foundation to support people in order to provide them with the opportunity to offer the best of their abilities, gain satisfaction in the workplace and to develop understanding of the impact of their choices on others.

5 The development of knowledge held by an agency in connection with the application of these principles in their daily operation, in contrast to the case where the application of these principles is an "additional element of reflection and planning', increases the benefits that can be reaped. Indeed, more and more, organizations are forced (by customers, suppliers, employees and society more generally)to demonstrate that equality and respect for diversity are key pillars in its policies and practices. Equal opportunities and management of diversity At the same time respect for diversity refers not only to equality between people regardless of the characteristics that differentiate them (such as the age, gender, and ethnicity) and the adoption of policies such as the policy of equal opportunities. To undergo equal opportunities is essential to have recognition and respect for diversity. Equal opportunities relate to the fair and impartial treatment of all people and create conditions that encourage and respect diversity, and ensure the dignity, both in the workplace and in the wider society. An equal opportunities policy is also adopted to counter false statements that were allowed in the past and to ensure that our dealings with customers, partners and suppliers are conducted in a creative way that leaves no room for non-justified discrimination, and encourages the participation of all. Generally, we can understand the rationale for both the management of diversity and for the adoption of a policy for the management of diversity based on three different approaches: ethical approach supranational legal approach approach that anticipates, manages and benefit from the change. Understanding of attitudes and perceptions We have already discussed the broader concepts of equality and diversity. It is important to focus briefly on how human relationships affect our own beliefs - or otherwise, on how they affect our 'attitudes and perceptions. It is important to properly assess this effect (by individuals and organizations) in order to have efficient implementation measures for improvement on issues related to equality and diversity. On a basic level, there are three categories of thought and action which receive frequent reference in this field: 1. Bias Bias is a result from a view based on unsatisfactory evidence. It is often the view of an

6 individual formed after an initial experience that has insufficient basis for drawing conclusions. The bias can be of either positive or negative nature. 2. Stereotype A stable and garbled generalization to all members of a particular group - a relentless crisis which ignores the 'here and now'. Take the next two minutes to think about the stereotypes you face in your everyday life! 3. Discrimination Choosing a negative approach (or good behavior) which is addressed solely to a particular person or group.

7 StepIn! Building Inclusive Societies through Active Citizenship Discrimination Stereotype Discrimination This model describes how prejudice, stereotypes and discrimination are related. Using the analogy of an iceberg, we observe that the term 'bias' is located at the base, below the water surface. Despite the fact that the bias is not easily visible, however, has a significant effect on our behavior - and on our actions. The ratio shows the 'stereotype' in the water. The stereotypes we shape are influenced by our prejudices - as well as the prejudices that are promoted through television, newspapers, our parents, our friends, etc. - which in turn affect our behavior. The term discrimination is at the top of the iceberg - is out of the water and seen clearly. In this case there is a reference to a practice of discriminatory behaviour. In fact, 90% of an iceberg is below the

8 water surface. Similarly our behavior is determined at 90% of prejudices and stereotypes. It is often said that "bias is the thought and discrimination is the act. Prejudices and beliefs are at the core of who we are - they determine our behavior. Although the bias is hidden, however, it defines the rights we give to others and to ourselves, and how we behave. This ratio indicates: (a) the ways in which our behavior is influenced by our own biases or the prejudices of those around us, and the stereotypes that are created based on these biases (b) the manner in which our perceptions can affect our daily transactions, and the impact of these transactions. Interculturalism and cultural competence Multiculturalism - a difficult concept With the large-scale migration in Europe multiculturalism has become an important topic. The terms 'multiculturalism' and 'multicultural society' can be used as concepts that have the potential to clarify the ways in which European societies are not spaces with homogeneous populations or spaces where everyone participates in the same way within a wider culture. Many use the term 'multicultural society' as a model for the description of societies whose populations have become increasingly multinational as a result of the large scale immigration. With this approach, the concepts of 'multiculturalism' and 'multicultural society' are useful as they describe generally the society as a whole. However, such a use of the term 'multiculturalism' and 'multicultural society' not only can help in the effort to clarify the way in which we approach issues related to diversity but can also lead to confusion. This can happen because the terms are used in multiple ways. Some popular ways of using these terms include: The most common and most useful way that the terms 'multiculturalism' or 'multicultural society' are used is as indicators of social change, which refers to the changing of the ethnic composition of the population, a situation in which a relatively homogeneous population has become more diverse. In this aspect the 'multicultural society' makes up a descriptive category. These terms can be used in a way that describes an attitude that reflects tolerance towards others: as a friendly and supportive attitude towards immigrants, as a liberal and democratic attitude that is based on (among others) learning from the mistakes and the fatal consequences of nationalism, of chauvinism and ethnic intolerance.

