Models of Interculturality by Teacher Academy

Bea, Spain

b_nieto_ou — 2017-02-27 17:51:04 UTC

I think the three models are presented in my school because we have differents classrooms with different realities, with more or less non- native students and with more or less relation between them. We organized the public space mroe according to a integration model, and with lots of characteristics of the Humanistic and Participative Model but I can see that the model depends a lot on the origin of the children and not only on our work with them. Latin students are, usually, more interested in their communities than in the rest of students. They are integrated but they prefer to stay with their compatriots.
Regarding to the assimilated of the cultural norms between the foreign students, I can see that the differents origins are very important again. Social habits and cultural characteristics have a important influence in their behaviour. Latins students again, normally more outgoing and passionate, have more problems to assimilate our cultural/social rules. In our class, we talk about the spanish cultural norms and compare them with the social rules from their origin countries and, generally, it has a good result.

Danila, Italy

danilagiardina — 2017-02-27 18:03:25 UTC

I believe that all three models are present in my school, of course, we have created an excellent climate for learning, with activities related all'integrezione and openness to others

Alina Popa - Romania

popalina21 — 2017-02-27 19:06:01 UTC

The videos are veru clear explicated . First is definetly proper to big countries just because the mental and social help with integration of many nationalities with no probleme. ( countries as USA or Canada) ... And of course the third ssystem would be the aim. With parnership of all categories...parents, insitutes and school, for the best education and forming the kids . Definetly we must learn ""the signs ""of diversity, the open-minded being, and the emphatiseing with the others around us !

Nora Calzolaio

noraroxane — 2017-02-27 20:21:08 UTC

I said that in my school there is a climate of partnership. So it'is particulary present the model of integration. But I known there is a lot of school where the integration is far away

Ida, Italia

2017-02-27 22:55:40 UTC

Nella mia scuola abbiamo cercato di creare un clima di accoglienza e valorizzando una didattica inclusiva.

Bento, Porto

2017-02-27 23:07:19 UTC

My school welcomes all students and parents are encouraged to participate in the life and evolution of assessments and learning.

Guido. The videos are veru clear interesting. The third ssstem would be the aim.

2017-02-28 13:52:54 UTC

Alice Isabela, Romania

2017-02-28 19:40:19 UTC

The video is very interesting. In my school it is a climate of partnership.

Venditti G. - Italy

2017-02-28 22:34:32 UTC

Since there are very few foreigner students in my school and in the neighborhood, we do not have any specific project. Thogh it is very important to prepare and organaze in advance because many Chinese and East-European people are enriching our area. I agree with the different points of view illustrated by A. Aminian an I think a blended method is fit to my school since we mus still go through the question thoroughly. It could be a wide perspective to use for the few students we have and choose to ones more fit to their needs

chiara_possamai — 2017-03-01 10:42:23 UTC

I think that all three models created an excellent climate for learning.
The videos are very interesting and are also very clear explicated.

Isabel Cachada

2017-03-01 12:24:03 UTC

My school welcomes all students and parents in the first day. They are encouraged to participate in the life and evolution of assessments and learning.

Casian Marian - Romania

2017-03-01 13:09:41 UTC

In my school it is a climate of partnership. The video is very interesting.

Marianthi Arvanitidou-Greece

1canislupus22 — 2017-03-01 13:59:07 UTC

In this class period, we compare two different approaches to intercultural communication. We are interested in some of the specific details of each, but are, perhaps, more interested in the overarching approach each takes—something that will become clear only towards the end of today’s reading as we look back at these two approaches.

Aurora-Italy

aurorpagano — 2017-03-01 16:11:58 UTC

I think that all three models are present in my school because my school there are very many foreigner students from Romania and we teachers have created a positive environment, welcoming and we appreciated the inclusive education.

Rosa G, Italy

2017-03-01 16:42:52 UTC

Model of co-existence

I think 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.

very interesting videos...in our school, we try to work as Mr Aminian teach!

2017-03-01 16:43:38 UTC

VALBONA MATA VERY PRACTICAL LESSONS ,I WILL TRY IN MY CLASSROOM

valbona_mata2 — 2017-03-01 17:03:54 UTC

Jenny (Evgenia) Karoumpali, Greece.

jennykaroumpali — 2017-03-01 18:25:46 UTC

At the school where I work, the public space and classroom are organized according to the model of integration. Although migrant pupils (who come mainly from Albania) could talk each other in their own mother tongue at school (Albanian), they never do so. They are rather reluctant to talk about their country of origin. It is noteworthy that the school where I work during this school term is located in a village of about 3,000 inhabitants in western Greece (Katochi, Aitolia & Akarnania, Greece), where there is not virtually public space for different cultural forms.

