Models of Interculturality by Teacher Academy

In Italy, there is a model of co-existence. The integration is not a completed process in all schools. Students are expected to assimilate to certain cultural norms at school. The space for communication is organized out of schools, in a " House of Cultures" (a place where different natioanalities can meet and debate). There is still a slow process of integration.

2016-09-12 13:49:29 UTC

Model

pintastra — 2016-09-12 14:05:37 UTC

In my school we have just a few migrants so we don't have a process of integration. But, we have a good process of integration for students with special needs and disabilities.

Model

pintastra — 2016-09-12 14:05:38 UTC

Rosa Di Lonardo

rosadilonardo — 2016-09-12 14:08:31 UTC

I think tharfor children and adults to develop a critical mind but also a team spirit through intercultural dialogue and a creative process

Rosa Di Lonardo

rosadilonardo — 2016-09-12 14:08:44 UTC

I think that project "the Cultural Center Omar Khayam very good for children and adults to develop a critical mind but also a team spirit through intercultural dialogue and a creative process

partecipation

bettabulli — 2016-09-12 15:23:45 UTC

I think that these project are really interesting, because they are simple to undestand and to accept.
In Italy we haven't been creating a partecipative society model yet , because we have a strong identity. We try to create interaction beetween different cultures but it's difficult to achieve it because aged people don'taccept this meltong pot.
Nevertheless italian school believe in partnership and solidarty so I hope we will soon realize a participative model of society.

B.B.
Italy

2016-09-12 16:03:25 UTC

Nicoleta Ifrim
We do not have a particular public space for cultural communication and debate ammenajat cultural norms as a model of co-existence and integration but our students can easily assimilate some cultural norms.

Fa

pacenca — 2016-09-12 16:17:06 UTC

Francesca

pacenca — 2016-09-12 16:17:09 UTC

The partecipative model of teaching is the most effective in my opinion. In my class we try to respect these points of view

Daniela Nicoletti, Italy

2016-09-12 16:25:57 UTC

Despite the great amount of thinking about what schools should or should not do to favour the realization of a partecipative model, I think there is still a prevailing model of co-existence or integration. Students are not obliged, but somehow expected to assimilate to certain cultural norms. As far as religion (catholic) is concerned, for example, it is a curriculum subject in Italy. Each family can decide whether to have religion lessons for their children or not. If they refuse religion lessons, however, they are rarely offered a valid alternative lesson/activity.

Paola B.

2016-09-12 16:52:23 UTC

I suppose (according to my experience at least) that the model we follow in our schools is mainly one of integration. Of course I think we should go towards a participative model, but this probably will require more time...

Simona, Italy

2016-09-12 17:21:47 UTC

Interesting model . In my school it is not as set , but I believe I can assimilate ideas to put into practice . But we have still a high level of integration and respect for the disabled and migrants students.

Walter, Italy

walterlobreglio — 2016-09-12 17:41:49 UTC

In my small school , there are several communities : Albanians , Romanians , Turks , Kurds . The families living in Italy for several years , but have relationship difficulties with the local community . They are the children , our students , to represent a means of intercultural communication . Since most of us teachers , we try to build a participatory model of cultural integration .

Pavel, Lithuania

2016-09-12 17:43:09 UTC

In our school we have some foreigners, but don't have any special strategy to help them to integrate to our culture. All these children are speaking in our national language (because it is the nation school), so for them there is no so difficulties to communicate, be the part of the school. In the university they have a culture evening and shows, where they can show their countries culture different or something like that. The university a good system for foreigners students.

katia from italy

2016-09-12 17:55:53 UTC

in my school there is a high integration level and mutual respect of tradictions and customs

katia from italy

2016-09-12 17:55:53 UTC

in my school there

Ileana Enastescu, Romania

tanasoiu_lavinia — 2016-09-12 17:57:09 UTC

Olga, CZ

2016-09-12 18:57:17 UTC

in our school it´s more according to a model of integration.

Alicia - Spain

2016-09-12 19:21:40 UTC

I'm not sure about which is the most effective model of interaction. In my class, the pupils are organized in teams of work that changes along the course.

Merve from Turkey

merve_etwinning — 2016-09-12 19:29:43 UTC

I guess in our school there is model of co-existence.

Nadya, Bulgaria

nstankova68 — 2016-09-12 19:43:48 UTC

It is an interesying model. In our school we do not have any migrants so we don't have a process of integration. But, we have a good process of integration for students with special needs and disabilities.

Tiziana - Italy

Tizianateacher — 2016-09-12 19:47:21 UTC

I feel that we have policies that aim at integrating our students and families but the reality is more complex. Students and people are expected to assimilate to norms and we should have a space of debate to support all the people who are involved.

Elisa Italy

mec972 — 2016-09-12 20:20:16 UTC

interculturality should be supported as a key to a better society based on acceptance of cultural differences

Doina Andrei, Romania

2016-09-12 21:53:24 UTC

Intercultural education enters the Romanian school space towards the end of the twentieth century, in order to promote intercultural dialogue, tolerance and acceptance of diversity, understanding and respecting the people belonging to different socio-cultural backgrounds. Reflection on intercultural education stays at the intersection of attempt to respond to the inadequacy of the school function in the formation of national identity, remaining fragile now, in a society increasingly multicultural, and the need to adapt of the educational models to the international environment globalization. Given the short history of this type of education, the steps taken towards the implementation of intercultural education are still shy and sometimes confused.

Maria Nikolova

maria_n_ss — 2016-09-12 22:03:44 UTC

I like third participative model.
In our school we haven't foreigners students but we have school strategy for roma students. Amalipe Center for Interethnic Dialogue and Tolerance help us to improve our pedagogical competences in multicultural classes.

Rosa Gaspar / Portugal

luisasgaspar67 — 2016-09-12 23:02:03 UTC

I think that these project are really interesting, because they are simple to undestand and to accept.
I suppose that the model we follow in our schools is mainly one of integration. Of course I think we should go towards a participative model, but this probably will require more time...
Nevertheless portuguese schools believe in partnership and solidarity so I hope we will soon realize a participative model of society.

Louise, Malta

chircoplouise — 2016-09-13 06:16:09 UTC

Although there are many different migrant communities, I cannot say that there is dialogue and we live peacefully apart with as little interaction as possible. Many Maltese, regard migrants with suspicion and fear of being taken over by the 'barrani' - the outsider. Migrants, thus keep mostly to themselves and are generally expected to assimilate in the dominant culture. Their voice in the public sphere is virtually non-existent. Sadly, this situation is reflected in schools most of the time, although there might be exceptions. We have not yet accepted perhaps, that migrants have come to stay, and we need to start addressing the new reality, not by insisting that they become like 'us', but by engaging in intercultural dialogue.

NS

noella_st_maria — 2016-09-13 06:32:58 UTC

In our country there are a lot of migrants and migrant communities, however, we still normally view such people as different from us. However, I believe that through education, we will engage in intercultural dialogue and co-exist.

AŽČ

anaznidarec — 2016-09-13 06:43:30 UTC

I believe that model of integration is dominant over model of co-existence - and we definitely should take good things from them and strive to looking and working and learning with human beings

Christina, Greece

christinaefm — 2016-09-13 06:49:57 UTC

In my country the most present model is the one of the co-existence.
I have been in classrooms throughout all these years, from when I was a student till now as a teacher and students both natives and foreigners are interacting with each other and they are trying to co-exist in the classroom and outdoors with each other.

Uğur TÜRK, TURKEY

ugurogretmen — 2016-09-13 07:33:41 UTC

I think that for children and adults to develop a critical mind but also a team spirit through intercultural dialogue and a creative process

Vasiliki Psaridou/Greece

psaridou — 2016-09-13 07:56:59 UTC

I believe that the first model of co-existance, is the most present in my country. We everyday deal with working together questions, especially between teachers and pupils since they are from different culture. Pupils are from the same culture (they are muslims) but some of us the teachers come from different culture (christians). We work together, play together, celebrate together and sometimes eat together to learn each others culture.

sonia, spain

2016-09-13 10:27:11 UTC

the participative model of teaching favours the students integration because they feel part of the whole group and help to develop their diverse competences

Ida, Italy

2016-09-13 11:34:20 UTC

In my country the model is set to interculturality, but I think that it meets some difficulties especially regarding the contact with parents. I belive in a partecipative model, but it's very complex for our society in this moment.

Claudia Valentini, L'Aquila, Italy.

2016-09-13 12:07:08 UTC

Pushing pedagogically towards a participative and truly democratic school (Dewey docet). But our schools are still immature for this model: too much fragmentation and polarization of policies, we must stay strong believing in our inclusive school legislation, monitoring and enabling the actual learning environments towards a diverse and safe society.

My personal oppinion is that this is one creative process. It takes a time to accept all diffrences as well the difrences in the family between parents and children. They become from they older and development difrences. My suggestion to all teachers is to work hardly to highly reccomend model of successful integration as well as model of co-existance in the same , new country with fully respect of cultural difrences we briought from our homeland.

zorica_salijevic — 2016-09-13 12:14:40 UTC

Kasia, Poland

katerinaki62 — 2016-09-13 12:22:58 UTC

The problem is that all models look ideal on paper. Life is an unexpected context which demands from teachers and in fact all of us common sense reactions based on humane treatment of each other. I agree that most common is model one whee we create the common space for different cltures and teach mutual interaction. If we succeed in this effort, we will be closer to achieve the understanding society. Model 3, although worth aiming at, is utopian, or at least extremely rare.

Gabriele from Italy I think that we have to envolve not only the pupils but the parents too because often critical issues start from there...

2016-09-13 12:56:57 UTC

Marianthi Arvanitidou - Greece

1canislupus22 — 2016-09-13 13:02:16 UTC

Intercultural education as applied in schools could be the answer to the daily coexistence in the same room – and/or even the same desk – of pupils coming from different countries. In this direction the curricula created for this purpose could be an excellent guide. Thus, intercultural education has the ability to move flexibly among the various cultures and could provide an excellent framework for the effective teaching of diverse children, with different nationality, language, religion.

Maria Branco PORTUGAL _Having different cultures inside my classroom really inspires me. I feel excited about cross crossing their individualities with the Portuguese students.

2016-09-13 13:13:34 UTC

Paola C., from Genova, Italy

profcascone — 2016-09-13 13:25:45 UTC

Italian schools are still far from these models of interculturality. Our classrooms are still organized in the traditional way, row of desks and teacher's desk in front.Another critical point, is that, these models look ideal, as Kasia said, but lots of unpredictable events may happen and may be difficult to oversee because our classrooms are very crowded.Lots of things have still to be done.

