# data[].attributes.body
I think every school would be preferable to apply the Humanistic Participatory Model

# data[].attributes.body
Our classes are organised for the native students. We havent got any special classes or public space in our school.

# data[].attributes.body
In my school different groups are integrated in all activities. This integration extends outside of school. It's nice to see them so many different people through the conception and yet act together. It's hard to be involved in exchange activities and parents of students in all students considering their fight for a better life and activities involving more for them.

# data[].attributes.body
I think that the three model
coesiste each other because they interactive in accoording to  children needs.

# data[].attributes.body
I think   that every teacher has his vision of  working with students and I try to mix all contents of methods ,models and good examples of models that has a good result in students

# data[].attributes.body
I agree with my colleagues. I think in my school we are more attached to a model of integration  and we resoect different ways of life. We try to promote respect and acceptance of other cultures among our students.

# data[].attributes.body
I believe that the existing system in my country encourages the model of intergration most of all, not only in education but in state's social policy in general

# data[].attributes.body
I believe that often prevails in the Italian school a model of integration that drives the assimilation of the students considered the typical rules and customs of the host country. I consider that a limitation of this model of integration was to prevent, however, a real understanding of other cultures and for that reason in my class we teachers try as much as possible to use the third model in working with all students and their families for a real integration and coexistence of different cultures and traditions as enriching factor for the person.

# data[].attributes.body
In my school this model is that it co-existing groups of people from different cultures interact only in public spaces but in their private lives there is no interaction between the different groups. In this way it develops the concept of tolerance. We would use the third model, working with all students and their families. But it is not easy because the parents are not always willing to cooperate.

# data[].attributes.body
In my school we try to use the third model, work together with all students and their families. Usually we tend to use the second model to assimilate more and more differences, but we always try to keep them as riches. Sometimes the same students hide or change their abitudin o also the name not to feel different.

# data[].attributes.body
According to what Ahmad Aminian  the  lecturer at the Free University Brussels​ says in his videos, I am  driven to think on the three different models of   living  diversity in a community:
THE MODEL OF CO-EXISTING: this means that the groups of people from different cultures interact only in the public space but in their private life and space there is no longer any interaction among the different groups , so the concept of tolerance has developed , tolerance of the different groups believes, behaviour and attitude within the public space. This are   social  multicultural models, that is each group can express on condition that the administarive and legal  rules are respected by every group.
THE MODELOF INTEGRATION:  it is the intercultural model  where there is a   truth of values which are shared and accpted by evry cultural entity , In this system the individual person is more important and takeninto account than  a specific ethinical group.  In this intercurual model  the different entitie interact  create assimilation . It is based on universal ideas.
THE INTERCULTURAL MODEL: this  model  is a mixture of the two above mentioned models, It is defined as the differencial  universalism.It gives great attention to mediation and dialogue. It is humanistic and partecipative model , It is based on "build together" so the affective aspect is involved . However it is a more complex model
My Opinion: As for the teacher Ahmad say about how to  deal with diversity in schools, I fully aree with what he says. The diaogue between students teachers and families is important to create a pedagogical approach which can best meet everyones' needs. However I must say that in my school  integration model does not exixst, becasue the foreigners are tolerated but not really helped to get fully integrated. This happens because not enough time is  devoted to dialogue and no public space exixst for the students and  even worse for the students families. Therefore I understand that in my school we have  a co-exisistance model;in short  we have to learn  lot  on this issues!! I liked what teh professor say in this video

# data[].attributes.attachment_link.title
How to work with the three models of interculturality in schools

# data[].attributes.body
Traditionally Portugal is a country that integrates its immigrants, the school, the model will be similar to the model of integration. Students who come to us have classes with a special Portuguese teacher who teaches them the basic words of conversation. Keep that plan until they reach certain levels.

# data[].attributes.body
I haven't seen any of this models in my internships, so I find it difficult to reflect on the three models.

# data[].attributes.body
I do feel like there's different models in the Netherlands, mainly depending on what type of education is used at the school.

# data[].attributes.body
In my school I note that there is a clear awareness of multicultural integration issues nor a knowledge of integration models.
in general I would say that prevails as a practice to adopt a model of coexistence

# data[].attributes.body
I think in Portuguese schools formally intended to be the humanist system, but in reality we have seen situations of coexistence and integration.

# data[].attributes.body
The third model reflects the best from the first and second model. In kindergarten partnership between school and parents is very important and supportive, both for teachers and the parents.