Elena Chiş, Romania

lenuta_chis — 2017-03-01 20:42:39 UTC

At the school where I work there migrant children. I think that if they would come, they can integrate. In my village there is a public space and culture of communication and debate when it comes to different cultural norms.

Monica, Italy

moni_fornelli — 2017-03-02 09:36:19 UTC

In MY school we always try to realize what prof. Aminian teaches, but it' s not so simple to reach these goals totally even if there are racist people all around. Anyway we will keep on to try because my colleagues and I, we trust in it!

Anita, Italy

2017-03-02 14:19:12 UTC

The ideal situation is manage the different foreign backgrounds , the free use of their own languages in the informal context WITH the learning/using of the L2 as vehicular in the formal context.I think it could be a good balanced approach built on languages that can introduce values , habits , beliefs.

Marcella- Italy

minnie14 — 2017-03-02 15:03:19 UTC

My school promotes inclusion and integration. Obviously these three models are a big challenge for any school. I suppose there is much works to do but it is possible. Parents and students are involved in the learning process and they express their opinions and suggestions. Respect and intercultural competence are the based of our curriculum

Ago. Italy

falco_gabu — 2017-03-03 16:31:49 UTC

The video is very interesting. An aspect very important in my school are the projects. But not only within the school. We work a lot on the territory with associations and especially with the direct experiences. We bring many specialists in our classrooms, and we try to develop practical skills. The exchange with the European Schools is a great resource to broaden the learning spaces, inclusion and understanding.

Sara Dionisi from Italy

sara_dionisi — 2017-03-03 17:03:42 UTC

In my school the teachers are always engaged in inclusion and integration and not only inclusion of foreign children but also and above all Italian children with a poor social and economic background and children with special needs. The three models in the video are all very interesting and a big challange for us. As regards foreign students in my classes I notice that it is very important to consider which part of the world they are from, because cultural characteristics and social habits and customs deeply influence their behaviour. I usually help my pupils to think about the diversity in the ways of behaving.

Marco Sch, Germany

2017-03-03 17:29:02 UTC

The model of integration seems to be most commonly applied in my home country. At the moment, we’re progressing from the model of co-existence to the model of integration at schools as well as German education administrations are struggling to implement the requirements of the 2007 Convention on the Rights of Persons with Disabilities. At my schools you can rarely find classrooms including students with special needs/a multicultural background who ought to be included. Mostly students are expected to assimilate in Germany – there might be something like a very basic concept of accepting different cultural norms but the general attitude of many teachers reflects the desire for their students to assimilate into mainstream culture.

Maria Grazia G., (Italy)

mariagrazia_caltanissetta — 2017-03-03 17:33:10 UTC

In my school I'm a

instrumental function teacher of inclusione. IN my school we work with associations and the foreign families. They are very  very happy to attend our school.

Ana, Portugal

acfilipe36 — 2017-03-03 18:00:18 UTC

Very interesting videos that reflect various themes.
In the school where I teach, there are few students from other countries or even other ethnic groups, but it is a school that promotes inclusion and integration.
In April I go to the Checa Republic to do training. Being in a school to experience everyday life and sharing experiences with other teachers.

Marina Italy

marinademma — 2017-03-03 23:30:00 UTC

IN MY SCHOOL WE HAVE TO WORK A LOT ON IT. IT ISN'T REALLY EASY BUT WE ARE ALL BUSY TO INTRODUCE THESE NEW STRATAGIES.FOR THESE REASON IT BEEN PROPOSE TO MAKE FRENDSHIP WITH OTHER COUNTRIES AND SHARE A MOMENT OF THE SCHOOL DAY WITH THEM.

Salva, Spain

salprosm1 — 2017-03-04 10:26:58 UTC

The most important aspect of my school is that we work as a community. We have committees of participation formed by teachers, parents and students and among all we look for those aspects that we must improve. Among these needs, we always consider integration as the main aim

Βασιλική Κρικώνη,Greece

2017-03-04 11:03:46 UTC

The videos are very interesting and analytically. It depends on the specific situations that we have to deal with, which of them we are going to reclaim.
I believe that the 3rd one, based on humanist and participatory coyld find a bigger application.
In my school you can notice that students from other countries have almost incoporated without loosing their uniqueness.