Cinzia, Italy

nicomd — 2016-09-13 14:11:06 UTC

I must say that even if the public space in our school is still traditionally organized , in the last few years we have tried to put Interculturality in the first place in our curriculum . We have almost a 20% of foreign students in our school, mainly Romanians , and every year our school activates projects in order to develop integration . Even the local authorities try to partecipate in these projects and the cultural associations present in our territories give their contribution as well.

Gabriella S. Italy I like very much these videos because they clarify different kinds of approaching the situation. In particular it seems important to think about the public space where every cultural identity brings its own culture respecting the culture of other identities. If I think about my school I cannot say which model prevails. In fact, my school is interested in migrants in the measure of what law establishes. Sometimes the voice is” all these migrants make my lesson go slower and slower”! Gabriella

2016-09-13 14:11:10 UTC

Lucia -

2016-09-13 14:18:03 UTC

Lucia - Italy

2016-09-13 14:18:09 UTC

Usually in the schools I’ve taught we tried to build a common space for all the cultures we met and we’re meeting, with the help of our students and their families, but it’s not so easy to get our students involved, mostly because they depend on how their parents live school and italian culture. In the end we apply mostly the model of integration: it’s not always productive, but it works.

Lucia - Italy

2016-09-13 14:18:10 UTC

Usually in the schools I’ve teached we tried to build a common space for all the cultures we met and we’re meeting, with the help of our students and their families, but it’s not so easy to get our students involved, mostly because they depend on how their parents live school and italian culture. In the end we apply mostly the model of integration: it’s not always productive, but it works.

Antonio P. Italia

2016-09-13 14:22:56 UTC

I Was very lucky because in my school there was a course when a teacher spoken us about this different approaches that I consider important if we want to work well at school:a cross cultural community ��ֹ��

Which model?

2016-09-13 14:32:58 UTC

The three models that have been explained in the videos are very interesting and made me think. The Humanistic participative model is perhaps the most difficult to achieve in the school but also to find in society. In fact, unlike the other two, there is no example by Ahmad Aminian that places it in the social context (as was done for example with the Catholic and Protestant thought). Even I, as someone who has written about this padlet, I saw the most of assimilation but not real inclusion.

antonella77

apetrini1 — 2016-09-13 14:39:14 UTC

i don't

Daniela Stefania Pagano - Italy

pagano_daniela — 2016-09-13 15:41:26 UTC

In Italy, unfortunately, school facilities have not suitable spaces as in the proposed models. In my school, the students have only a common space where they can relate to each other during the break. A place where they can excahnge ideas, opinions, etc. In some schools there is a space that is used for the education of disabled pupils.

Teresa- Italy

meliter1 — 2016-09-13 15:49:21 UTC

Very interesting, but in my school I don't have the tools to apply any of these models of interculturality

antonella77

apetrini1 — 2016-09-13 16:14:20 UTC

I don’t know if and what model will be used in my school. I like the humanistic partecipative model too much because I think that involving parents, students teachers and all the educative figures not only formally but also in an emotional way could be perfect for creating a positive and shared space.

When all the educational figures are emotionally involved, the results can be only positive because their shared not only their ideas but also feelings. I like too much the idea of creating a new positive space instead of assimilation. _

Iliyana, Bulgaria

2016-09-13 16:45:05 UTC

In my school model 3 is most present.

Francesca, Italy

2016-09-13 16:47:26 UTC

Very interesting but in my school are not adopted these models. For the school year is starting we are setting Up an open space in the school hall with tables and sofas to freely meet with students, in this space they will be able to socialize, play along with bord games and table.

OT - subtitles in English, please!

2016-09-13 16:56:44 UTC

I bet that those who, like me, are not that good at French, would have liked to have subtitles in English to fully appreciate what must be a great piece of learning! Thank you.

Paola lo Palermo

pa_locicero — 2016-09-13 17:03:51 UTC

I lost some parts of the interesting lectures as I haven't studied french unfortunately, but i grasped the concept of a public space arranged in a way where different cultural entities can interact and be connected to each other respecting differences and developing tolerance. At the same time these entitities as far as I know should adapt and accept norms. In my school there is not such a place but only a traditional arrangemet of the class where these entities are distant from each other and don't have the chance to overcome in a costructive way conflicts and prejudice. I'd like to have a space where not coexistence but integration is a social value to share.

Luisa, Ital

2016-09-13 17:06:04 UTC

I think in my country, Italy, migration is still rather new and we are only now starting to discuss how to manage Cultural Diversity. There is being a lot of debate going on, but I think we are going towards the first model, that is Co-Existence (you can do whatever you want at home as long as you respect the rules in public space).
In my school and classroom we try to establish a shared public space, as in the third model, but of course there’s the belief that “Universal Truth exists”, that is, respect what adults believe is good for students, as in the model of integration.
Communication is a vital competence to develop in school, and teachers always encourage students to express and share their views.

Vicky Archondi, Greece

vicky_archondi — 2016-09-13 17:09:39 UTC

I think that the model of co-existence is the most prevalent in my country. Unfortunately, the teachers at schools have not yet received formal training with regard to immigrant assimilation therefore the other two models are inapplicable for the time being. It seems that in the majority of the cases , teachers in Greece refer to their instinct and good will when it comes to welcomimg and assimilating immigrant students.

Mary, Italy

mrformichelli — 2016-09-13 17:44:08 UTC

The model of co-existence is the most present one in my country and in my school. I think there isn’t a multicultural culture yet especially in little towns and villages. We have to work hard to reach integration and cooperation between students in general, not only from different cultures.

Adele Cammarata, Italy

adele_cammarata — 2016-09-13 17:59:51 UTC

In my city (Palermo) and in my school the prevalent model is the first one, but I think that things are changing, quite quickly and notwithstanding us.
Of course I think the optimum would be the third model, and as far as I can I try to adopt this kind of model in my class, but it's difficult when the school system is not ready to face - in reality - this situation.

Edit, Hungary

tothedit0610 — 2016-09-13 18:39:33 UTC

I could characterize my country and school with a model somewhere between the first and second models. Schools are strongly regulated centrally, there is a "universal truth", with not much flexibility in the system. Though, in my country there's democracy, so constant communication is going on among the members of society either at higher levels or at school level with various results. The 3rd model seems to be the most ideal (perhaps a bit too idealistic) in which the members are capable of respecting universality and understand one another at the same time through constant mediation and development.

cristina, Italy

cristina_casanova — 2016-09-13 18:52:53 UTC

unfortunately, like other italian teachers, in my school I cannot have the tools to apply these

Federica

2016-09-13 18:57:56 UTC

In my school there are students from more than 46 country. It's difficult to built a multicultural culture. They have to study italian literature, italian history an arts and they have to learn Italian in order to communicate, to interact and study.. But we try to have a humanustic and partecipative model. Each students is free to express opinion and ideas.The girls that follow islamic religion can wear the veil, everybody can speak about his religion and tradition. But sometime this model create some problems: boys and girls fight with the parents because they are different and sometimes there's identity problems

Maria Grazia, Italy

2016-09-13 19:54:28 UTC

In my school there are quite a large number of students coming from India. Generally, they are not integrated in the classroom and they prefer to stay in small groups but they do respect the school rules and take into great consideration their teachers. On the contrary, students from Eastern Europe feel to be part of the classroom and they interact freely and give their previous contribute to build an intercultural model

Clelia, Italy

dccclasses — 2016-09-13 19:55:22 UTC

In my country an intercultural model is present in most pubblic spaces. The same is in my school. There are the rules and whoever arrives is obliged to respect these rules. In my school the public space is organized towards assimilation and integration. Nowadays we are talking about "inclusive" classrooms where everybody is considered an entity with all his background and a teacher is good when he tries to create cooperation between all the members of the classroom.

Eleftheria, Greece

2016-09-13 20:45:55 UTC

In my school among these models, it is more according of co - existence. It is important to get together all students from different coutries in order to being in the class and attend the lesson. However, sometimes, there is organized by me or by other theachers projects in which each member of the team can collect some characteristics around the topic, etc for food ethics and

Angelamaria Galderisi, Italy

2016-09-13 20:49:02 UTC

In my school classroom layout is very traditional and students sit in rows in front of the teacher's desk. There isn’t a real public space but a so-called “aula magna” – that is a big space where students can meet and discuss diffrent issues. It is more according to a model of co-existence than of integration, because each student is free to express his/her cultural identity and is asked to respect the cultural identity of the other pupils. Students are expected to assimilate to certain cultural norms at school, such as the respect for authority and local order.

Eleftheria, Greece

2016-09-13 20:51:14 UTC

I think that in my school is most presented the co - existence model but sometimes there are views of intergration model. For example, it is important to get together all student in order to attend the lesson or the lecture without carring out of each individuals cultural characteristics, just being together. However, there are many casies in which, trough projects, students have to work in pairs and each member can collect information about his country ethics in the topic, etc food. Finaly, when the chlidren finish their work they are examine all ethics and try to find out similars and differents.

Rosalinda Di Mauro. Italy

rosalindadimauro — 2016-09-13 21:20:45 UTC

In Italy, the prevalent model is the first: foreign people coexist with Italian people. At school, the second model is the practice. The third model is a true utopia, but it can be an inspiration to us teachers!

Monica - Modena

monicagiansanti — 2016-09-13 21:27:46 UTC

In my school I think there is a public space where students of different cultures can express their self. At the same time the italian and catholic culture is dominant and determines assimilation and integration. For that reason intercultural dialogue is not so fostered, and parents participation is difficult. The foreign families live their traditions and values in a private dimension and the students' life is split between the culture of origin and the non-culture of becoming. I'm convinced that there is a shared push towards the Humanistic participative model, but the way is still long and the resistance in a "confortable zone" is still strong. Working in the direction of involving parents could be the right strategy!

Paola - Ital

2016-09-13 21:30:47 UTC

I must admit that the prevalent model is the one based on co-existence. However, some help comes from some methodologies based on cooperative learning, peer education and work in group. We encourage inclusive didactic in the hope to reach the humanistic and partecipating model

Marco, Italy

pianotti_marco — 2016-09-13 22:17:05 UTC

The model of co-existence is the most present one in my country and in my school

Despoina Amarantidou, Greece

damarant — 2016-09-13 22:46:46 UTC

I think that the model of co-existence is the one that comes first in my school situation. The model of integration usually follows. Integration is more time-taking and difficult to be achieved.