9 Multiculturalism can also be used as an approach to the concept of culture where there is no 'true' and 'original' culture. Every culture has incorporated elements of other cultures, and civilizations are the result of interaction. Culture is a continuous process and change. From this perspective, the cultures of immigrants are treated as opportunities to enrich the local culture. On a more superficial level, multiculturalism can be seen as a position that looks certain aspects of the culture of immigrants (for example, folklore, food, etc.) and see these reports as potential sources of enrichment of 'our' culture. Very often, based on a romantic approach, immigrants are viewed as people with properties that 'we lost' (emotions, stable social relationships, spontaneity, etc.) Based on such an understanding we can learn from them again. Multiculturalism can be understood as a political-constitutional authority, referred to national identities as important basis for political and state organization for the distribution of rights and resources. It implies strengthening the national pluralism, the ethnic autonomy, and takes a position against integration or assimilation and against an 'official language'. A different approach to the term multiculturalism is the one that understands the term as well-intentioned but based on an illusion since it ignores the need for a common culture, a language, and an identification of the subjects of the state in order to allow social unity and stability. The results of unity and homogeneity of the nation-state are considered as an achievement not easily replaced. Interculturalism By the late 1990's, the concept of interculturalism as a European concept turned to encourage dialogue between different cultural groups in order to reduce bias. Today, the European Commission considers interculturalism as a dialogue between different cultural groups, and suggests that this type of dialogue will enable European citizens to acquire 'knowledge and skills in order to face an open and complex environment. This was the first goal of the European Year of 2008 for the promotion of intercultural dialogue. Unlike multiculturalism that asks for the equal treatment and promotion all cultures that coexist in one country, interculturalism aims to develop a common political culture based on the values of democracy, freedom and human rights, as identified through a liberal political discourse. Interculturalism encourages interaction between the communities living in the same country. The intercultural approach implies the preservation of individual rights, without distinction. This means in particular that all people have the right to be members of ethnic groups to which they belong and to preserve and exhibit their cultural and religious identities in public life. At the same

10 time, society is bounded by the same fundamental rights and obligations, without exception. This approach can be understood as a way of life based on a conception of the equality of people regardless of differences that may characterize their lifestyles. It is thus an attitude that is contrary to ethnocentrism and is characterized by tolerance for personal choices and little tolerance for theocratic systems. What is cultural competence? It is important to note from the beginning that there is no commonly accepted definition for the term cultural competence. Although there are various definitions for the concept of cultural competence, and corresponding models for its development, however, one stands out from these definitions that are most commonly accepted since receiving the most referrals. Cross et al (1989) define cultural competence as a set of compatible behaviors, attitudes, and policies that converge in one system, department, or among professionals, enabling this system, department or professionals to work effectively within intercultural situations. Some clarifying examples include the following: Cultural competence is related to the acceptance and respect of diversity, continuous selfcriticism in relation to culture, the understanding of the dynamics created by diversity, continuous development of cultural knowledge and the available resources, and the flexibility of delivery services to meet the needs of minorities. We can also approach the issue of cultural competence at a purely functional level. Through such an approach cultural competence is related to the integration and transformation of knowledge, information, and data related to people from other cultural groups in order to develop new skills and approaches in relation to interculturalism. Cultural competence has nothing to do with the establishment or maintenance of diversity. The concept of adequacy is not associated with numbers and issues of representation but with the skills to meet the needs of people with different cultural characteristics. Learning to respect and value different cultural identities. The systems should provide services to 'customers' that are characterized by different values, beliefs, and behaviors, including the adjustment of the way of service in order to take into account the social, cultural, and linguistic needs of the 'client'.