Yuri, Italy

yurisab — 2017-03-04 15:37:20 UTC

this video is very interesting as it regards the models of integration. In my school there is a space called Agorà, where all the students can express their opinions, away to reflect on different themes, even those intercurtural problems

Rosa, Italy

2017-03-04 16:53:46 UTC

I think that the models which represent at the best the school where I’ve worked are the second (integration) and the third (humanistic participative model): classes are a place where friendship and affection grow. However it happens often that the integration means an assimilation: it’s very difficult for students sometimes integrate in theirselves their origin culture and the culture of the country they arrived in.

María, Spain

isasama10 — 2017-03-04 17:00:17 UTC

According to this video, there are three interculturality models: 1. coexistence, 2. integration and 3.humanistic and participative model. The model most present in Spain is the second and some schools are evolving towards the third model, especially the ones with a longer tradition of integrating diverse cultures, like the school where I currently work. Of course, there is a long way to work, but I hope we will get there soon...

Mara, Italy

mara_mosca77 — 2017-03-04 19:49:38 UTC

Well, unfortunately we don't have big
classrooms at the moment and not many common areas for students. However we don't have many students in each class so it is still possible to work well although it's quite difficult to do team working . Luckily we are moving to a new and huge building next year!

Daniele - Italy

danvir — 2017-03-05 14:32:46 UTC

Which model is most present in your country?
These videos are really interesting and I have never thought about these models (coexistence, integration and humanistic-partecipative models).
I think that schools in general here are based upon the second model. We expect changements in order to know Italian culture and to reach an assimilation. There are some moments thought for a more partecipative model of schools, but it's so difficult to involve some actors (like parents): someone is absent, some other should decide all the rules.
I really apreciate the example of the last video. I think that other ones should be really useful

Francesca - Italy

2017-03-05 14:57:00 UTC

The videos are really interesting b

Marina (Rome)

2017-03-05 15:13:11 UTC

Videos are surely interesting such as the Cultural Center in Brussels. In my school there is no a public space organized as M. Aminian describes but I can say that, as usual in secondary public high schools in my country, once a month students can organize a meeting and they can discuss about topics they are interested in. In my school the model is the second one, that is integration, because even if the biggest part of students are Italian, there are also many students coming from various different countries (European, Asiatic, African and South American).

Rosanna, Italy

2017-03-05 15:19:57 UTC

In my school there isn't an open public space for debate the problems that come by diversity.
Therefore each teacher can promote a meeting with students to improve their reciprocamente knowledge.

Annamaria I., Italy

2017-03-05 17:20:14 UTC

In the school were I work students are asked to assimilate to certain cultural norms. there's not much time to debate but the topic is taken in consideration.

Anisoara, Romania

2017-03-05 18:18:03 UTC

In my school there isn't an open public space for debate the problems that come by diversity.
Therefore each teacher can promote a meeting with students to improve their reciprocamente knowledge.

Chiara, Italy

chiara_agnelli1 — 2017-03-05 18:38:25 UTC

in my country I am afraid we are still far away from the Humanistic Participative Model, we are closer to the model of Integration. there is one truth and, as a country, we want immigrants to embrace it uncritically.
At schools, students and parents are expected to assimilate a series of norms. Sometimes these norms are not respected by Italians neither and this makes things even more complicated. I think that now, at least in schools, we are trying to face the matter more seriously and debate about a better system of interculturality. Some schools have very interesting projects which involve students, teachers and family and try to build a "universal truth" together. But it's still a long way to go.

Serena

dolcefollia79 — 2017-03-05 18:46:57 UTC

Serena A. - Italy

dolcefollia79 — 2017-03-05 18:46:58 UTC

In the school where I work there isn't an open public space for debate the problems that come by diversity. It is very difficult for the teacher to promote a meeting with students to improve their reciprocamente knowledge. I hope that it will be possible in the future.

Laura F. Italy

2017-03-05 20:54:41 UTC

in my school we have a radio and the ideas of the videos can be realised in the space of the radio.

ROSA MEDEIROS, PORTUGAL

rosa_medeiros1 — 2017-03-05 22:45:05 UTC

Because of the way students with educational needs are cared for, I think it's an inclusive school. They respect, coexist and invite these students to all the activities of socialization of the school and curriculares, for example activities of tale in the librarian, theater, music, agriculture, kitchen etc. Foreign students are equally welcome. We have contact with Africans and Americans and we live in a normal way. But, I think il there is some prejudice/ precocetion : we like to imitate the Americans and we expect the Africans to imitate us.
The Library on the school do activities about this and other problems.
I Think my school is Model of Integration

Ilaria, Italy

2017-03-05 22:49:07 UTC

I found the videos very interesting and useful. In my school, which is plenty of Chinese, we try to integrate them as much as we can. We have course of L2, an interpreter and once or twice a year we have a scholar exchange with Chinese school. Unfortunately, I think we need more resources and spaces for integration.