Evangelia Moula, Greece

2016-09-14 04:40:09 UTC

In Greece since there are still strong resistant forces, who claim our national superiority, the model of co- existence is dominant. Our society makes serious efforts to overcome stereotypes, but is not ready yet for the humanistic model

A Fischer- Berlin

2016-09-14 07:48:17 UTC

In Berlin there are many cultures and religions and we all do a good job of integrating and coexisting with one another. However, with the recent influx of refugees we are moving to a culture of integration.
The issue of culture and communication is a hot topic in Germany now, especially because of the upcoming elections but we still have a long way to go before we are all accepting pf everyone.

Maria Theodoridou, Greece

theod_eled — 2016-09-14 08:23:17 UTC

The model of co-existence and maybe sometimes the intergration model.

Cecilia Sala, Germany

2016-09-14 09:13:16 UTC

I think that the first two models are predominant in Germany, depending on the region. In my school the most important thing is the "goal", learning music. However I have groups and I think it's my duty to make them work together in the best way possible.

Guner, Turkey

gunerozen — 2016-09-14 09:50:12 UTC

We have no students from the other cultures in our school. However I have been working with a Syrian group of children and I have decided that there has been the best model in Turkey yet. We need a curriculum which based on the pedagocical essence. We also need the support of the universities to develop the best model for our culture and the migrant children.

Donka Slavcheva, Bulgaria

dkirovska — 2016-09-14 10:34:03 UTC

One-third of our students are of Gypsy origin. They have different customs, language and culture. Sometimes even leading their values are different. Few of them know education as a value. This makes it difficult to provide them with support.

Gaia. Italy

gaialombardi69 — 2016-09-14 11:32:03 UTC

The three models shown in the videos correspond to the historic change in the idea of interculturality.
At first, closed communities lived completely separate with little contacts between them and almost no contact between individuals. Just think about the elder model of immigration: native and foreign communities co-existed, with problems that sometimes lead to contrast. The dominant feelings were distrust and xenophobia.
Latest, the concept
of integration was introduced in the model, with a strong emphasis on the idea of assimilation of foreigners into the culture of the host country.
Now, at least in schools, the humanistic participative model seems to be te more usual. The presence of different cultures in a classroom is considered a wealth, not a problem, and possible difficulties arising from difference in language, religion or habits are appreciated as important and enriching for the whole community.

cinzia,Italy

2016-09-14 12:03:56 UTC

I worked in several schools where you invite foreign parents to school weekly to talk about their culture. Also provided are moments of cooking, gaming, and narration to approach all children to different cultures.

Mariella Gallo, Italy

mgallo271 — 2016-09-14 13:55:59 UTC

My country is historically a conservative country, as far as my region, Sicily, where it's possible to find different culture groups (first model), but we are passing through the second and probably we'll get to the third in a very short time, considering that groups of different cultures are our neighbours and want to integrate.
For this reason it would be necessary adequate our public spaces to new comers.

Panayotis, Greece

pdomvros — 2016-09-14 14:03:58 UTC

Very interesting and thought provoking

Maria Paola, Italy

2016-09-14 14:11:36 UTC

I think that the main model present in my school is the one based on co-existence. It would be bettter to try to get closer to humanistic partecipative model. We need to improve our tools even if the resources are few and it is not easy to propose innovative ideas and see them accepted

Kristina Kaučić, Croatia

2016-09-14 14:41:18 UTC

In my school there are no immigrants at the moment. What we find the most challenging is , to find the right approach to indigenous minorities, such as Roma. In Croatia minorities are integrated into society.

Elisa, Italy

2016-09-14 14:45:40 UTC

In my school there are many students from different foreign countries, most of these are Albanians and Romanians . Last year, there were, in a class the Macedonian students and an Arab student recently arrived in Italy . I can say that in my school, will create different situations. I was able , however, to note that in most cases there is peaceful coexistence and in some cases a real integration between different cultures; this, obviously, depends on several factors such as family life,the country of origin and how long has the foreign pupil is located in Italy

Cristina,ITALY

cristina_zobel — 2016-09-14 15:00:38 UTC

I have been in schools with students from Romania,Albania and China.The dominant model is co-existence without any efforts to integrate foreign people at all.I use methodologies based on cooperative learning but stereotypes still exist.

MONICA, ITALY

m_trinchini — 2016-09-14 16:09:20 UTC

In my school there are immigrants from Marocco, Romania, Albania, Polonia. The dominant model is co-existence.

Amalia, Italy

amalia_librandi — 2016-09-14 16:14:58 UTC

In my school there isn't a public space of communication between different cultures, but italian students and immigrants students are friends. I know in my school foreign students are well integrated.

Ilaria, Italy

2016-09-14 16:29:18 UTC

In my country and in my school the model of co-existence is the most present one. There are many students from different foreign countries, most of these are Albanians, Moroccans, Chinese and Polish .

loredanabatelli — 2016-09-14 17:28:43 UTC

I think that the public space is usually organized according to the model of co-existence. there is respect for each student as a person but I don't think we do enough for real integration. In a certain sense we integrate them but we don't interegrate ourselves in a new dimension

Stefania Talvacchia, Italy

Stefania16 — 2016-09-14 17:34:46 UTC

In my school there are no places for for culture communication. Italian and migrant students are supposed to assimilate to the school norms and to our cultural norms without any possibility to discuss them.
Integration is never a problem because everyone thinks that it happens automatically

Ana Fonseca, Portugal

2016-09-14 17:46:08 UTC

Elsa Pereira, PT

elsammhp — 2016-09-14 17:50:57 UTC

In my school there isn't a public space of communication between different cultures, but portuguese students and immigrants students are friends. I know in my school foreign students are well integrated . We have foreing students from Africa, South America, China and East Europe.

Sabrina Vespier, Italy

sabrina_vespier — 2016-09-14 17:54:12 UTC

In my school the most important model is the first one, the model of co-existence where there is no verity but only a public space where people of different cultures stay together.

Carla Bisogni

carlabisogni241 — 2016-09-14 17:58:38 UTC

Italy
In my school there is the model of co-existence.At the moment most immigrant students belong to the Indian community but there are students from Romania, Morocco, Ukraine...They and their families are integrated in our communi

Colomba, Italy

bina6363 — 2016-09-14 18:01:28 UTC

In my school the model of co-existence is the most present one. There are many students from different foreign countries, most of these are Japanese, Chinese and Polish .

Lina, Italy

2016-09-14 18:06:28 UTC

Nick, Greece

ngkoulou — 2016-09-14 18:15:02 UTC

In my school predominant is the co-existence model.

Ornella Lasaponara, Italy

veraornellasap — 2016-09-14 18:23:58 UTC

In the Apulian schools where I have taught I have always found a mentality of respect and openness to new cultures. Definitely you should grow a real integration path that passes through most forms of collaborative learning and using traditional paths of which the Italian school is impregnated.

Paweł, Polska

2016-09-14 18:51:28 UTC

In my country our society is very, very conservative and not opened yet for progressive thinking. We mostly represent a model of integration. Polish people expect that emigrants will assimilate our values as quickly as possible. But we also have growing number of people, circles and non profit-organisations which are active on the fields of promotoin of cultural diversity as a real great value. Tis is a humanistic perspective in approach to questions of emigrants.

Pefkoula Stagia, Greece

2016-09-14 19:48:43 UTC

The humanistic participative model is the ideal, we are aware of it at school. We are working on it, with various projects that we put forward every year and collaborative learning. It is really very difficult though, so I think that co-existence is the reality for now. But we will not stop working on it. An example of our work at school is our etwinning project "Critical chocolate" awarded with a national and a European quality label.

Dimitris Zisimopoulos, Greece

dzisimopp2 — 2016-09-14 20:00:24 UTC

In my country the co-existence model is prevelant in every day life although the state policy incorporates elements of the integration model. For example, the public space in schools is organized mainly according to integration model, the truths and the values of the dominant culture.

Dimitris Zisimopoulos,

dzisimopp2 — 2016-09-14 20:00:25 UTC

Vlad Eugenia Ioana, Romania

2016-09-14 20:22:39 UTC

I my country students but also their parents are interesting in new things and hardworker if I need them in my activities. Also students express thei wishes to be involved in activitier on different theme, volunteering, non-gouvernamental organisations activities and it had a real impact upon the society.

Francesca, Italy

francesca_lombardi1973 — 2016-09-14 20:23:19 UTC

I believe the co-existence model is prevalent nowadays in my country. The public space in my school is organized according to the dominant culture.

Olga Keramida/Greece

olkeramida — 2016-09-14 20:41:56 UTC

In Greece the model of co-existence prevails in schools.

Fulvia Italy

leardini — 2016-09-14 21:48:17 UTC

In my school the public space is traditionally organized.There are many students from different countries and there is a peaceful coexistance but I think that we have to do more to help the classroom to understand the value of the diversity culture and appreciate the integration. Certainly it's important to envove not only pupils but also the parents.

Marilena Athanasakou, Greece

becsa1 — 2016-09-15 05:00:33 UTC

In Greece, as it has already been stated by colleagues, the model of co-existance prevails, so all students are expected to follow the same rules/cultural norms, etc. There isn’t a public space to openly discuss or learn about students’ various origins/cultures, which is a shame, cause I think, if implemented regularly, that would go towards further developing students’ intercultural competences like tolerance, respect, appreciation for diversity, communication etc, mentioned in the previous modules.

Marilena Athanasakou, Greece

becsa1 — 2016-09-15 05:07:40 UTC

In Greece, as it has already been stated by colleagues, the model of co-existance mixed with the model of integration is in place, so all students are expected to follow the same rules, behave the same way, etc. There isn’t a public space to openly discuss or learn about students’ various origins/cultures, which is a shame, cause I think, if implemented regularly, that would go towards further developing students’ intercultural competences like tolerance, respect, appreciation for diversity, communication etc, mentioned in the previous modules.

Mafalda L. - Italy

2016-09-15 05:48:10 UTC

In my country (Italy), (officially) schools should offer and realize the second and third model: public schools embody italian rules, common values, culture in the direction of a coexistence model and, internally, each class activates the intercultural integration model separately.

Unofficially, all diversity are forced to refer to a common set of values ( for example: if there's a crocifisso hanging on the classroom wall, it's mandatory not to remove it, even if students are of a different religion).
Catholic religion is a curriculum subject and student of other faiths are allowed to choose different subjects or other activities.
Catholic religion teachers dedicate only a part of their lessons to a generic "history of main religious groups". There's no chance to activate religion courses other than catholic religion (no muslim or protestant religion teachers or dedicated lessons).