# data[].attributes.body
The third example I think, represents the ideal model of living and working, both in countries and also in the classroom.

# data[].attributes.body
The third model "humanistic" it needs a common cultural space for teachers pupils and parents that I don't see in my school.

# data[].attributes.body
I think that in our schools the integration model is the most common.

# data[].attributes.body
I believe the last model presented is the most desirable and correct.
Co-existance is predominantly used in our schools.

# data[].attributes.body
In my school we are more attached to the third model. We don't have many pupils born in other cultures, but we have special lessons for our kids to learn more about other cultures in the world, their diversity, and characteristics.

# data[].attributes.body
In Italy the keywords in the school are inclusion and integration. There a lot of different cultures and sometimes the schools use interantional programs or the help of cultural  mediators to help the integration among students.

# data[].attributes.body
I think they are very valid models presented in the video. The integration and coexistence between different cultures, are more and more achievable goals if not always so simple.

# data[].attributes.body
I think they are very valid models presented in the video. The integration and coexistence between different cultures, are more and more achievable goals if not always so simple.

# data[].attributes.body
I have to say that the reality of the education system I know, it is between between the models os co-existence and integration.  As advocates Ahmad Aminian it is a third intercultural model - the humanistic participative.

# data[].attributes.body
I think that in Portugal the most prevelant model is the 3rd one, the humanistic-participative one

# data[].attributes.body
I think that the Greek educational system follow the second model. We "have assimilated" about 1.000.000 immigrants the last 20 years - most of them came from European countries.
My reality is almost the same they experience the Italian colleagues. In my opinion there is no real disposal to communicate the others cultural norms. Some of our students are ashamed to speak their native language, some of them they do not learn at all their native language. There was no debate in the school about our cultural differences, we avoid historical references that may cause conflicts, but the prejudices exist.
Now we have to face  pupil refugees (kurdishes, pakistans, syrians) whose their culturals backgrounds  varies from each other and  the europeans too.

# data[].attributes.body
In our school the model of co-existence and the model of integration used and I think it's true for all Hungarian schools.

# data[].attributes.body
I think the integration model is the most prevalent and we have to work a lot to achieve integration even between north and south Italian cultures.

# data[].attributes.body
I think here in Greece we have adopted the co-existence and integration model.The Humanistic model should be our goal because it gives the chance to everybody to be an equal member of community.

# data[].attributes.body
I think in Italy there are both co-existence and integration models. Into society co-existence model is the most present and the social space is created just when the relationships start. There isn't a pubblic space dedicates to dialogue between cultures. And, often, there isn't people able to connect cultures and valorize the strenghts or open a constructive communication to create a new multi-cultural thinking.
In school, sometimes, teachers could create a space to share thinkings or experiences: so I think in some classrooms there is an integration model. It's very difficult to establish an equilibrium between the different identity that is present in a contest. Because the roots are very important, but they are in function of the present and the new. I think  the school is the place in which an adeguate model of integration could create a better society, where differences are considerating risources.

# data[].attributes.body
I think the integration model is the trend in Italy, such as in my school and in many Italian schools. A country where Catholicism system has been followed by many since long time. I am also optimistic. I believe in a change of prospective. So I agree with Aminian. The best model should be the third one presented - Humanistic Participative. Creating integration in a common space should be a big possible project. We are talking about a complex system but the gestion of paradox is a great challenge to deal.

# data[].attributes.body
I think that the most widespread model used in Italy is the integration one. Actually, I am not very sure that the such a model is really prospected as an official one, since I am afraid there in not an organized model of inclusion and integration of foreign residents in Italy, but it seems to me it is the easiest to apply. I also think that some teachers, as well as many citizens, are not really aware of the current situation of a country that has become, and is increasingly becoming more and more, an immigration destination. In the absence of an organized model of inclusion and integration in the whole society, I believe that school may play a very important role as a social outpost of integration.

# data[].attributes.body
I believe that the model of integration prevails in Italy. The priority is to adapt to the culture of the host society. Migrants must comply as much as possible the rules and the traditions of local people, putting in place de-socialization and re-socialization processes. For these people is very difficult to mantain their own identity and is much more difficult expressing and integrating their culture with that of their hosts.