11 Activities Warm-up activity Name of activity Description of the activity Vocabulary explanations To help participants to focus on the meanings of these phenomena and to understand the difficulty of an effort to determine the above terms and the implications of choosing one definition rather than another. Duration of the activity 3 hours Aims of the activity participants shall appreciate the importance of precise and careful language in discussions on multicultural issues and social justice, participants shall the way in which the process of defining concepts serve to better understand the conditions. Materials needed to perform activity Requirements Methodology to implement and develop activity Guidance once the activity is over The facilitator will divide the participants into groups of 6-10 people to ensure the participation of all. The facilitator of each group will give the floor to each participant to explain the definition of the word 'bias'. The team will continue the same process in relation to 'discrimination' and 'racism' trying to reach a commonly accepted definition of the terms. (Rarely will agree on a specific definition) All definitions will be discussed. At the end there will be a discussion among all participants. Facilitator Notes (1) Definitions Bias -The bias is a result form a view based on unsatisfactory evidence. It is often the view of an individual formed after an initial experience that is insufficient basis for drawing conclusions. The bias can be of either positive or negative nature. Discrimination - The choice of a negative approach (or good behaviour) which is exclusively directed towards a particular person or a group. Racism - is the belief that race is the primary determinant of human traits and capacities and those racial differences produce an inherent superiority of a particular racial group. (2) An issue often raised is whether prejudice and discrimination can be positive (I'm biased towards my children, I have bias towards food).it is important to note that the topics are discussed in the context of social justice, where for any bias directed at one person there is a corresponding bias directed at another person. (3) Based on the above definitions, anyone can be racist or sexist. It is very important to discuss the issue of power. For example, one definition of racism can be ' somebody is biased or he/she discriminates because of a race, and he/she has the power to enforce it. In this case someone may argue that only men are sexists and only whites are racists. This view has a significant impact on several people who answer that 'others' are

12 equally racists. This response gives us a good opportunity to distinguish between the individual racist behaviour and the racist behaviour of an institution. (4) Should be devoted enough time to discuss the issue of power. Many participants find it difficult to understand its importance. They should discuss examples of racism as they appear from the behaviour of people. They should also compare and contrast the racist behaviour of a body or department in which different economic, class, and social issues are involved. In this way the issue of power can be better understood. Some groups do not hold the political, economic, or social power to incorporate a racist behaviour in the way an organization functions. It is important to recognize that we all have personal power on a personal level and that what is important is how it is used: In defence of the 'right' issues? Who creates the rules and who benefit from them? (question of institutional power). (5) The main point of this exercise is to open the debate on the difficult concepts that are the subject of this exercise and the development of an understanding of how different people use the same words but attach different meanings to them and they mean different things. Evaluation (6) Note that when you do not understand the meaning of a word, look for its meaning in the dictionary, and accept this explanation as an absolute truth. Challenge the participants to explore the meanings of the words 'black' and 'white' and watch their connotations. Reflexion activity Name of activity Description of the activity Perceptions and views analysis Learners will see the optical illusion pictures, as well as the ambiguous and abstract images, and they are asked to describe what they see Duration of the activity 3 hours Aims of the activity To develop the perception that biases influence the interpretation and reality Materials needed to A series of images whose size can be used for slide show (see Annex) perform activity Requirements Methodology to Observe each image for a short time and give a detailed explanation of implement and develop each picture. activity Guidance once the activity is over Evaluation Logic: We tend to see only what we expect or want to see. Our personal beliefs and opinions affect the way we experience reality. Stereotypes, generalizations and prejudices reduce our contact with the world. By understanding this process, students will be able to broaden their perspectives reconsidering their initial estimates and expectations, thus becoming more flexible and tolerant.

13 Evaluation activity Name of activity Evaluation Description of the The students work in groups and discuss the meaning of a vignette activity Duration of the activity 1 hour Aims of the activity To evaluate their intercultural competences Materials needed to One vignette perform activity Requirements Methodology to Students are divided into groups of 4. They read the vignette and discuss implement and develop the meanings and implications of it for intercultural education. Then they activity report to the whole group. Guidance once the Vignette activity is over I am looking for friends. What does that mean -- tame?" "It is an act too often neglected," said the fox. "It means to establish ties." "To establish ties?" "Just that," said the fox. "To me, you are still nothing more than a little boy who is just like a hundred thousand other little boys. And I have no need of you. And you, on your part, have no need of me. To you I am nothing more than a fox like a hundred thousand other foxes. But if you tame me, then we shall need each other. To me, you will be unique in the entire world. To you, I shall be unique in the entire world... Evaluation Antoine de Saint-Exupéry, The Little Prince

14 Wrap-up activity Name of activity Description of the activity Duration of the activity Aims of the activity Materials needed to perform activity Requirements Methodology to implement and develop activity Guidance once the activity is over Evaluation

15 Annex What do you see? Description Description Description Description Description Description Description Description Description Description Description Description