More generally, in my country's schools even italian catholic students have to "adapt" to certain values (human rights, respect, coexistance) and encouraged to achieve certain common goals (sometimes only on a theoretical and general level, because of a constant lack of financial resources).

In my experience, italian schools do not provide an intercultural public space meant to grant debate to different cultural norms (each class act as individual public space, as long as there's a recognized "cultural diversity" need for integration dued to the presence of foreign students).

Public spaces are open to emphasise what main, general and collective goals are. Debate and dialogue are often used to smooth differences, nell'ottica di seguire (standardised) collective guide lines.

In the end, we (probably) all know that european will to integrate all diversity is facing right-wing extremism.
In Italy there's an increasing discontent due to a poorly managed large-scale immigration. We've all heard and read about "muslim" as synonymous with "terrorist" (and of "immigrant" or "asylum seeker" as synonymous with " illegal immigrant" and, of course, "possible terrorist").
In Italy, schools are meant to be "the final safeguard" against xenophobia and fundamentalism and have very poor resources to provide a real and durable change.
In spite of that, most of italian teachers try and do everything they can to provide integration and respect for diversity.

M

marziast — 2016-09-15 09:16:15 UTC

Marzia, Italy

marziast — 2016-09-15 09:16:16 UTC

I think schools in Italy , in particular in the South, offer a coexistence model. Foreign students have to assimilate italian customs and rules. A Humanistic participative model is very difficult to be realized, because it

Sara, Bergamo ( Italy)

personeni_sara — 2016-09-15 09:21:02 UTC

I feel in Italy the model of integration is predominant, although we can also find examples linked to the humanistic and partecipative Model.
In my school public space is organized according an integration model: students are expected to assimilate dominant cultural rules, but with a certain freedom. For istance, if a Muslim student cannot eat something, there's a different menu; or when we discuss about religious customs in classroom, everyone can express his opinion freely...
Sometimes, instead, I've noticed that immigrant students, especially 11-14 years, rather become completely integrated -and they go the extra mile for it- than keep and show their different cultural background to their mates.Perhaps, they don't want to be seen like " foreigners, out of the group"...this is, in my opinion, is highly significant.

Claudia, Italy

claudia_conca81 — 2016-09-15 09:32:42 UTC

In my country, the first model is predominant. Usually, students of different cultures stay together in a public place.
In my view, the fusion of these three models could be the perfect solution for a good society

Francesca Pecorella, Sicily, Italy

francesca_pecorella — 2016-09-15 10:48:05 UTC

In my school doesn't exist a public space where students with different languages and backgrounds stay together but they are friends.

ROSARIA, ITALY

2016-09-15 12:21:23 UTC

A 21st century learning envirnment should focus on informal learning spaces as well as the traditional formal ones (corridors, classrooms, laboratories, etc.). I mean meeting places that foster social experience and where furnishings encourage students to stop and chat with each other during break time or even after school hours. This might mean small, round tables to gather at, ‘edge’ seats, cushions. They are also meant as places where students can learn from each other in a peer setting learning and experience the power of developing social, emotional aspects of learning.

Angelina Alberico, Italy

angelina_alberico — 2016-09-15 12:37:18 UTC

In my school foreign children are placed in classes where they are helped both by teachers who by his companions: knowing our language, our culture and our rules and also understand their culture and respect it. In my country there is a public space where people of different culture meet to be together.

Charoula Michalakopoulou, Greece

charoulamich — 2016-09-15 13:42:22 UTC

In my school there are small classes for the foreign students, where they can study the greek language. This does not mean that the foreign students do not participate in school life. They participate in educational activites inside and outside the school.

Erica, Italy

2016-09-15 14:03:38 UTC

Last year I worked in two different schools: in the first one the second model was predominant and I didn't like the lack of interaction; it seemed to me that everything was plain, with no meaning because not open to discussion or debate; in the second school the third model was adopted; my working experience was better and the students where more aware of the meaning of their actions, they had more empathy, they were simply more open to understood differences, because the school itself promoted the understanding and knowledge of differences.

caterina Fantini, Italy

cate_67 — 2016-09-15 14:05:17 UTC

In my school there are a lot of students from different countries. They stay in the same classes with italian student that help them, but also learn to know customs and traditions of other culture. There are integration and interaction.

Maria Grazia, Italy

mgstefanelli — 2016-09-15 14:17:33 UTC

In my school there is quite a large number of students coming from India. Generally, they are not integrated in the classroom and they prefer to stay in small groups but they do respect the school rules and take into great consideration their teachers. On the contrary, students from Eastern Europe feel to be part of the classroom and they interact freely and give their precious contribution to build an intercultural model classroom. During my lessons, I like comparing my culture to theirs and I often ask them to talk to the class about their customs and traditions in order to promote the awareness that cultural diversity doesn't mean something far from us, or something not to be accepted but something new to discover and appreciate in a world where too often different people with different culture are marginalized.

Maria, Italia

mariagranatiero — 2016-09-15 14:24:25 UTC

in my school there is a space for culture, but with a little imagination, if we move the desks the classroom is transformed into unique intercultural space.

Gianni Stival

gianni_stival — 2016-09-15 14:36:08 UTC

I am italian, mine is a catholic country and reflect the integration model. The school too reflect the same model.

Marcella, Italy

marfu7 — 2016-09-15 14:46:50 UTC

Not all schools in my town have common areas that can encourage interaction and socialization of students, so the first model is not often predominant. The second model and the third (humanistic partecipative mode) are certainly the most used. Anyway, beyond the spaces , the commitment of the teachers in the classroom is almost always great in facilitating the learning processes

Vali,Romania

2016-09-15 14:53:32 UTC

My school can promote a model of co-existence. We don't have emigrants from other religion, but we have students from other religions. Our educational system respects their traditional days, they can spend their special celebrations wih yheir families. If catholics have Easter in another time than orthodox, they have their special holiday. Turkish, Greeks,Macedonians, Rushians, Hungarian,Rromas, and so on, have the possibilities to be assessed in their native language at the exams.The cultural activities include dances, songs, ethnic folkore that integrate their values. That way we can learn about one from eachother. About the traditional meal or food...we all know that sharing is delicious. In my county, Tulcea, in the S-E of Romania, there is a multicultural co-existing that is well known for the harmony we all live in here. We didn't face yet with the problems with the migrants flood that began to be a human integration problem in Western Europe. But in Romania there are international schools where students from different cultures study together. In the universities, there are courses taught in a lot of languages. I think that the system is prepared. Managing the Romanian traditional families' beliefs and approaching would a problem to solve considering every situation.

viki doga, greece

2016-09-15 15:15:08 UTC

we promote at school interaction between differnt teams.

Valentina, Italy

valentinabertazzoli77 — 2016-09-15 16:30:43 UTC

Italy is a catholic country and the second model is predominant. But in each school there are many foreign students and every day foreign and italian pupils learn, talk, grow and live together. School is a commun espace and i believe that in future we'll have the third model. Now in Italy we speak about inclusion, not integration.

Vasilica Gazdac, Romania

vasilicagazdac — 2016-09-15 16:31:04 UTC

In my school in the process of immigration and the return and rehabilitation in Romanian society is an adaptation easier or more difficult for most children of immigrants . Different confession of our students is a continuous process of diversification and acceptance and celebration of religious holidays but also common as the person accepting each other's different yet so similar to us.

Spiridoula, Greece

silioga — 2016-09-15 16:35:56 UTC

I think the model of integration is the most present in greek classrooms.

Angela P. ,Italy

2016-09-15 17:33:56 UTC

In my school we have just a few migrants so we don't have a process of integration but we pay most attention for student swith special needs and disabilities.

Luigi Alterani, Italy

miaaba — 2016-09-15 18:04:02 UTC

In my school the focus is mainly on disabled and foreign students inclusion.

Ioanna/Greece

ioannini — 2016-09-15 18:17:49 UTC

In our school it is the co-existence model that is prevalent in everyday life. But also the integration model is present in other schools.

Antonietta, Italy

2016-09-15 18:59:28 UTC

Here in Italy schools mainly promote intercultural education focusing on integration. Both public spaces and classrooms promote a school project based on tolerance and respect in order to integrate all the elements of diversity .

Katerina Boukorou, Greece

kabouk — 2016-09-15 19:17:47 UTC

The most present in Greece, or in my school, is the co - existence model. As the student are 15-18 years old, they usually attend lessons for many years in the Greece schools. We are trying to have classes with all cultural characteristics and the students are working together, no matter if they are natives or foreigners. We thing that interaction is the best way of co-existence. That’s how we try to learn about cultures, similarities and differences between nations, in order to integrate all the elements of diversity.

Annalisa-Italy

isaese77 — 2016-09-15 20:08:57 UTC

Classroom are organized promoving a participatory system, but there isn't a public space for debate on different cultural norms.

Oriana, Italy

2016-09-15 21:04:31 UTC

I agree with my Italian colleagues: Italy is - as a whole culture and society - in the second model: school and society ask to foreign communities to accept their indisputable rules and to fit in the model of good Italian student or citizen. But Italy is not France, so we Italians don't believe in any Truth or Reason and are the first to break the rules or to make exceptions, in case of school's teachers....

Melina Kiziridou, Greece.

mskizi14 — 2016-09-15 21:12:07 UTC

I agree with my greek colleagues that the
model which is most present is that of of co-existence. Of course, as time passes and foreign students grow up in our educational environment, they usually get used and assimilate to our cultural norms in school and in classroom.

Tanja, Germany

2016-09-16 06:55:20 UTC

In my school there are kids from various countries. In English class in form 8 we talk about migrant workers and people with various cultural backgrounds. This encourages students to talk about their families' experience concerning migration.

Georgina ,Greece

2016-09-16 08:04:49 UTC

In my country, unfortunately, students from other countries force to adjust to greek society .Due to the fact that educational system leave in margin the needs of those pupils. From my point of view the school is a small society , and all should be a part of it .

M.Elena

andrelena — 2016-09-16 09:00:11 UTC

I think that in Italy the co-existence model is predominant.
I live in a small region and the number of strangers is very small but last year I worked in a school where Teachers tried to adopt an integration model to join all the elements of diversity.

Angela, Italy

valenteangela73 — 2016-09-16 09:29:25 UTC

The models created by Professor Aminian are very interesting and they need further study. They simplify the argument but at the same time they offer much elements for thought . Eg. the concept of " TRUTH " expressed in the second example .
The building of the NEW MODEL , which is the result of a mix between those proposed is an interesting challenge and stimulated . Unfortunately here we must deal with several issues : the first concerns the schools , common public spaces , so neglected and often inefficient ...