# data[].attributes.body
In my school, I feel like there was an attempt at an integration model, but it was quite haphazard. Universal truths, such as respect, tolerance, helping each other, are taught but not always modeled by the adults. So I find it to be effective insofar that the teacher embodies such principles, then the class reflects these values, especially in primary school where they spend many hours and years with the same teachers. I would love to see more time spent on involving the entire school community in sharing their traditions, beliefs.... I think of the immigrant parents who are sometimes tolerated but somehow not considered 'equals'. That is probably because we just don't know each other, the language barrier and the lack of time make it difficult. On paper we have extremely lofty principles, what may be lacking is a certain awareness of one's own prejudices or deep-rooted beliefs.

# data[].attributes.body
I think that in Italy, and in my school, the most popular one is the Model of integration , based on the identity of Western culture and in particular the Italian one. Students coming from foreign countries and continents have to conform to this culture. They interact among them and with Italians students but the ultimate goal is not the coexistence but the assimilation at the system.
In my school there are many areas that can be used to encourage cultural exchanges between students and between students and teachers, but they are not explicitly used for this purpose. I think  teachers have to promote activities of this kind, maybe even with the parents involvement. This might help us get to the third model, Humanistic Partecipative Model, which is, in my opinion, the best one.

# data[].attributes.body
At my school the integration model is prevalent. There is no public space where students can debate when it comes to different cultural norms, they are discussed inside each class.

# data[].attributes.body
Since I study in Brussels, I find that there is an approach to the humanism and participation model as there are many individuals from different cultures that interact to create their own culture in the public space. This comes with an integration into the common culture as well as respecting each others' cultural practices and customs. As a contrast I feel that in Naples there is more of a focus on integration into the society and therefore other cultures are expected to assimilate into the common cultural norms and relinquish some of their cultural practices in favor for their new lifestyles.

# data[].attributes.headline
Unfortunately, I think in Italy there is no model.

# data[].attributes.subject
Unfortunately, I think in Italy there is no model.

# data[].attributes.body
I believe that in the Italian school, although you often speak of inclusion and the students are legally protected perhaps more than is the case in other European countries, is still alive in practice the integration model. Often he asks the boys to adapt to ideas considered valid a priori, without enhancing the cultural diversity, often considered a burden rather than an asset.

# data[].attributes.body
I think all models are useful under certain circumstances. The third one is a goal for my school.

# data[].attributes.body
In my opinion the third model is undoubtedly the best. In my experience in the second that is dominant.

# data[].attributes.body
I think that the integration model is the most prevalent in my country and in my school.
I'm trying to develope the humanistic participative approach in order to create everyday new goals to join together. Everyone changes in this perspective and everyone learns from the others.
I think I'm trying but there is a long way and a great work for teachers, pupils and families to apply this perspective.

# data[].attributes.body
I think the integration model is the most prevalent in my country.

# data[].attributes.body
Italy prevails in a model of integration that drives the assimilation of the students to the rules and customs of the considered typical Italian way of life. Among other things, this model of integration prevents a real understanding of other cultures, even by teachers.

# data[].attributes.body
Unfortunately, in Greek schools the prevailing model is that of co-existence. In some cases, though, assimilation has been successful but I strongly support the humanistic participative model. However, there is a long way and effort for teachers, pupils and parents to reach this model and apply it.

# data[].attributes.body
Nice videos, great models ...thxxx for sharing them! We use the model of integration in our school. The communication & collaboration with foreign citizens & children of migrants are respectful. The tolerance is the most important feature for us. We think that all of it starts in family so enjoy our great experience here. :)

# data[].attributes.attachment_link.description
TOUCH this image to discover its story. Image tagging powered by ThingLink

# data[].attributes.body
Since my school is a school for adults we have different educative levels both formal and non formal. The school has some rules that every student has to follow. With formal education the schemes are a bit more rigid, but regards non formal education we have a combination of the different models: coexistence, integration and parcipative model. We have lessons of language, history, communication, reading, theatre, emotional intelligence that are a kind of space where everyone can express their ideas.

# data[].attributes.body
I would say that in our school we work with the three models of interculturality, prevailing an humanistic participative approach. Our classes are organized as follow: Dutch, English, French and German - there are also other Language   teachers, such as me, Portuguese L1, when required. Each class includes students that have different Mother Language, coming from different countries; consequently bringing a rich culture diversity to the class. Teachers and the school system try to work together in order to provide an inclusive school environment. As part of our curriculum, common projects are worked by the classes in a collaborative way. Parents and outside school partners are often involved in these projects. We can say that our holistic curriculum deeply takes into account each of our student as a whole person, with its own way of self- expressing, its feelings, its individuality, creativity, different habits and sensibilities. By participating together in the school life and building their knowledge in a diverse environment, children are given the opportunity to become culturally intelligent citizens.

