Presentation on theme: "Cultural Diversity and Intercultural Understanding within EIU/ESD"— Presentation transcript:
1 Cultural Diversity and Intercultural Understanding within EIU/ESD Reorienting Teacher Education to address Sustainability & International Understanding22-25 August 2006, Penang, MalaysiaCultural Diversity and InterculturalUnderstanding within EIU/ESD Joy de LeoPresident,UNESCO APNIEVE Australia
2 UNESCO Universal Declaration on Cultural Diversity (2001) DEFINITIONCULTURE - UNESCO Universal Declaration on Cultural Diversity defines Culture as:The spiritual, material, intellectual and emotional features of a social group, including art, literature, identity, lifestyles, ways of living together, value systems, beliefs, traditions & practicesIntercultural Understanding is enhanced by an appreciation of and respect for Cultural and Linguistic Diversity and Heritage“Respect for diversity of cultures, tolerance, dialogue and cooperation, in a climate of mutual trust and understanding are the best guarantees of peace and security”“Preserving cultural diversity as a living treasure guarantees the survival of humanity”UNESCO Universal Declaration on Cultural Diversity (2001)
3 EDUCATION FOR INTERCULTURAL UNDERSTANDING Where does it fit? ESD – Education for Sustainable Development3 Perspectives – Environmental, Economic, Socio-CulturalEIU – Education for International UnderstandingDismantling the culture of warLiving with Justice and CompassionCultivating Inner PeaceLiving in harmony with the EarthPromoting Human Rights and ResponsibilitiesBuilding Cultural Respect, Reconciliation and SolidarityEducation for Intercultural Understanding is contained within EIU & also within the 3 ESD perspectives but is more specificA holistic & integrated approach to ESD/EIU requires interconnectedness
4 UNESCO UNIVERSAL DECLARATION ON CULTURAL DIVERSITY (11/9/2001) Principles:Identity, Diversity & PluralismCultural Diversity & Human RightsCultural Diversity & CreativityCultural Diversity & International SolidarityCultural Diversity:also fits within ESD and EIU, having environmental, socio-cultural & economic dimensions
5 LINKS TO ESD AND EIU PERSPECTIVES No Peace without DevelopmentNo Development without PeaceNo Peace without Equity & JusticeBio cultural DiversityThe links between language, culture & the environment suggest that biological, cultural & linguistic diversity go together, as distinct but closely related aspects of the diversity of life.Cultural and Biological diversity face common threats due to globalizationLoss of biodiversity are accompanied by loss of cultural and linguistic diversity and indigenous knowledgeLinks between how different cultures shape the environment and how the environment shapes culture.Inter relatedness within the ESD/EIU FrameworkA commitment to values of peace also lead to a dedication to equity, justice and stewardship of the environment.
6 UNESCO UNIVERSAL DECLARATION ON CULTURAL DIVERSITY1 Identity, Diversity and PluralismThe common heritage of humanityAs a source of exchange, innovation & creativity, Cultural Diversity is as necessary for humankind as biodiversity is for nature. The common heritage of humanity to be preserved for the benefit of current & future generations.From cultural diversity to cultural pluralismThe inclusion & participation of all diverse citizens are guarantees of peace, social cohesion, harmonious interaction and a dynamic civil society.Cultural diversity as a factor in developmentCultural diversity, a tool of development for economic growth & as a means to achieve more satisfactory intellectual, emotional, moral & spiritual existence.
7 UNESCO UNIVERSAL DECLARATION ON CULTURAL DIVERSITY2 Cultural Diversity and Human RightsHuman rights as guarantees of cultural diversityAn ethical imperative linked to respect for human dignity.A commitment to human rights esp for ethnic minorities & indigenous peoplesCultural rights as an enabling environment for cultural diversityImplementation of universal cultural & linguistic rights to express, create & disseminate in their language & to conduct their cultural practices.Right to quality education that respects their cultural identityAccess for all to cultural diversityMedia pluralism, multilingualism & access to full & free expression & dissemination including in digital form.Equal access to art & scientific & technological knowledge.