Ozan , Turkey

oznozn_08 — 2016-09-16 10:32:03 UTC

In my country the "integration" model is mostly used both in the society and the school. There are some "truths" that should be learned and applied by each person in society. This doesn't need much consciousness about the others. This can be sometimes anti-democratic. For instance, pupils are to learn some morals with the hidden curriculum prepared by the ministery of education. There are certain cultural norms at school. One of them is the superiority of islam among the other beliefs. If 1 student out of 10 is not muslim but the rest are, then s/he needs to learn and behave accordingly; However in the classroom with English lesson, although we do not have anybody non-muslim, the pupils learn different morals and folklore with the language itself. It makes the model more like co-existance like. By this way, they may use the public space not only for themselves but for the others as well.

Dimitra Arampatzi, Belgium

2016-09-16 13:07:38 UTC

For many years I have worked in schools in Greece, where I think the model of co-existence is predominant, although somenoe can see signs of the integration model. All students are expected to adopt the same values and ways of behavior.
In the school where I work for the last three years (European School of Brussels) it is within the school's main aims to develop students' intercultural competences, such as respect, tolerance, appreciation of diversity, dialogue, collaboration and communication, which lead us to the Humanistic Participative model.

Chiara - Italy

chiara_silva12 — 2016-09-16 14:24:01 UTC

I think it is hard to define a definitive model of interculturality suitable for every country. I think that interaction is the key to properly manage interculturality but everyone from locals to migrants should respect, accept and negotiate, in order to enrich society together. It is important not to deprive society from its original features but also not to ban what other cultures may bring. As a matter of fact, laws and rules should have been written for the common good, so they should allow and guarantee a better coexistence of different cultures, faiths and values.

Eleonora, Italy

eleonora_mauriello19 — 2016-09-16 14:41:29 UTC

I think the model of integration is the one that best represents my country.
As for my school, there is not just one model, as each class is different; despite that, I think it is mainly characterized by a participative model (or. at least, we as teachers try to establish this model). Thanks to interaction, negotiation, multiple perspectives are possible (and conflicts, but that's positive, too).

Emanuela, ITALY

2016-09-16 15:03:00 UTC

I think that the way school spaces are organized influences the relationships between teachers and students. It is important to create the conditions to share models and ideas in an intercultural perspective.

Mirko

m_vignoli3 — 2016-09-16 15:53:52 UTC

Simona, Italy

simona_depaola — 2016-09-16 16:42:47 UTC

Integration model is very used in Italian schools. The key word is awareness for differences and inclusion for everyone.

Natalja, Lithuania

2016-09-16 16:52:10 UTC

In our country are some types of shchools: national and foreighn, when communities can study in their languages, but more and more people wonna study our national language in our national schools, it very difficult for them, but teachers understand their problems and help them more in extra lessons.

Teresa, Italy

teresa_mariano11 — 2016-09-16 16:59:24 UTC

In Italian schools, the integration model is the most predominant !

Laura Mongiò, Torino

2016-09-16 17:03:25 UTC

In Italy, the most dominant is the integration model also with special needs children.

MARIA, ITALY

mariagallo66 — 2016-09-16 17:44:52 UTC

At my school, the issue of interculturalism and muticulturalità find much space, it is adequately addressed by the Erasmus Plus project, the intercultural project. But I think you have to prepare more and more adequate resources and programs to achieve the goal of a civilized and peaceful coexistence between different cultures.

Chara Liakou, Greece

charaliakou — 2016-09-16 18:12:54 UTC

In Greece the intergration model is dominant in school and in our society, as well. Students from other cultures have less opportunities to learn their native language (only in afternoon classes, organised privately or in bilingual schools) or even interact in the class about their own culture.

Stamatia Stamati, Ioannina-Greece

stamatiast — 2016-09-16 19:02:48 UTC

The intergration model.

Triantafyllia/Greece

sivakatr — 2016-09-16 19:32:51 UTC

I think the integration model is dominant in my country

Helen, Italy

helmar62 — 2016-09-16 19:55:33 UTC

I think that in the south of Italy the method of integration is overwhelmingly the most widespread. Individuals from different cultures tend to be respected and well-liked within classes but are somehow tacitally expected to conform to Italian norms. Students want to know about their peers, where they come from and why they do this or that in their home lives (clothes, food, religion etc.) but classrooms all still have a crucifix on the wall above the teacher's desk and 99 % of the students take the optional Catholic religious education course. Although there is legal provision for students who do not choose to take the course, in practice they either spend those hours in another classroom or join the religious education class just to stay with their mates.

Francesco, Italy

2016-09-16 20:04:09 UTC

In Italy the dominant model is integration one and the school reflects this society model; we try to make known to pupils about other cultures, different traditions, through food, music, art and customs. It would be nice, however, to integrate the model of co-existence in workshop activities that strengthen the methodology of cooperative learning. Maybe it is desirable the third model.

Kristina - Vienna

k_gugerbauer — 2016-09-16 21:00:34 UTC

I think in Austria it depends on the culture. Some cultures are allowed to co-exist, but some others, which are seen as very different, are more expected to integrate or assimilate.

Anna-Maria Panagiotidou

ann_apana — 2016-09-16 21:21:56 UTC

In Greece the model is the integration one: Values and ethics, religion and community rules are pre-given. Who ever enters is expected to follow these and integrate. But I also see that due to a non-compact system (public space is there with the universal truth but is not controlled and fixed tightly (be it of bad organization, clumsy structures, continues changes of the fixed)), there is the “accidental” space for a kind of the 3rd model out there in the meaning of that A’ and A’’ can be born out of the original As.

Maria,Italy

maria_sorvillo_rosaria — 2016-09-16 21:31:31 UTC

In my school there are many children from different countries. It works a lot for their integrationThe learning takes place in a context collaborative and social. The process of acquiring skills, it should alternative the "reflect" with moments of "doping".

Luisa Menza, Italy

menzaluisa — 2016-09-16 21:32:19 UTC

in my opinion the most important aspect to teach is "respect", which means that both working in the same space with different people and having different habits and culture help developing tolerance and availability.

Giovanna, Italy

2016-09-16 22:11:05 UTC

The integration model is the most present in Italy and perheps at school. Even though students can culturally express themselves in a common school space, they tend to assimilate to the dominant culture. In my opinion we should go in the direction of the participatory model, but we can do it only if there will be teachers with a migration background, foreign students who teach to others instead of being the ones who learn from others, parents who interact with other parents and the school in an active way.

2016-09-16 22:16:42 UTC

In Italian schools the fundamental model is integration. The main goal is the integration or assimilation of every form of culture in our well-defined model. E.g., we teach catholic religion in every grade. If a student isn't catholic, he has to request to be exempted. He (or his parents) has (have) to write down a form.
There are spaces of debate and communication in some classrooms. It depends on specific teachers' beliefs and attitudes. But the general model is definitely integration.

Patrizia V., Italy

vinci_patrizia — 2016-09-16 22:37:32 UTC

Integration is the typical model/practice in the schools. I paid particular attention to the third model presented as it is a mix of yhe previous two because it provides the practice of common motivations that can gather the attention and the participation of everyone despite of his/her personal culture, traditions and habits.

Isabella, Italy

issabella1 — 2016-09-17 05:03:10 UTC

The integration model is used in Italy in our schools and society.

Svetlana Gornostaeva (Estona)

2016-09-17 05:31:23 UTC

In my school I also use inegration model.

Monica , Roman

2016-09-17 07:37:07 UTC

I think in my school the three models are used , depend of the situation .

sonia_galderisi — 2016-09-17 07:53:30 UTC

Maria V, Greece

mbasilopoulou — 2016-09-17 08:05:04 UTC

In my country, Greece, the integration model is prevalent and the same applies in our schools too. Behaviours are justified due to cultural diversity and the rights of the individuals are respected and eventually the social entities are assimilated.

Domenico Gaeta, Italy

domenico_gaeta — 2016-09-17 08:41:45 UTC

193 different nationalities are represented among the pupils in Italy’s state schools. 9% of school pupils in Italy (802,844) come from a migrant background. From survey we made for our Comenius Project 2012-14 - Let Me Know You: United in Diversity there are students coming from 30 different nationalities in my school. The Italian school system has chosen the path of integration, aspiring to an intercultural pedagogical approach and most of the teachers in my employ certain relational-communicative skills such as respect, recognition of the other person’s diversity , empathy, patience, the ability to mediate – to manage conflict, and flexibility

Xanthi, Greece

xalbanaki — 2016-09-17 09:57:33 UTC

In Greece we have significant demographic changes that have taken place in the country

during the last three decades. The integration model is the most common in our schools.

Olga Martins - Portugal

olgacarvalhomartins — 2016-09-17 10:29:41 UTC

All the models presented are really very interesting. I think that the most used in all schools I worked the "Model of Integration" is the most used: integration at school and in the society.

Maria, Greece

mmagga — 2016-09-17 11:18:07 UTC

In Greek schools, I believe we are following the second intercultural system. Among the school's aims is to integrate individuals to the education system and finally to assimilate them.

Krystyna Pasek-Corsar, UK

krysiapasek — 2016-09-17 11:56:43 UTC

Definitely all three models are used in my classroom

Sonia Galderisi, Italy

sonia_galderisi — 2016-09-17 12:18:26 UTC

In my school there are a large number of students come from Morocco and China. They stay in the classroom together with their classmates that, often, help them in the various subjects studied at school. I teach in a Secondary School and the Ministerial Programmes include also the study o of English Culture. Therefore I, regularly rotate, speaking about the various aspects of different cultures. My students are very interested and curious about the cultural diversity, so they, unconsciously, help their stranger mates to learn better and soon. But, once or twice a week these students go to a different classroom with a Cultural Linguistic Mediator who teach them the elementary grammatical functions to speed up the language learning of the host country.

Inna, Ukraine

innalevchenk79 — 2016-09-17 13:14:04 UTC

I think the model of integration and Co-existence are about our country.

Giulio, Italy

giulio_picciolini1 — 2016-09-17 13:23:27 UTC

Surely the intercultural model most used in Italian schools, as mentioned by other colleagues, is the integration model. This is because Italy is a country of deeply rooted Catholic traditions. It is not a satisfactory model, in my opinion. Because it gives the illusion of believing that identities are something fixed and immutable. As is the third model Aminian (Humanistic Participatory Model) explains well, the identity is something dynamic. It remains itself, but evolves. And well does Ahmad Aminian to define new identity as A1, B1, C1, and so on.