Livia, Italy

liv_ann — 2017-03-06 00:39:37 UTC

The videos are very interesting. In my school the integration has got a great importance, there is a project which has the aim to integrate different cultures.

Astrid, Rome

2017-03-06 11:13:37 UTC

Some public spaces inside and outside schools in my country are organized, but I feel it is still too less. On the other hand, I noticed there are some cultures that have problems to be merged into a multicultural society like ours. I mean I noticed some foreign (but not too much!) people in Italy don't really want to be a real part of this complex society. Sometimes they are supposed to assimilate certain norms, but they do it partially, even if they know they are welcome or shown empathy. So, school (in Italy) has to do a lot more concerning open-mindedness, prejudices, integration, as there is still a lot of coexistence.

Very interesting! I will try in my lessons.

2017-03-06 18:55:58 UTC

Lorenza Cairo

lorenzacairo — 2017-03-06 19:55:03 UTC

in my school we meet in inclusive laboratories, with some students and teachers. students are foreigners and difficulty pupils.

Giovanna Dotato - Italy

2017-03-06 20:08:30 UTC

The videos presented tell very interesting experiences that lead me to say that the integration of pupils from different cultures is certainly the best way to create a future full of relations and peaceful coexistence of peoples increasingly integrated and interconnected with each other.

Giorgio Figura - Italy

2017-03-06 20:22:15 UTC

The concept expressed and developed in the video clearly presents the importance not only as a cultural factor but also as a life shared space which leads then to also generate a shared culture. People who eat together, crying or laughing together are people who will share the choices of life together. then it becomes important to a true proposal of integration not only teaching our students but just a sharing of values and social life.

Sara - Italy

sarabemporad — 2017-03-06 20:38:58 UTC

Integration is so difficult in Italian schools today. I'm talking about cultural, religious, gender diversities. There are so many different kind of families and situations that are not actually considered in every day activities, that should work on the idea of "inclusion" and "open mindedness". Italian schools are "secular" only in our constitution but as a matter of fact it isn't like that. Since when something won't change in this way of "interpreting" school and the role it should have, I see impossible a radical changing in the way we teach and educate future citizens.

Crivat Georgiana, Romania

2017-03-06 21:02:24 UTC

In my opinion, the video presented interesting experiences that are also part of our schools in Romania. Integration to all is a goal of our educational system. Creating lessons on debates and communication we will succeed in making them understand each other and finally live together.

Laura C.,Sicilia

professoressaitaliano — 2017-03-06 21:29:35 UTC

Ai nostri giorni lo sviluppo della consapevolezza interculturale continua ad acquisire importan-

za. I diversi mutamenti nella società contemporanea e in particolare le migrazioni, fanno sì che

le collettività siano sempre più multiculturali. Credere che la consapevolezza interculturale

sia l’unico modo per un buon funzionamento della società multiculturale contemporanea, si-

gnifica essere consapevoli della ricchezza insita in un ambiente multiculturale e essere disposti

a trovare e apprezzare le opportunità per scoprire culture minoritarie, maggioritarie, diverse.

Roberta Condomitti

condomittir — 2017-03-06 21:53:16 UTC

Very interesting videos, great experiences and good ideas!
Integration is so important as difficult to make. The causes are necessary to search in the organisation of the school and the characteristics of present society.
The italian primary statal schools are not very much equipped to face this theme (there are bi many spaces in which to do conversation, activity and laboratories) and there isn't wide cultural tradition as to then very much it depends on the good will and on the spirit of initiative of the teachers.

Imma

immapac — 2017-03-06 22:13:55 UTC

Interesting experiences and great ideas. We must work harder on cultural identity, on integration, on open-mindedness and etc.

Melania, Italy

2017-03-06 22:26:27 UTC

Very interesting experiences and great ideas. We must work harder on cultural identity, on integration, on open-mindedness.

Cindy Jonckheere

slietjeboontje — 2017-03-07 08:11:17 UTC

Interesting, as I have been wrestling with the idea of integration myself. Too often, I find that integration is interpretated as "let go of your own identity and mengle into the group" ... the humanistic participative model speaks to me so much more. You can work on integration and at the same time respect or keep certain traditions.