# data[].attributes.body
In our school the model of integration prevails, we respect different ways of life, we try to increase in our students, respect , dialogue and tollerance.
the diversity has to become a richness for both teacher and students.

# data[].attributes.body
I think in my school the 1st model of co-existence is most present.

# data[].attributes.body
One of the most effective methodologies for lifelong learning in my opinion is the circle -time , a tool designed to facilitate communication and mutual understanding in the group .

# data[].attributes.body
That's an interesting topic: which model to choose is not simple, and basically I think that every school in my country uses an adapted version of the 2 models of co-existence and integration. In my opinion, it all depends on the actual situation teachers are in: the school facilities, the social conditions of the neighbourhood, the presence of big communities of the same culture (Muslim, Indian, Chinese, etc) or few individuals that are simpler to involve and educate. It's every time a different challenge, and I strongly believe the works of the teachers, when they say they intensely try to set an intercultural model of teaching, but then they fail. I think it's crucial the presence of an external expert who takes care of the evolution of the activities in the classroom, by supporting teachers when needed or when they are giving up to achieve these goals.

# data[].attributes.body
I don't speak French so I had to google for it. As many other italian colleagues say, the first model is stil very common.

# data[].attributes.body
Very interesting explanation of models. Of course the humanistic participative model should be a goal for every school community. Probably in my experience I met more integrational models, when they worked. Sometimes I couldn't see any model at the base of the educational and cultural approach!

# data[].attributes.body
In my school we have not such an "eye" on students from other cultures or nations. This depends on the general focus on professional sport where we don't make any difference - and we don't have more then 10 students from foreign countries. So they have to follow the rules like any other student.
In Austria the models are different depending what kind of school it is and where the schol is located. For example: In primary schools we have sometimes more than 50 percent "foreign" children (going up to 95%!). So there you have a totally different background.

# data[].attributes.body
I feel that the three models cohexist in my school, sometimes even in the same classroom according to the teacher who sets the tone. It is so true, though, that when dealing with children, and especially those with a different background, we teachers need to be able to relate to them with our mind and heart, creating an 'holistic' communication that involves our and their sense and sensibility!

# data[].attributes.body
I think in Greek schools the model of integration and the model of co-existence are mainly adopted. Usually foreign students get special help from their teachers and sometimes they attend lessons of their mother tongue in the afternoons. The Muslim minority in Thrace has its own schools where students from the age of 6-12 are taughtthe lessons in Turkish and in high school time they choose to attend state schools ot minority high schools. In Thrace the model of co- existence is mainly adopted. During the last years, members of the minority especially the youngs who  are more educated adopt a new style of social life more integrated.

# data[].attributes.body
My Italian colleagues say the model of integration prevails in our country. Unfortunately I think that the first model is the most common in my school. Our foreign students are expected to assimilate our own culture but we don't do much to uderstand theirs. Definitely we all have to work hard to shift to the third one. I'm sure that the projects of partnership can give us a good opportunity to improve.

# data[].attributes.body
Prof. Aminian's analysis help me to reflect on which models of integration are present.
I think that in my school, also according with my italian collegues, integration is the prevalent model. There's an universal truth, that's italian culture, and strangers pupils and parents have to assimilate this, even if we try to understand other cultures, religions and behaviors. I hope to learn how to apply the third model in order to create a community rich of dialogue and understanding.

# data[].attributes.body
I agree with most of my Italian colleagues. The prevalent  and prevailing models are the first (co-existence) and the second (integration). As far as our students are in the classroom , they somehow share a "universal truth", that is a behavioural code, a set of rules (which they may respect or break). But, when they go back home, then they live within their own culture and maintain their  own personal truth.
I wish I could learn how to apply the third model into our schools.

# data[].attributes.body
I found very interesting the analysis of intercultural models proposed by Ahmad Aminian. In my experience the Italian school is mainly centered on the integration model, where the truth of conduct, rules and classroom practice is defined at a general level. But I believe that in recent years you are struggling to move to participatory humanistic model, trying to actively involve students, parents and local realities in the development of a shared educational model and contextualized. In this type of trend, though, I think a few more steps must be done for the development of the cultural differences that emerge and find their way only when they are relevant as impact on the local society.