Patrizia, Italy

2016-09-17 14:19:16 UTC

In my school all teachers seek to promote integration between different cultures, but this can be a daunting task with adults. Adult students are very attached to their own culture and in classroom they often prefer to stay with their countrymen. I think that in Italy there is still much work to be done to create a meeting place between different cultures. School must be proactive in this: teachers need to reflect on how to evolve from simple co-existence to real integration.

Irini, Greece

pougounia — 2016-09-17 14:24:47 UTC

Students from other countries attend the same class with their fellow mates. There is no provision for out-curriculum classes for those people who wish to learn our language in depth.

Carmela P. Italy

perri_carmela — 2016-09-17 15:11:22 UTC

I belive that in my school there is a partecipation model. Not always in Italy it is diffused the integration model. A model can't limit a real integration

Elisabetta C., Vicenza, Italy

welcomenew — 2016-09-17 15:35:07 UTC

Students often live school in a sort of coexistence model. Our esperiences are trying to create a participative model.

Ispir Iuliana-Florentina, Romania

ispiriuliana — 2016-09-17 15:36:00 UTC

In my school there coexistence model.

Rosalia

2016-09-17 15:56:41 UTC

In mu School

Rosalia

2016-09-17 15:57:58 UTC

In my school

Ge, Italy

ma_la1976_gm — 2016-09-17 16:15:09 UTC

in my country is most present the integration model. But I think that often in our classes we cann't manage the variety of the cultural differences .. we expect that pupils assimilate quickly our cultural norms..
I don't think there is a pubblic space in Italy today where people can co-create cultural meanings but there are small and individual situations (comunities and schools) who are trying to go in another direction, searching more dialogue and cultural contamination.

Maria Filippa - Italy

2016-09-17 17:19:25 UTC

Very interesting videos. In my country even if the integration model is the dominat one I think is not really satisfactory it should be integrated by a more dymanic view.

Clara, Portugal

claraabegao — 2016-09-17 17:47:05 UTC

In my country, the overwhelming majority of schools lives the Humanistic - Participative model.
The main objectives of Portuguese schools are education, social action, culture, health and sports, adapting (when possible) their goals to the population needs, combating forms of social exclusion.

Sónia Rocha, Porto, Portugal

soniacmr18 — 2016-09-17 17:53:33 UTC

In Portugal is used the Humanistic Participative model in most schools. However I will checking that is not yet ready for true interculturalism. Textbooks make references to a specific religion (Christianity) and who is not this religion or use the material or not there is another possibility. There is, however, a strong desire to integrate all there. In my opinion we are on track but we still have a long way to go.

Lino Milita, Italy

lino_milita — 2016-09-17 19:48:55 UTC

In Italy there is a different application of the models according to the different types and levels of school. The primary school has a more advanced pedagogical tradition than to secondary school. The technical and vocational schools have a multicultural approach more elaborate than in other high schools and study skills with a few hours of laboratory work. If teamwork is applied in an open class, then you can create play spaces for the application of participatory models.

Cristina G.,Romania

2016-09-17 20:15:26 UTC

I think the model present in my school is one based on the coexistence.

In my school each class debate about cultural norms ( they have a common public space).

In my point of view, the third model Humanistic Participative is the perfect choice for an intercultural school.

Daniela, Italy

2016-09-17 20:25:53 UTC

These are theories I can understand and maybe start from...but, how much could be more interesting if the teachers could start from some questions to the students such as: As you demonstrate your respect for people older thank you? Because, I am sure not everybody knows which are the specific characteristic of the cultures, and we make mistakes also because of our "ignorance".

Alexandra, Greece

alecakarkatsa — 2016-09-17 20:38:04 UTC

Based on my experience in schhols in my country, I think co-existence is the dominating model. This means, of course, that groups may interact and relate in common space and time, but afterwards they limit themselves to the environment they come from.
On the other hand, there have been cases where certain individuals have widened their horizons and have permitted other entities to enter their private space thus exchanging views and stands.

Rania, Greece

raniasarri68 — 2016-09-17 20:47:31 UTC

I wonder how clear-cut these models can be considering that sociopolitical circumstances are flexible and carry a significant impact. I find points from the first and the second model that might characterize the Greek stuation - which can be more simply described as implicit assimilation.

ma

2016-09-17 20:59:10 UTC

2016-09-17 20:59:13 UTC

Maria Cristiana Cagliari Italia

2016-09-17 20:59:13 UTC

In my school I think the modell of integration is most present. For the future I hope the pupils will learn to assimilate cultural norms, tradition, build together dialogue, meditation and in my classroom and in all country.

Danuta, Pl

2016-09-17 21:30:22 UTC

Model of Integration seems to be popular in my country but as a teacher I prefer focusing on project of partners.

MIHAELA POPESCU

2016-09-17 22:34:21 UTC

I believe that the humanistic-participative model is highly promoted in my school, as students are made to work together in different PBL activities, having a real world connected outcome and promoting close collaboration, empathy, debate, and creativity. Of course, this model was implemented in tha last years and the process is quiet slow, but the results are clear to be seen; this is the reason I kindly reccomend this model to all teachers around Europe for its clear benefits.

Maria Grazia, Italy

giambigia — 2016-09-17 22:34:48 UTC

I think that project “The Cultural Center Omar Khayam” is very good for children and adults. In my schools we have a good process of integration for students with special needs and disabilities.

Glykeria

glyki_g — 2016-09-17 23:43:17 UTC

I think the model of co-existence and mostly the integration one are predominant. All students are offered equal and the same education and are expected to adopt the same values and ways of behavior.

Claudia, Bergamo Italia

caristotile — 2016-09-18 05:37:15 UTC

I started working at my school only since September, too little time to say what is exactly right for the cultural integration system proposed . But I can say that in my ten years of teaching in the area where I live , I generally adopted system is the second we have vito in the videos and I could summarize so
ì : truth exists , is our school system , so we need to adapt. I believe that this happens because the school context in which I work , the secondary school level , is still given too little importance to the social and civic competences , as long as possible to invest in cultural training specification. My goal as a teacher specializing in inclusive education will be to mediate between the colleagues of our multicultural classes so that they foster the relationship between the various communities to foster co - cultural construction in the classroom setting.

Sabrina, Italy

2016-09-18 08:19:54 UTC

It was very interesting to listen to Professor Ahmad Aminian. That made me reflect on how society and school behave when it comes to integration. I think in my country it works in two different ways. Schools have the advantage of teaching a way of living to young students, so that they can get used to a proper, useful and peaceful pattern. When they are out of school, it will be automatic for them to have interactions aiming at the success not only of their social space, but also of the public space.

Mariangela Men

profmenghini — 2016-09-18 08:59:37 UTC

Model 1, coexistence is often also about the fact that every ethnical group remains closed in itself outside the public space. They don't comunicate too much in private life. Isn't it?

Ljiljana LD, Croatia

LjiljanaLD — 2016-09-18 09:16:56 UTC

In my school we have a lot of workshops how to work with students with special needs and dissabilities and also we often talk how to help teachers and students on integration and understanding the differencies.

Maja, Croatia

maja_kutnjak — 2016-09-18 09:59:54 UTC

Unfortunately, in my school still dominates Model 1 and 2. But, I think that this is a consequence of high level of prejudice toward Roma people in Croatian society, especially in small, rural communities like one where my school is placed. That`s why I think it is important to ntice two things: 1. schools can not be observed and valuated apart from local community context and no matter how we tried, schools will always be the reflection of society. But that leads us to the second point: school have enormous power to become the wheel of changes by changing itself and becoming the center of local community.

Helen, Ireland

helen_p_english — 2016-09-18 10:56:59 UTC

Ireland is becoming steadily more culturally diverse. Our schools obviously reflect this diversity. Most prominent are models 1 + 2.
We need to focus more on developing intercultural competence in teachers first.

Valeria, Italy

vally_benatti — 2016-09-18 11:27:07 UTC

I believe that the situation is progressively changing in Italy, and our students are experiencing a different system from the one we were used to. Hopefully, it will be a better one!
What I mean is that nowadays class tends to be more mixed up and pupils have the opportunity to make friends with people coming from all over the world and to get in contact with different cultures directly. At the moment, the School system maybe still tends to put forward an INTERCULTURAL model in which assimilation is required. Nevertheless, courses like this one and the other experiences we are sharing show that something is moving, and we would like to develop a model of partnership where students can build together an enriched public space.

Cristina, Romania

voicuelena18 — 2016-09-18 12:35:18 UTC

In our country we have second model - integration, but sometimes we don't see a real integration of Roma children, special need children. I think all three models can be applied in the classroom, but it is important to know the background of each person/student, their culture, values. Personally, I will vote for Humanistic Participative model.

Chiara Carbonari, Italy. I think that in my country the model of integration is predominant, due to the catholic culture. Students have to integrate into the system: they have to study Italian literature, history, arts and they have to learn Italian language in order to communicate.

chiara_carbonari — 2016-09-18 12:36:08 UTC

Caterina Musmeci, Italy

kmusmeci — 2016-09-18 12:36:32 UTC

My schools (two this scholastic year) are in Catania that is a city with a strong process of immigration. In my classroom are pupils immigrant, second or third generation. In my opinion the model most present is "Co-existence": the "Integration" model only partially, the "Humanist Partecipative" is still very far. For example these pupils speak and understand the dialect very well (better Italian language sometimes), play, participating in school activities (curriculars and extracurriculars), have assimilated cultural norms, however there is no a depth and (but above all) a mutual knowledge with other pupils. There is still a long way to go!

Silvia Giani,Italy

silvia_giani — 2016-09-18 12:46:52 UTC

I think that schools in Italy are slowly going to reach an integration model of education but they also need to do so many other steps towards this complete goal.
For example my school represents a modern model of integration because there are so many foreign students and immigrants belonging to different cultures in every class that always cooperate,also because we are used to organise so many activities and meetings on this topic in order to develop it completely.

Alessandra Pavese, Italy

2016-09-18 13:02:35 UTC

In my school (Liceo) only during last years we experienced a growth of students from foreign countries.
The model is a "tentative" model of integration but the goal is to reach as soon as possible a participative model

Maria Anna Casori

goli291174 — 2016-09-18 13:51:21 UTC

In Italy the most present interculturality model is the Integratipn one. This model is based around individuals and it brings to assimilation.