Rosaria,Italy

2017-03-07 10:55:36 UTC

In my schools we haven't tools at our disposal to improve integration so we can use our personal experience

Melahrini/ Greece

mpapardeli — 2017-03-07 11:38:37 UTC

In my school we always try to create acolaborative and friendly environment in our classes for all children.In this way all children who are different or they came from different backrounds feel very comfortable.

Özdemir BİLGEN

2017-03-07 11:47:33 UTC

turkey samsun BAFRA
very gut,ınteresting,In my school I'm a

instrumental function teacher of inclusione. IN my school we work with associations and the foreign families. They are very  very happy to attend our school.

Roberta,Italy

rlrc — 2017-03-07 12:08:46 UTC

In my opinion, the video presented interesting experiences

Marco Italy.

2017-03-07 14:30:47 UTC

In my school there is not a public space. We have not a model of coexistence of integration. The students accept the foreing student normaly without problem but in some situation exist the conflict that we solve with the comunication and the relationship.

Cristina, Italy

cristina_floriddia — 2017-03-07 14:32:39 UTC

In my school there is respect for each culture and the same rights and obligation.
We propouse catholic religion but it is not obligatory.
We have different food for each demand.
We have an intercultural mediator to semplificated comunication

Alessandra G. Italy

scrocchia67 — 2017-03-07 17:26:31 UTC

I think in my school the model is that of integration, while in a private sphere it certainly is that of coexistence, expecially with particular ethnic groups. We don't have a public space in the school where I teach, but maybe we could create one or more, so as to make students feel at ease every day of the school year.

Cinzia Marrone Italy

stella130307 — 2017-03-07 18:04:04 UTC

Even in my school there is respect to cultural diversity. We have two immigrants from Eritrea That will start school next day and all the students welcome them and they are happy to stay there.

Pietro- Italy

pierolauro — 2017-03-07 19:08:10 UTC

My school is a multicultural space where everyone can learn and improve abilities and skills. Diversity is a value recognised by all students and teachers encourage them to interact in every possible way to become the cultivated adults of the future.

Rafaela

tziouvar — 2017-03-07 19:26:14 UTC

Well, i dont consider our school environment as an integrative one, different cultures are respected theoritically, but there are no mentions at other cultures. Somebody could see that the dominant culture of the country is there and other cultures are just being negglected

Eirini, Greece

2017-03-07 19:26:44 UTC

In my opinion the model of co-existence applies better to my country, although the recent years there is a feeling of improvement. As for schools, I would say the third model tends to predominate

Maura, Italy

mauraccia — 2017-03-07 20:51:12 UTC

I quite agree with Chiara, from Italy, and Marco Sch., from Germany. In Italy, there are even situation where a school isn't see as something that matters to the community, because the most "important" part of the area send their children in separated, "better" schools, whereas in public schools really often you can't have a dialogue with your colleagues (or, at least, not with all of them...) on this topics. Very often I reflect on the harms that a lack of common ideals, ideas and vision can do to our shared society (I attended an online course, last year, geared by Professor Angelo Chiarle, and I found myself in a dialogue about very important matters with teachers from secondary schools in Turin, whereas in my little school my colleague probably don't have an idea about what my dreams about the school of the future are. Professor Chiarle used the expression"squared wheels" and I was traumatised when I discovered that even him had serious problems in involving his colleagues...). As a matter of fact, every single teacher applies a different model, so in the same class you can find more than one model, and I think that, even if I'm trying to build the relationship in my class on the third model, very often at least a part of mine falls back to model two and sometimes one. The capital problem, as usual, in my opinion, is ignorance and, consequently, lack of interested in the "different".
The project about the journey of the "zero" is simply fantastic. I tried to find a video about an experience that some european engineers do evry year in South America, but I didn't manage, for now. They spend their vacation in very difficult and divided communities and ask people about a shared dream to improve the area (for instance, a playground for children); then, they draw the project, find the materials, and all the members of the community build together their dream...
I would also suggest two books by Davide Zanoletto: "Il gioco duro dell'integrazione. L'intercultura sui campi da gioco", Cortina Raffaello and "Dall'intercultura ai contesti eterogenei. Presupposti teorici e ambiti di ricerca pedagogica" Franco Angeli

CHRISTOS, GREECE

christos_chachoudis — 2017-03-07 21:09:24 UTC

I think the best model is the Humanistic Participative model, and this is what we try to make to my school, but there are certain difficulties to make especially parents to participate in action we make at school. That's something we have to work most, as i think that they are not openminded enough to understand that we care and we want to help....