# data[].attributes.body
We do use the third model at our school and we respect different ways of life, in order to educate openmind children who understand different cultures and respect it.

# data[].attributes.body
I agree with my Italian collegues: our public space is organized according to the model of integration. We are deeply influenced by a universal true a priori as Professor Ahmad Aminian has outlined. At the same time we promote respect and acceptance and we support our students during the school year through special project for them (we help them to learn our language, we organize events for them) but I think it is not enough! When a new student arrives I think teachers should be prepared and learn about his/her culture before he/she comes into our class and this attitude of curiosity should be a constant and influence our teaching and, above all, the whole school staff. Sometimes not all the teachers want to get involved.

# data[].attributes.body
I like the idea of having a space of multiculturalism. Children learn to enjoy each other and ask questions. We teachers can participate in their discussions must fine-authorized ready to answer questions. We can create communication situations and we can cause in bringing various "artifacts". In the extracurricular activities we organize festivals, cultural events specific.

# data[].attributes.body
I think of a model of integration that respects the person, with its culture and tradition, but without putting aside the values of democracy and civil society. I do not believe that the intercultural society's problems are solved in the creation of enclaves, in which there are laws and traditions of the country of origin. But I think that are important confrontation, dialogue, the search for the common good.

# data[].attributes.body
The model of integration is definately prevailing in Italy, at least it is in my school and in other schools I have taught at previosly. I found the lecture most interesting because I had always tought of 'integration' as a totally positive word. In Italian, "integrazione" is what we aim at... I had never thought of it as something that people have to conform to. But in fact that's what it is! Entering 'our' society and living within 'our' institutions (as in: a formed society, with given institutions) foreing people are made to conform to habits and rules they were not involved in stating.
Of course 'we' Italian people did not sit in the 1948 Assemblea Costituente, but I guess we are the heirs of those who did and we are broght up to believe in and respect our Laws. It is not so for people who were brought up to different sets of rules and find themselves adjusting to a totally new life.

# data[].attributes.body
I agree with my italian colleagues: the model of integration is prevalent in Italy. In my class I try to increase in my children respect, tolerance, dialogue; I want they learn from each other and their diversities become a richness for all of them.

# data[].attributes.body
I don't speak french so I had to find information on the internet. I think in my school we try the model of integration.

# data[].attributes.body
The model of integration seems to be prevailing in Greece while some humanistic approaches have recently been applied in small-scale projects. The massive influx of refugees will probably make attitudes change little by little. The school where I work is located in the historic district of the city where economic migrants usually find cheap housing. Most of my colleagues are tolerant and quite open-minded. We are trying to identify our students' needs -especially those of a different ethnic background- and care for their well-being on a daily basis so that understanding and appreciation for other cultures comes by setting an example.

# data[].attributes.body
First of all, i would like to thank  Mr.Ahmad Aminian for his interesting videos and presentation.Well, as Nikos, Eveggelia and other Greek teachers said ,Greek Public Schools use the Model of Integration.(Greece nowadays,as you 've maybe already known,faces up to phenomenal number of refugees/migrants.This year a big and better organized attempt has already started concerning refugees'/migrants' education.As i can see this educational attempt has integration features.)
As a teacher i've tried once to use Humanistic-Participative Model and i understood that it's very interesting and challenging, but time-consuming too.

# data[].attributes.body
I think we in Spain normally use the integration model, but I think the third one would be more adequate in order to create a common space that every student can recognize as their own space.

# data[].attributes.body
Those models are really interesting. the third model is surely what we try to assume. the model of integration must be a daily way of behaviour. both the public or the private spaces must be on the same level....equality and inclusion must be total.

# data[].attributes.body
It seems to me that the three models are mixed in my school. I think that it could be because teachers can choose one method or another in their classroom. I think the third method is the better one, but is the hardest one.

# data[].attributes.body
I think, at least for my school, that the model 1 presented by Ahmad is the present, the model 2 the past, the third model a future I can not say how close. The organization of public space in my school reflects only one priority: the smooth running of lessons. Public spaces for dialogue and intercultural dialogue are not expected. The only possibility of cross-cultural exchange for the students are the recreations, at least a normal setting of school life. Fortunately, they are creating their opportunities out of school.