Daniela Millini, Italy

2016-09-18 13:59:09 UTC

The first thing I thought while I was watching the video was, "I have to dhare these with my Erasmus+ partners ( we are working on integration and inclusion) and, above all, with my colleagues at school. Watching the videos I realised we are almost utterly unaware of what kind of model we apply in our schools, or - even more important - why we are applying it. Integration is certainly the most diffused option/model, and it definitely aims at "assimilation" rather then anything else. "Mediation " is often limited to a few external experts, coming to school for 5/10 hours and then dissapearing. It's true we do some activities focusing on 'food', festivals, tales...But we completely disregard important elements such as language as a whole, religion, important values related to social relationships.

Rossella, Italy

RossellaR — 2016-09-18 14:08:01 UTC

In my school we have not tested with this reality because there are no foreign students. I wonder : will we be able to make integration? My answer is no. We are ready and we are not prepared culturally .
Interculture is not improvised , it is a path that must be built in small steps and together.

Nancy Papachristou, Greece

nancy_papa — 2016-09-18 14:16:20 UTC

One of the main objectives of our school curriculum in Greece is to integrate students who came from other countries to our educational system. This aim however is not easy always to achieve. So I I think that the most prominent are the models of co-existence and integration.

Rossella Francesconi,Italy

francesconi_ros — 2016-09-18 14:32:22 UTC

In the italian school there is an efficient model about integration of different culture. In my school there is a protocol about immigration where there are actions to do when a migrant pupil arrives. The first step is to teach Italian as second language to facilitate the communication inside the classroom , then we must have an intercultural teaching to add value diversity.

Elena FP, Italy

2016-09-18 15:04:09 UTC

As many other Italian colleagues pointed out, the main model in my country is integration. We have many students from foreign countries in my school, and we have programs to teach them Italian language and later, help them develop their learning skills in our language with subject-based workshops. Intercultural activities are carried out regularly as part of projects. But I believe that we should aim at a "Humanistic Participative" model, getting kids to learn from each other's cultures as they collaborate.

Augusto, italy

augusto_tedesco — 2016-09-18 15:27:25 UTC

The school where I teach this year presents a large number of students coming from abroad, in particular Northern Africa and Eastern Europe. The African ones are quite often not integrated in the classroom and their attitude is generally to stay in small groups; moreover they tend not to respect the school rules and seem not to consider their teachers or they Italian mates much. On the opposite, the ones from Eastern Europe (mostly from Poland and Ukraine) feel to be part of the classroom, trying to interact freely and always giving their precious contribution to build an intercultural model classroom. In my classes I often make comparisons between Italian culture and theirs, so I can elicit from them answers about their countries’ traditions. This is clearly a great opportunity to promote the awareness of cultural diversity as a value to appreciate and preserve, especially in our contemporary society, where too many people refuse and fight against who and what is different, basically because they are afraid of them. �

Elke, Germany

2016-09-18 15:41:44 UTC

As most others I became aware that in our school-system models 1 and 2 prevail. I strongly agree with Helen from Ireland that we need to focus more on developing intercultural competence in teachers first. This, however, requires a systemic approach involving all stakeholders in education.

Jaime Martins Portugal

joncmartins — 2016-09-18 15:47:57 UTC

The integration of a different culture in the Portuguese school is to teach the Portuguese Language as a second language to facilitate the communication inside the classroom. In our school there are procedures about immigration more according to a model of integration where there are actions to do when a migrant pupil arrives in school and in the classroom. There is an intercultural teaching to add value diversity.

Evi Karella - Greece

spevispevi — 2016-09-18 17:10:05 UTC

The main model in my country, in my opinion is integration. We try to develop a cultural flexibility in students, to cultivate the ability to interact equally with children of different cultural and social background, to create the sense of belonging to all.

Annamaria, Italy

2016-09-18 17:29:49 UTC

In order to overcome cultural differences teachers and stakeholders have to work on general truth.
What could be a general truth? respect (
In a class "respect" is to listen and try to understand the teacher and the schoolmates.
Integration is based on trust and respect.
It is difficult to realize but in my school it works... most of the times... well it's a starting point

Georgia Konstantia Karagianni, Greece

jimfayo806 — 2016-09-18 17:30:56 UTC

The dominant model in my country is definitely that of integration, where students from other countries are called to assimilate to the existing cultural norms. Of course, this does not necessarily mean that their own cultures are not respected or that the individuals are not allowed to retain their beliefs and ideas. It's time we moved on to the Humanistic Participative model where solidarity is the prevalent notion. Individuals are respected for what they are as human beings and are welcome to participate equally sharing ideas and feelings.

Ourania, Greece

raniaropi — 2016-09-18 18:14:52 UTC

The main model in formal education is the model of integration. When we talk about non formal education then there are programmes which promote the co-existence.

Aurelia, Italy

2016-09-18 18:52:01 UTC

In Italian schools, the integration model is very used. Inmy school, there isn't just one model, because each class is different. Our students and migrant students are friends. Infact, foreign students are well integrated.

Zenaida, Romania

zenaida_ieremie — 2016-09-18 19:20:38 UTC

In our schools, the integration model is the most common. But I believe that the third model, the humanistic participative model should more used as it is more suitable for schools where cultural diversity can be found.

Giulia Italy

giulia_bernieri — 2016-09-18 19:38:28 UTC

Italian school is famous for integration. Our students live in classroom with students from other countries or with some disability. There isn't a pubblic space where they can debate everyday, but they can do it everywhere in classroom or in the hall. I think that our schools need more open spaces where students can debate an meet each other

Maria Cristina, Italy

2016-09-18 19:44:27 UTC

I think that, in Italy, the choice of a model is up to teachers and it depends on different variables that can interact in schools. Integration is the most used model, but other features can be found.

Marialena Christodoulidou, Cyprus

marialenachrist — 2016-09-18 19:52:23 UTC

In Cyprus schools follow the same modes as in Greece. So integration model is the one we use in Cyprus > I agree with colleagues from Greece that we need to move to the humanistic participating model where students will be more respected and feel equal .

Daniela, Ital

gea68_dp — 2016-09-18 19:58:29 UTC

In my experience, the most common model is integration model. The way of interacting of strangers students are different. Sometimes there are classrooms in wich I find great armony and italian students and strangers one are friends. In other classrooms there isn't friendship and the different groups live separately, not necessarily in conflict, but there is a great indifference.

Ester, Italy.

2016-09-18 20:03:28 UTC

I wasn't able to understand all the details of the 3 models (a translation in English could be very helpful), but I think the frst and second are more common. The third model is surely more interesting but of course implies the active participation of all parts. In

Lina Mosca Italy

2016-09-18 20:24:12 UTC

En Italie en essaie de s’intégrer à l’interieur des espaces publiques mais aussi dans le privé surtout s’il agit des petit qui vivent avec des amis qui ont le meme age donc ils veulent apprendre le meme règles et les utiliser dans le privé aussi.

Donc je crois qu’il y a un système d’intégration et de coésistence entre plusieurs cultures.

Surement le troisième système c’est le plus interessant et il permettrera à plusières cultures de vivre ensemble

Angela Ventimiglia Italy

martaegiov — 2016-09-18 20:38:27 UTC

The most widely used model in my school situation is that of integration. But large space is given to emotional aspects and communication of experiences

Apostolia Maladaki

amalad73 — 2016-09-18 20:51:25 UTC

In Greece we tend to use the integration model. Students from other countries don’t have many opportunities to learn their native language. The system gives them some time to adjust themselves in the main educational curriculum.

Athina Ginoudi

2016-09-18 21:14:03 UTC

Although we try to organize many activities for students in the direction of co-existence, the dominant model in our school is the one of integration with some characteristics of the mixed model.

Gülşen Korucu,Turkey

gulsenkorucu — 2016-09-18 21:23:45 UTC

In our school, when a student from another country begins studying , he/she is integrated in any class .We can't face any matters because people are so tolerant ansd respectful also we present our rules to them in a kind way and slowly.So we have a great interaction with them

calcedonio fabio, Italy

2016-09-18 21:37:21 UTC

In my country integration is the model most accepted. Every culture is kept in great consideration, but in classroom everyone must accept common rules to live well together. Everyone, italian or not, whatever his/her social background be, must accept common rules. This helps everyone to come out from his hidden world to discover the other. Integration is also to find an exit way from a small backyard we believe to be the world

Maria Antonietta, Italy

2016-09-18 21:40:55 UTC

Maybe in my country all the three models exist. But I don't know which one is the most accepted. I suppose the third one is the most functional. We teachers have to lean towards the humanistic participative model; it helps dialogue and mediation.

Ana Nojkovska

spasovska_ana — 2016-09-18 21:59:12 UTC

In my school and my country in general, we have been intensively working on integration in education. Eventhough we as teachers have organized many activities using different approaches, this one is the most dominant. Also the government has financed a vast number of national projects which have been successful to a certain level. According to me, the third method seems the most interesting.

Songül Kurt/Turkey

songulkurt_80 — 2016-09-18 23:18:36 UTC

my school atmosphere is an open and understanding environment towards both our students, and their parents also among them to all. They have a nice interaction among themselves; We aim toto develop students' intercultural competences, such as respect, tolerance, appreciation of diversity, dialogue, collaboration and communication, which lead us to the Humanistic Participative model.

Graziana, Italy

beinatgraziana — 2016-09-19 08:25:16 UTC

I think that in my country the second model is applied. At school, boys and girls with different cultural backgrounds are appreciated and respected, and teachers try hard to establish a dialogue with their parents to understand their needs. Of course pupils must abide by common rules to live with others well.

Miriam,Italy

aleemattia — 2016-09-19 10:08:35 UTC

In my school and in my class has used the integration model,teachers try to understand and know the different background to engage in constructive dialogue,but at the same time the student should learn to know and respect te rules of the school and companies in which they are

Zuzanna, Poland

2016-09-19 11:56:52 UTC

As far as the Co-Existance Model is concerned, of course a classroom would be a place where students co-exist. Also, in my school there are so called: common areas, where students group during recess time to talk and play together. This is where a lot of inter-cultural interaction goes on. In class, I try to integrate my students by teaching them respect and creating interest in them about the world outside the city and country they know. In my country, both these models merge and try to be implemented. There is a lot more tolerance towards different cultures than in the past years. A lot of young Poles travel these days and they help to create tolerant and aculturally aware society.

Nils / Germany

2016-09-19 12:26:50 UTC

Unfortunately my French is very poor but as far as I understand in our school the model of Co-existence is most present. We do not have many migrants and there is no special approach to deal with them.