Annamaria, Italy

2017-03-07 21:14:14 UTC

In my school there is respect and interst towards different cultures. Everyone can fulfill their potential by doing all the activities which improve their abilities and skills.

Carol (Italy)

carol_f — 2017-03-07 21:27:09 UTC

At the moment in my class there aren’t foreign students. In the last two years we have had the opportunity to experience interculturality with an Erasmus+ project. In this period years we have been sharing common experiences made in different ways, according to our different backgrounds (Model of co-existence). With our project we could also live some experiences altogether in different countries. So we can say that, in the different moments, we could experience both models: co-existence and integration.

2.8 - Valentina Confido, Italy - Models of interculturality

valentinaconfido — 2017-03-07 22:13:39 UTC

I cannot identify any model to define the situation in my classes. I'd say it is half way between co-existence and integration. Foreign students tend to be on their own with sporadic glimpses of confidence towards Italian students. In some cases they are totally integrated (physically and psychologically) with the rest of the class (especially when religion is the same).

Rita

2017-03-07 22:28:30 UTC

I've found these videos so interesting and real. My school is closer to the second method , where are the other cultures have to integrate in our , above all because the village is a small village. I'm trying to my activities and my ideas to let move my classes to the third model ut it's a long and hard work,. I don't give up.

Yakup, Turkey

2017-03-08 08:21:52 UTC

Co-existance is very hard. We have to accept that truth. But we should create respectful public space. In my opinion key concept is respect all cultura. Other important concept is equality. Nobody can't say " ı am more more suprerior then others."
We can try to learn other's cultural norms, codes. We shold learn other poeple's cultural backrounds.we must know every individual wants to be free. So we respect all different culturas and individuals.

Chiara Semplicini, Italy

chiara_semplicini — 2017-03-08 15:05:16 UTC

The model which better reflects the intercultural practices of my school is the second one, viz. the model of integration.
I think, however, that the third one is the best, although it is the most difficult to put into practice.
In more general terms, I believe that schools should promote more than intercultural integration, that is, they should foster intercultural inclusion.

Loredana Maria Pirotti Italy

2017-03-08 16:15:10 UTC

Certainly pubblic space are an important instrument of integration in a multicultural environment. In facts in a multicultural system a public space increases culture of communication and deba when it comes to different cultural norms. So the truth is an intercultural humanistic system, a partnership that intercultural community is building day by day.

Sophia Kouzouli, Greece

sophiakouz — 2017-03-08 16:35:35 UTC

All of them are very interesting! Integration I think is the most humanistic and participatory. Yet it is the most difficult to achieve The results are stronger because they build a community.

Emanuela, Italy

2017-03-08 17:04:41 UTC

These videos are so interesting, these models reflect reality.
The model that best reflects the reality in my school is the second. I think that true integration is the goal to which we all aspire.

Maria Intrieri, Italy

mri5 — 2017-03-08 17:35:43 UTC

The third inter-culture model is the best although not easy to achieve. The variables are such that such and such is not always the formulation can create a virtuous cycle between schools, students and families / communities. The reasons have been addressed apmpaimente during the two modules of the course. The last video I go out strengthened in my belief that to teach in a school should multicutlruale concoscere well of each people's body language in order to fully understand their thinking and find effective communication strategies.

Eleni, Switzerland

eleni_mousena — 2017-03-08 17:45:31 UTC

Greek public schools promote inclusion and integration of immigrant students but there is more work to be done. Teachers, students, the local community should be more open-minded, tolerant and supportive regarding the new comers. In Switzerland, there are a lot of international schools where everything seems to work almost perfectly, based on the humanistic participative model. I would definitely like to work in such a school environment!

Daniela Scalia, Sicily

danielascalia81 — 2017-03-08 17:57:02 UTC

There are some stranger pupils in my school, we work to let them stay well in this new Country, some of them are very integrated in the new society, but there is still too much to do.

Mariangela, Italia

2017-03-08 19:56:43 UTC

What a good insights, thank you. Our favorite model is the humanistic, maybe depends on our tradition

Rossella, Ital

rossella_esposito — 2017-03-08 21:06:42 UTC

The model in my school is the second. It's normal for all that students must be assimilated to certain cultural norms in the school. Nobody thinks that some norms could be difficult to understand for students coming from other cultures. I found the fourth video very interesting. I remembered when I was teacher in a valley near Trento, in the north of Italy. There were a lot of students coming from different countries, with different cultures. There was a student of mine, Adil, from Morocco, who didn't respect any norms. Once I spoke with the father about the behaviour of the son and he explained me, that the son was been disoriented by the relationship that Italian teachers had with their students. He wasn't used to the friendliness of the teachers towards students and to the freedom that students had in speaking with teachers and in expressing their opinions. He misunderstood this relationship and thought, that he could do what he wanted. If we teacher had known something more about the severity of the Moroccan teachers, we would have understood the behaviour of Amin!