8 INTERCULTURAL UNDERSTANDING FOR PEACENot just knowing for Peace with the mindBut understanding with the heartTaking action for changed attitudes and behaviours“.. to change our way of educating, communicating and living together.. to instil this change in the minds of youth… by touching the mind - one’s rational intelligence, as well as the heart - and transmit the values of solidarity, peace and non-violence.”“educate for tolerance in our schools and communities,in our homes and workplaces, and most of allin our hearts and minds”Sir John Daniel, Former ADG Education UNESCO, 2002
9 UNESCO UNIVERSAL DECLARATION ON CULTURAL DIVERSITY3 Cultural Diversity and CreativityCultural heritage as the wellspring of creativityCultural & linguistic heritage in all its forms to be preserved, enhanced & handed to future generations to foster creativity & to inspire genuine dialogue among cultures.Cultural goods and services: Commodities of a unique kindDue recognition given to the rights of authors/artists of diverse creative works, but not treated merely as consumer goodsCultural policies as catalysts of creativityCultural policies create conditions conducive to production & dissemination of diverse cultural goods through cultural industries at the local & global level.
10 CREATIVE & PRODUCTIVE SYNERGY No problem can be solved from the same system of thinking that created itAlbert EinsteinCultures and Civilizations have the potential tocomplement each other and to work togetherto solve complex problems for the benefitand survival of all humanity
11 UNESCO UNIVERSAL DECLARATION ON CULTURAL DIVERSITY4 Cultural Diversity and International SolidarityStrengthening capacities for creation & dissemination worldwideEnable developing countries to establish viable and globally competitive cultural industriesPartnerships for the promotion of cultural diversityThe pre eminence of public sector policy in partnership with the private sector and civil society to be reaffirmedThe Role of UNESCOPromote the principles, serve as a reference point, set standards,raise awareness & capacity building to facilitate implementation.
12 IMPLICATIONS FOR EDUCATION Content – for Cultural Diversity & Intercultural EducationUnderstanding - Learning about one’s own & other culturesDiversity – valuing, appreciation & respect for cultural/linguistic diversity & acknowledging shared commonalities & universal valuesCreative/Productive Diversity – diversity as a creative force & socio-economic benefit, building cultural industries, learning from each otherMutual Respect for Cultural identity, language, faith, heritageEquity, equal opportunity, equal access (gender & marginalised)Human rights – cultural & linguistic rights (indigenous & refugees)Social and Cultural Inclusion – participation in all areas of lifePeace, inner/outer, harmony – conflict resolution, mediationReconciliation, process of forgiveness and healingIndigenous issues – linguistic, cultural, spiritual, land rights, traditional law, preserving & valuing indigenous knowledgeCountering Racism, discrimination, xenophobiaIdentity and Heritage – strengthening identity, preserving heritage
13 SHARED VALUES FOR INTERCULTURAL UNDERSTANDING Appreciation of Diversity (in all its forms)Mutual Respect, Tolerance, Acceptance, UnderstandingHuman Dignity, Individual/Collective WorthEquality, Equity, Justice, Fairness, EquanimityPeace, Harmony, Social cohesion, Non ViolenceCare & Concern for others, Compassion, CourageResponsibility – personal, social, civic, environmentalInclusion, Sharing, Collective well beingTruth, Reconciliation, Forgiveness, LoveStrengthening cultural identity, language and heritageThe above values relate mostly to socio-cultural dimensions but also to economic and environmental dimensions.