Kelly, Rome (Italy)

KellyVivi — 2016-09-19 12:49:41 UTC

I've worked in different schools and I can say that each of them is a small "reality". In a school located in a complicated neighborhood it is present the multicultural system; they coexist without interacting each other. In this context I've tried to work towards dialogue and make them understand and accept their school mates, but I have to say that I failed. I haven't got the help of my colleagues and the headmaster "doesn't exist". Indeed, as far as the norms we (all teachers) tried to make them understand the importance of rules, not only in school context but in general in life. Unfortunately we can't count neither on their families or headmaster, so we tried to do our best and we realize that we are not prepared to deal with these situations. We have to learn it!

Silvia, Italy

2016-09-19 13:10:45 UTC

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.

Cinzia

2016-09-19 15:11:51 UTC

I think that in our schools the integration model is the most common. It would be better if we use also the third model .

Cinzia, Italy

2016-09-19 15:17:31 UTC

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.

Thomas Michels

2016-09-19 15:40:28 UTC

We also use the second model, but i think the third would also work.

Pietra, Italy

pietra_sellaro — 2016-09-19 16:43:31 UTC

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.

Patrizia, Italy

2016-09-19 16:46:13 UTC

In my school we promote the integration model. Our commitment is to seek constructive dialogue and we value different cultures.

2016-09-19 17:16:00 UTC

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.

2016-09-19 17:16:00 UTC

Rosalba, Italy

katia - italy

il_cerchiomagico — 2016-09-19 17:17:47 UTC

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.

Maria Panou/ Kalymnos Greece

maria_themelis — 2016-09-19 17:24:07 UTC

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.

Gabriella T. - Italy

gabrita2003 — 2016-09-19 17:44:39 UTC

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.

Nickolas K.,Greece

nkostis2001 — 2016-09-19 17:49:06 UTC

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.

Jasna Šojer/Croatia

jasna_sojer — 2016-09-19 18:45:54 UTC

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.

Irene Confalone-Italy

confalone — 2016-09-19 19:41:26 UTC

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.

Giovanna Wiplinger Croce

giovywip — 2016-09-19 20:02:05 UTC

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.

Elena, Italy

elena_mutti — 2016-09-19 20:11:59 UTC

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

Kiky, Italy

kika_pippo — 2016-09-19 20:24:00 UTC

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")

Evangelia Triantafyllou, Greece

evatria — 2016-09-19 20:26:54 UTC

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.

Melahrini(Chalkidiki)Greece

mpapardeli — 2016-09-19 20:42:53 UTC

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.

Nikos Greece

2016-09-19 20:44:07 UTC

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 …

Angelo, Rivoli, TO

Angelo — 2016-09-19 20:57:32 UTC

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.

Maria M., Italy

pantalaimon82 — 2016-09-19 21:19:51 UTC

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.

maria cristina baleani

2016-09-19 21:26:06 UTC

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.

Blas V., Spain

2016-09-19 22:34:59 UTC

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.

Despoina,Greece

despoina_prapa — 2016-09-20 01:54:25 UTC

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.

Katerina Regouza, Greece

2016-09-20 03:45:40 UTC

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.

Vanessa, Italy

vanessa_ridolfi — 2016-09-20 04:59:06 UTC

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.

Paola, Italy

2016-09-20 07:59:16 UTC

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.

Elena S. Italy

esperanzon — 2016-09-20 13:00:13 UTC

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.

Carmela, Italy

2016-09-20 14:38:45 UTC

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.

Geta Grigore, Romania

grigore_geta — 2016-09-20 16:11:44 UTC

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.

Rosa Giuliano - Italy

rosag73 — 2016-09-20 17:27:31 UTC

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.

NIculina, Bucharest

2016-09-20 17:42:07 UTC

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.

Antonio, Italy

ronzoni_scuola — 2016-09-20 19:25:21 UTC

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.

Jessica Bruini, Italy

bruinijessica — 2016-09-20 20:35:40 UTC

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.

Valeria Orazi, Italy

marito31813 — 2016-09-20 21:08:25 UTC

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.

Anna, Italy

materdona — 2016-09-20 21:32:03 UTC

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.

Keratso, Greece

2016-09-20 22:00:53 UTC

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.

Elisabetta, Italy

elysweet — 2016-09-21 06:39:52 UTC

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!

Wolfgang, Austria

oelzant — 2016-09-21 15:35:32 UTC

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.

Luigi, Italy

luigi_grifone1 — 2016-09-21 15:58:37 UTC

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!

Alice Cabrelle, Italy

alice_cabrelle — 2016-09-21 16:39:47 UTC

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.

Francesco Vinci, Italy

2016-09-21 20:14:55 UTC

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.

Graziella S., Italy

tempopienoseconda — 2016-09-21 20:50:40 UTC

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 .

Maria/Greece

110961mp — 2016-09-21 21:45:17 UTC

I think in my school the 1st model of co-existence is most present.

Maria Domenica Calciati

algheroapartments — 2016-09-22 10:58:27 UTC

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.

Amélia Vilarinho, Bélgica

2016-09-22 11:21:25 UTC

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.

Isabel G., Spain

2016-09-22 15:43:24 UTC

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.

Reneta Raicheva, Bulgaria

2016-09-22 16:28:06 UTC

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. :)

Aristea, Greece

afpigiaki — 2016-09-22 20:07:44 UTC

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.

Sebastiano, Italy

sebastianocuffari — 2016-09-22 21:44:52 UTC

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.

Georgia Alexouda, Greece

alexouda — 2016-09-23 16:57:35 UTC

I think the integration model is the most prevalent in my country.

Anna Bormida, Genova , Italy

annabormida — 2016-09-23 19:28:39 UTC

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.

Matteo D., Italy

2016-09-23 19:49:00 UTC

In my opinion the third model is undoubtedly the best. In my experience in the second that is dominant.

Maria A., Serres/Greece

2016-09-23 20:33:00 UTC

I think all models are useful under certain circumstances. The third one is a goal for my school.

Ivana, Italy

Ivana91 — 2016-09-24 05:25:03 UTC

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.

Unfortunately, I think in Italy there is no model.

chiarapastore91 — 2016-09-24 10:24:25 UTC

Manuel Garcia Naples, Italy

2016-09-24 12:53:22 UTC

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.

Mariella Brunazzi, Italy

mariella_brunaz — 2016-09-24 14:28:26 UTC

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.

Carmen G. Italy

carmen_garau00 — 2016-09-24 15:37:21 UTC

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.

Susan, Italy

2016-09-24 15:47:00 UTC

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.

Andrea, Italy

2016-09-24 16:50:00 UTC

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.

Francesco M. Manno, Perugia, Italy

franzmanno — 2016-09-24 17:56:47 UTC

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.

Marika, Italy

2016-09-24 19:09:14 UTC

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.

Samanta, Italy

samac1217 — 2016-09-24 20:40:23 UTC

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.

Georgia ,Greece

georgiavou46 — 2016-09-25 08:27:54 UTC

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.

Lara, Italy

laracol71 — 2016-09-25 08:50:07 UTC

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.

Gina, Hungary

gina_klomer — 2016-09-25 13:53:51 UTC

In our school the model of co-existence and the model of integration used and I think it's true for all Hungarian schools.

<i>Ioanna, Greece</i>

iefhtymiou — 2016-09-25 15:09:52 UTC

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.

Teresa, Portugal

teresatabcid7 — 2016-09-25 18:43:34 UTC

I think that in Portugal the most prevelant model is the 3rd one, the humanistic-participative one

Cláudia Rolo, Portugal

claudiarolo12 — 2016-09-26 10:39:50 UTC

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.

Paola,

ic3rodariannecchino21 — 2016-09-26 13:12:23 UTC

Paola,Italy

ic3rodariannecchino21 — 2016-09-26 13:12:30 UTC

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.

Paola,Italy

ic3rodariannecchino21 — 2016-09-26 13:12:46 UTC

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.

Ang3, Italy

2016-09-26 16:08:53 UTC

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.

Loredana, Romania

loredanamandru — 2016-09-26 18:23:08 UTC

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.

Priscilla, Italy

2016-09-26 19:02:35 UTC

Diana Stegaru, Romania

dya_constantin — 2016-09-26 19:21:47 UTC

I believe the last model presented is the most desirable and correct.
Co-existance is predominantly used in our schools.

Renata, Croatia

2016-09-26 22:21:17 UTC

I think that in our schools the integration model is the most common.

Patrizia Giorgi

patti_giorgi — 2016-09-27 16:44:04 UTC

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

Ionela Lazea, Romania

kameeliah16bis — 2016-09-28 15:00:30 UTC

The third example I think, represents the ideal model of living and working, both in countries and also in the classroom.

Clapou Crina / Romania

clapou_crina — 2016-09-28 16:40:45 UTC

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.

José Sousa

2016-09-28 17:42:21 UTC

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

Maddalena Autiero, Italy

2016-09-28 18:08:35 UTC

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

Sean, Netherlands

2016-09-28 20:19:51 UTC

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

Buddy, The Netherlands

2016-09-28 20:35:59 UTC

I haven't seen any of this models in my internships, so I find it difficult to reflect on the three models.

Silvia Palma, Portugal

sppalma — 2016-09-29 11:08:27 UTC

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.

Maria Rizza/ Sicily:

rowri — 2016-10-01 00:00:03 UTC

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

Lorella Schettino, Italy

lorella_schettino — 2016-10-01 15:48:34 UTC

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.

Maria,

dimang_mat13 — 2016-10-02 11:37:53 UTC

Maria, Italy

dimang_mat13 — 2016-10-02 11:38:13 UTC

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.

Rossella , Italy

rossy2305 — 2016-10-02 15:09:26 UTC

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.

Agapi, Greece

a_chouzouraki — 2016-10-02 20:44:27 UTC

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

Edi, Italy

2016-10-05 08:09:01 UTC

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.

lindita .aLBANII

lindita_lohja — 2016-10-05 22:09:11 UTC

lindita .ALBANIA

lindita_lohja — 2016-10-05 22:09:11 UTC

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

angela de vito, naples

2016-10-09 18:30:49 UTC

I think that the three model
coesiste each other because they interactive in accoording to children needs.

mihaela minca, Romania

coman_mihaela — 2016-11-21 19:00:59 UTC

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.

gumusesma722 — 2016-11-29 18:17:25 UTC

Our classes are organised for the native students. We havent got any special classes or public space in our school.

Daniela, Romania

danielamioarachisalita — 2017-02-21 17:27:42 UTC

I think every school would be preferable to apply the Humanistic Participatory Model