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January 20, 2017
ItsTIME – 3 Febbraio
February 2, 2017

Teaching In Diversity

Respect for  and tolerance to diversity are fundamental European values. Nevertheless.  That was the main aim of the just concluded meeting placed in Flensburg ( 17th Jan).

The recent economic and financial  crisis reinforced  significantly  the  negative attitudes towards the “other” that  the  increased mobility evoked after the  EU Enlargement.  Nowadays, the flow of refugees has fuelled into  the  existing  hostility  towards  people with different cultural  background. Diversity has become a challenge  that people face and deal with on a daily  basis.

Acknowledging   that  the   educational    institutions are a place  where diversities  meet and interact on a daily   basis and that they are the first pillar  of the societal  integration and acculturation, the project will  address  the topic  of Diversity  Management  at school,   focusing  on the teachers as  key actors in the process of transfer of knowledge,  values, skills and competences. In  contrast to the numerous initiatives  providing  the teachers will  skills  and competences  of  ‘how  to  teach diversity’,  the current project will focus  on one significant gap, identified in the teachers’  training: why to teach diversity, how to teach in diversity and how to manage diversity.


The project envisions five types of activities  to reach the set goals:

  • Enabling   the   knowledge-based  transfer and  development  of  civic competences from  teachers to  their  students (testing and monitoring);
  • Raising awareness about diversity management  mechanisms and  development of  new skills and approaches to  diversity (dissemination activities);
  • Development  of a training module and open educational   resources  in  diversity  management for teachers;
  • Establishment of an international  ‘educators’ network for real time self-support  in addressing diversity  challenges  and  of  a  mobile   application for facilitating the network’s interaction;
  • Supporting  the early societal  integration  at school level  through recruiting educational  staff aware of and knowledgeable  about culture-sensitive learning, mechanisms for mitigating  intercultural  conflicts,  facilitating  intercultural communication.



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