Patrizia Italy

2017-03-08 21:41:39 UTC

There are some stranger pupils in my school, not in the my classroom we work to let them stay well in this new Country, some of them are very integrated in the new society, but there is still too much to do.

Angela, Italy

2017-03-08 23:54:48 UTC

The public space in my school is organized more according to a model of integration. There is a public space for and culture of communication and debate when it comes to different cultural norms.

Claudia Renda Italy

claudiarenda — 2017-03-09 12:32:05 UTC

The videos are very interesting. In my school is favorite the model humanity partecipate. It's no simple for all collegues or students but we work to improove this model building space real where comunication, internation, sharing experience traditions rules. Some foreing students with familily are integrate.

Claudia, Italy

2017-03-09 16:17:40 UTC

I am definitely pro the humanistic participative model even though I must admit it's the first two models that I have mostly come across in my schools over the past 10 years. It is simply easier to let foreign students adapt to the core value system and culture of the system hosting them, and it is disturbing and somewhat too challenging to have to redefine our own values while welcoming new cultures and new perspectives. And yet I believe that is the ultimate challenge. We might one day become able to appreciate that opening up to new cultures transforms us, our beliefs and points of view and that this is not necessarily a bad thing.

burcu yörük

burcu_yoruk_00 — 2017-03-09 20:00:27 UTC

Turkey
I am definitely pro the humanistic participative model

Because synthesis of other models. There are special classes in my country. Students take their language training here for a certain period of time and then continue their education together with their peers

Rosanna B

2017-03-10 16:11:28 UTC

My school is near a refugee camp. There are many problems but a peculiar characteristic of this small town is generosity and solidarity. School is a mirror of this reality. I repeat that it isn’t easy but I have never forgotten the story of Moroccon pupil whose mum and one brother of his died. A small center mobilized to help his family. School is a common , democratic and free space. There are some conflicts but also interactions among all different groups’ members. All teachers try to construct an educational success with interaction of pupils and their parents. It’s very hard and strenuous but we try!

EMANUELA B, ITALY

2017-03-10 17:36:16 UTC

I think the videos are very interesting and help to reflect.

Loredana, B. Romano ( Italy)

2017-03-10 19:15:34 UTC

All 3 videos are amazing!
At school we are working hard to favourite integration, inclusion and respect for cultural diversity.
Every year we organize cultural exchanges with a schol in Holland so, students and parents' students are experiencing them.

Suzana Pimentel, Portugal

2017-03-10 20:56:22 UTC

My school welcomes all students and parents in the first day. They are encouraged to participate in the life and evolution of assessments and learning.

tina,Lamezia Italia

2017-03-10 21:07:26 UTC

Intercultural communication requires the ability to understand language, but just think about how much of your communication with even your own friends is nonverbal: our body language, our attitudes

Elisa, Soverato Italy

2017-03-11 09:24:40 UTC

In my school there is respect and interest towards different cultures. In our school many projects have been initiated, including one on food. We felt it was a way to bring the students into contact with other cultures, other traditions and habits. It was great to see the interest of all them.

Niki, Greece

nikialexakou — 2017-03-11 10:17:45 UTC

I really hope there are some exemptions , but I think in most schools in Greece the second model of integration is prevailing. Of course, I am working in high schools, so students are already integrated pretty much. But in the morning meeting for example, all stand together to say the Lord's prayer. They all have to stand there even if they don't pray and there is no time for other religions. For me, this is a really strong signal that we will accept everyone as long as they accept our "truth", as mentioned in the video, and they integrate in our traditions.
I would really love to work in an environment like the one described in the third model!

Nicoleta, Romania

nnicco67 — 2017-03-11 10:27:35 UTC

My school is a multicultural space where everyone can learn and improve abilities and skills.

Carmela, Sicily, Italy

mrscarmela — 2017-03-11 12:50:03 UTC

Amazing theory! The challenge is turning these ideas into vital, class, daily life experience.