14 Learning Environment conducive to ESD/EIU Reflects the shared values across all aspects of the schoolStudent–centred - Teacher as role model, facilitator, co-learner Observes human rights – is equitable and inclusiveIs safe, secure, supportive, respectful, valuing of diversityIs active, participative and involves students in decision makingEncourages critical reflection, discussion, questioningIntegrates learning across curriculum – uses teachable momentsFosters the full development and potential of the whole childProvides a wide range of learning opportunities for diverse learning styles & intelligencesInvolves the learner’s experience, builds on their interestsInvolves the whole school community – identify shared values
15 CULTURAL INCLUSIVE PRINCIPLES FOR INTERCULTURAL EDUCATION All benefit from appreciating/understanding cultural diversityDevelop knowledge, concepts and skills enabling learners to participate effectively on national and international levels.Promote, value and use the cultural/linguistic diversityInclude and value a range of knowledge, experiences andview points of a culturally plural societyProvide students with accurate information of the history, lives and cultures of indigenous and other peoples.Value and include the cultural and linguistic knowledge and skills of learners in the learning.Promote a human rights and human relations approach for countering racism and discriminationAllow learners to recognise, acknowledge and engage in diverse learning experiences.
16 A Culturally Inclusive Curriculum requires: A whole-organization approach - content, curriculum, teaching practices, learning environment, organisational processes and ethosA learner-focussed approach valuing the cultural/linguistic background and experience of learners.Democratic processes in teaching/learning, & supportive teaching and learning environment that models democracy in action.An integrated and integrative curriculum approachPromotion of language learningA conflict-sensitive curriculum address socio-historical issues to understand causes of injustice and how these may be resolved.A supportive learning environment - affective, cognitive, practical/functional and relevant to the learners.Involves parents and communities, by increasing their involvement in the children’s learning.Educators become central figures who care, understand, guideand motivate learners.
17 Culturally appropriate Indigenous Education Teachers use relevant and effective, culturally-appropriate methods of teaching.Learning strategies acknowledge and accommodate different learning styles of all learners.Students learn directly from Indigenous people or useresources developed by/in consultation with Indigenous people.Learners are provided with opportunities to actively develop understanding, skills, knowledge and empathy.Develop skills in critical analysis to understand the structureof power and injusticeAwareness of racism & discrimination & strategies for countering racismLearning involves Indigenous peoples’ stories and view points.
18 Reconciliation with Indigenous Peoples Incorporate Indigenous Perspectives across the curriculumFoster understanding and work together for a shared futurein which all peoples are treated with respect and dignityConsult local elders & custodians & use approved teaching resourcesCelebrate, value and learn from & about indigenous peoples, histories, cultures, languages, achievements, issues past/present, in indigenous places if possible & with cultural instructorsStrive for equitable access to education & learning outcomesUse culturally appropriate strategies for indigenous learnersValue human rights, counter stereotyping and racismStudents learn about and participate actively in Reconciliation,healing and forgiveness with indigenous peoples.Foster positive interactions among students – teacher role modelling
19 PROCESS FOR HEALING & RECONCILIATION Acknowledge the historical facts – TruthApologise – express genuine collective sorrow and grievingForgiveness - of self and of othersTake Reconciliation action - act in solidarity to right the wrongs
20 Implications for Teacher Training Awareness & knowledge of key diversity & sustainability issues particularly those relevant to the local contextDeep knowledge of one’s own culture & that of othersSystems thinking, critical & analytical thinking skillsAbility to identify, clarify, develop and live the valuesUnderstand the process of human development,Values formation and the process of changeDevelop skills in appropriate teaching/learning processes and methodologies to integrate relevant content and values in school curricula, classroom practice & in whole schoolDevelop communication, values clarification & consensus skills with students, parents and the school communityAwareness of available materials and resources and ability to develop own resources relevant to diversity & ESD/EIU
21 Cultural Diversity and Intercultural Understanding within EIU/ESD Reorienting Teacher Educationto address Sustainability22-25 August 2006, Penang, MalaysiaCultural Diversity and InterculturalUnderstanding within EIU/ESD Joy de LeoPresident,UNESCO APNIEVE Australia
22 Dimension Of The Human Person As Individual / As Member Of Society FIGURE 3Dimension Of The Human PersonAs Individual / As Member Of Society
23 Learning To Be Fully Human FIGURE 4The Core ValuesLearning To Be Fully Human