# data[].attributes.body
I think the model of integration is the dominant one  in Greece. Students interact each other ,in school and also in other public places and social events. The assimilation is a always the question …

# data[].attributes.body
In my school we try to promote the respectation of the differences of other cultures.We have students from other countries so Greek students have learned accept them and they learn the other from the other.

# data[].attributes.body
I suppose that the most prevalent model in my country is that of integration, although some variation should be expected from one case to another. Students can interact with one another in public places and are required to follow specific rules and norms while being at school. Inside the classroom, the case is more or less similar. The students have to integrate themselves inside the system, which leads to a seeming assimilation, rather fragile at times.

# data[].attributes.body
I agree with Irene in Italy the most diffuse model is the model of integration. We promote tolerance and respect, but it is still missing what is present in the model of humanism ans partecipation: the desire to construct a common space together, or this desire is more developed in the rational part (like "it's good to build an intercultural space, but I don't really feel envolved in it")

# data[].attributes.body
In my school we follow the integration model. Foreign students are invited to participate in school life, discussion, events etc. In order to help them in the first steps we have established a cultural mediation service

# data[].attributes.body
Dialogue and integration are efficacious means to build a constructive communication sharing significant human experiences as feast days, ... habits ect.
That's what we do in our school.

# data[].attributes.body
In my school we follow the model of integration.We encourage Erasmus+ and international projects .Everytime a foreign student arrives he or she has to pass a test to verify the level of his/her skills .A special commission decides which class the student can attend. We promote tolerance and respect .Our last Comenius title was: "forgotten values" and I hope the  pupils  learn to assimilate cultural rules, traditions, dialogue, and peace.

# data[].attributes.body
In Croatian schools there are still very few migrants but we have students of different European nationalities. The model that is commonly used is Humanistic participative model but in fact it is expected from the students to integrate and become equal.

# data[].attributes.body
In my school i use the the third model.
Adding multicultural games to a physical education curriculum is an excellent way to provide pupils with the opportunity to acknowledge, appreciate and experience the cultures and traditions of other pupils from around the world.By educating my pupils about diversities i believe that i help them to learn to respect cultutal differences(and similarities) traditions and values.

# data[].attributes.body
In italian school we use generally an integration model. This is the way for teaching respect for all: students from others countries, students of different religions, students with differents abilities. In our classes we have teaching for all of them. Respect, acceptance, tollerance are important for a good model of interculturality.

# data[].attributes.body
We do use the third model at our school. As democracy is concerned at all rules of school and a physical humanist and participatory system is known in our island we encourange children of all cultural places take part in a spirit of partnership, a common space of certain and real freedom. We also respects different ways of life and thought so children get openmind to understand our culture too and respect it.

# data[].attributes.body
we do use the tirdh model. in our school there are not public interfcultural spaces. however, as we do have many children from different countries, there is the possibility for those children to face to a psycologist once a month.

# data[].attributes.body
Rosalba, Italy

# data[].attributes.body
Rosalba, Italy
Integration model is most used in a lot of italian schools. Students with a different cultural backgrounds are respected and appreciated: they also help other students exceed their prejudices.

# data[].attributes.body
In my school we promote the integration model. Our commitment is to seek constructive dialogue and we value different cultures.

# data[].attributes.attachment_link.title
The Power of Union is Strength - Crabs VS Ants VS Penguins Advertisement

# data[].attributes.body
In my country the third model is the most used. In my school there aren't intercultural public space and classroom organized. I think integration at school is very important.

# data[].attributes.body
We also use the second model, but i think the third would also work.

# data[].attributes.body
Italian schools are based on the integration model. many times we want that our students respect 'our' culture, rules, religion. also if we say them the importance of 'their' culture. In my school there is no space for assimilate different cultural norms; I try to promote a similar approach when I teach history, using the presence in one of my classrooms of foreign students, especially muslims ones. We discuss about different ways of life, different approach to religion and politics and society, to create a consciousness about the importance of diversity and integration.

# data[].attributes.body
I think that in our schools the integration model is the most common. It would be better if we use also the third model .

# data[].attributes.body
Probably what is dominant in Italian schools, in my experience, is the integration model. That is to say that each diversity is respected as far as it does not limit or damage the rights of other people. The spaces at school are organized according to the integration model. I would say that students are expected to assimilate universal common norms for peaceful coexistence. I can't think of any norms that could possibly clash with their original cultures. Unfortunately, should any cultural controversy arise, as yet there is no public space for discussion of different cultural norms.