Angeliki, Thessaloniki-Greece

2017-03-11 15:48:06 UTC

The model is most presented in my country is the second. The model of integration. The school is organised to assimilate foreigners. This is achieved in different ways. For instance: in our national celebrations all students despite their different cultural differences are given poems or sketches which glorify greek achievements. Also the religious education is mainly oriented to our "national" religion, Christianity. The morning pray at school is only Christian despite others' religions. Also the greek language is only used despite the comprehension problems of the others. Of course I am talking about common schools and not multicultural. I am not in the position to know their learning process yet.
However I would like to point out that the relations between greek students and the other children are very constructuve. There is no racism I could say expect from some exemptions. This is the reason why those students easily assimilated to greek culture. Although I would prefer to live in an environment like the one presented in the third model.

Marina, ItalyIn my school there is the recognition of equal dignity and respect for different cultural systems present in families of pupils, although prevails the Integration Model during major religious festivity. It isn’t racism among children and there are generally good relations between them. In the meetings with parents we present intercultural education projects that find consensus both among Italians and among foreigners. We could do more to promote other cultures involving the parents in our intercultural projects to raise awareness of their language, their customs and traditions. Is there any sign that bodes well in the opening by the Municipality to meetings between citizens with the associations of foreign communities.The most important party that characterizes the school community of San Giovanni in Persiceto (Bologna)is the “Peace party” that has as common denominator the respect for cultural diversity and solidarity among peoples. This festival, that involve all kindergarten and primary school with a demonstration in the main square, is public and parents also participate.In my opinion the Humanistic Participative Model is a goal to be achieved from a review of religious programs and change teaching of religion even better with Philosophy for Children! In Italy there is a strong resistance on these issues and the political will is absent.

marinacampo — 2017-03-11 18:12:37 UTC

Antonella Sellia, Italy

2017-03-12 07:29:44 UTC

In my school there is a strong presence of gipsy students, and it's difficult to integrate them, above all because they tend not to come to school. We should arrange our school activities in a different way, to create a more effective learning action, to better involve and integrate all of them.

Roberta C. Italy

2017-03-12 10:02:09 UTC

Unfortunatly in my school spaces aren't able to consent us to do many cooperative activities.
Once of us two primary schools presents a large number of foreigners students.
Primary school in Italy is focuses on Christianity tradition.There are two hours of I.C.R. in each accademic years during of not cattholic students can study other subject. I think that integratio means to teach all religions of the words since primary school.

Stefania, Italy

ste_lenzi_75 — 2017-03-12 18:57:12 UTC

I would really like to teach and live in this kind of school. I think the first step should be done by teachers, but we need teachers that believe in this kind of project and vision. Thanks for suggestion!

Daniela, Sicily

2017-03-12 19:01:30 UTC

I teach in a low secondary school situated in a small town in the south east of Sicily where different cultures (from Greek to Romans, from Arabics to Normans) passed through the centuries.Its art, cuisine and folklore are bearing witness of all this and nowaday a lot of immmigrants from Morocco, Tunisia, Albania and Romania are coming to look for work in the contry farm. In my school there are a lot of pupils from these countries that do'nt speak Italian so the cross curriculun has some projects with the aim to learn Italian to this students and during the O.A. they have the chance to do alternative activities to Religiuos Education. For these pupils with special needs . my school write a P.D.P. taking care about special aims to gain with different strategies and methodologies in order that each newcomer can learn and improve his/her own abilities.

The various models that you can suggest are never the reality, to know all kinds of information from the families allows to know better what the students are carriers. The model is always under construction

2017-03-12 22:45:17 UTC

Raffaella, Italy

raffaella_papini — 2017-03-15 12:05:31 UTC

n my school there is a strong presence of gipsy students, and it's difficult to integrate them, above all because they tend not to come to school. We should arrange our school activities in a different way, to create a more effective learning action, to better involve and integrate all of them.

gina

2017-03-15 15:21:11 UTC

italy

Gina,

2017-03-15 15:29:36 UTC

Italy

Betty-Greece

2017-05-08 13:10:12 UTC

i found the three models very interesting. But the last example of the Humanistic model is so so true. Most of the times schools and community expect for immigrants to follow all rules and to behave as the children from their country. It is absolutely necessary to know and to respect culture diversity and to promote dialogue.

Rovena, Albania

2017-06-23 14:03:45 UTC

It is necessary to resoect diversity culture.

Isabel Quirino, Portugal

isabelquirino — 2017-11-09 09:29:18 UTC

In my country there are many differences from school to school. In my school I think we use co-existence model ... but we must promote gradually an humanistic model. Multiculturality is a matter of human rights :)

2020-12-23 21:19:11 UTC

In my school we welcome both children and parents so kindly because of the relationship o. I allow the learners to take over in class sometimes because they tend to be like their teacher and teach themselves verywell. This method help me moving in class