Presentation on theme: "Reorienting Teacher Education to address Sustainability & International Understanding 22-25 August 2006, Penang, Malaysia Cultural Diversity and Intercultural."— Presentation transcript:
Reorienting Teacher Education to address Sustainability & International Understanding August 2006, Penang, Malaysia Cultural Diversity and Intercultural Understanding within EIU/ESD Joy de Leo President, UNESCO APNIEVE Australia
DEFINITION CULTURE - 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 & practices Intercultural 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)
EDUCATION FOR INTERCULTURAL UNDERSTANDING Where does it fit? ESD – Education for Sustainable Development 3 Perspectives – Environmental, Economic, Socio-Cultural EIU – Education for International Understanding Dismantling the culture of war Living with Justice and Compassion Cultivating Inner Peace Living in harmony with the Earth Promoting Human Rights and Responsibilities Building Cultural Respect, Reconciliation and Solidarity Education for Intercultural Understanding is contained within EIU & also within the 3 ESD perspectives but is more specific A holistic & integrated approach to ESD/EIU requires interconnectedness
UNESCO UNIVERSAL DECLARATION ON CULTURAL DIVERSITY (11/9/2001) Principles: Identity, Diversity & Pluralism Cultural Diversity & Human Rights Cultural Diversity & Creativity Cultural Diversity & International Solidarity Cultural Diversity: also fits within ESD and EIU, having environmental, socio-cultural & economic dimensions
LINKS TO ESD AND EIU PERSPECTIVES No Peace without Development No Development without Peace No Peace without Equity & Justice Bio cultural Diversity The 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 globalization Loss of biodiversity are accompanied by loss of cultural and linguistic diversity and indigenous knowledge Links between how different cultures shape the environment and how the environment shapes culture. Inter relatedness within the ESD/EIU Framework A commitment to values of peace also lead to a dedication to equity, justice and stewardship of the environment.
UNESCO UNIVERSAL DECLARATION ON CULTURAL DIVERSITY 1Identity, Diversity and Pluralism The common heritage of humanity As 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 pluralism The 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 development Cultural diversity, a tool of development for economic growth & as a means to achieve more satisfactory intellectual, emotional, moral & spiritual existence.
UNESCO UNIVERSAL DECLARATION ON CULTURAL DIVERSITY 2Cultural Diversity and Human Rights Human rights as guarantees of cultural diversity An ethical imperative linked to respect for human dignity. A commitment to human rights esp for ethnic minorities & indigenous peoples Cultural rights as an enabling environment for cultural diversity Implementation 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 identity Access for all to cultural diversity Media pluralism, multilingualism & access to full & free expression & dissemination including in digital form. Equal access to art & scientific & technological knowledge.
INTERCULTURAL UNDERSTANDING FOR PEACE Not just knowing for Peace with the mind But understanding with the heart Taking 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 all in our hearts and minds” Sir John Daniel, Former ADG Education UNESCO, 2002
UNESCO UNIVERSAL DECLARATION ON CULTURAL DIVERSITY 3 Cultural Diversity and Creativity Cultural heritage as the wellspring of creativity Cultural & 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 kind Due recognition given to the rights of authors/artists of diverse creative works, but not treated merely as consumer goods Cultural policies as catalysts of creativity Cultural policies create conditions conducive to production & dissemination of diverse cultural goods through cultural industries at the local & global level.
CREATIVE & PRODUCTIVE SYNERGY No problem can be solved from the same system of thinking that created it Albert Einstein Cultures and Civilizations have the potential to complement each other and to work together to solve complex problems for the benefit and survival of all humanity
UNESCO UNIVERSAL DECLARATION ON CULTURAL DIVERSITY 4Cultural Diversity and International Solidarity Strengthening capacities for creation & dissemination worldwide Enable developing countries to establish viable and globally competitive cultural industries Partnerships for the promotion of cultural diversity The pre eminence of public sector policy in partnership with the private sector and civil society to be reaffirmed The Role of UNESCO Promote the principles, serve as a reference point, set standards, raise awareness & capacity building to facilitate implementation.
IMPLICATIONS FOR EDUCATION Content – for Cultural Diversity & Intercultural Education Understanding - Learning about one’s own & other cultures Diversity – valuing, appreciation & respect for cultural/linguistic diversity & acknowledging shared commonalities & universal values Creative/Productive Diversity – diversity as a creative force & socio- economic benefit, building cultural industries, learning from each other Mutual Respect for Cultural identity, language, faith, heritage Equity, equal opportunity, equal access (gender & marginalised) Human rights – cultural & linguistic rights (indigenous & refugees) Social and Cultural Inclusion – participation in all areas of life Peace, inner/outer, harmony – conflict resolution, mediation Reconciliation, process of forgiveness and healing Indigenous issues – linguistic, cultural, spiritual, land rights, traditional law, preserving & valuing indigenous knowledge Countering Racism, discrimination, xenophobia Identity and Heritage – strengthening identity, preserving heritage
SHARED VALUES FOR INTERCULTURAL UNDERSTANDING Appreciation of Diversity (in all its forms) Mutual Respect, Tolerance, Acceptance, Understanding Human Dignity, Individual/Collective Worth Equality, Equity, Justice, Fairness, Equanimity Peace, Harmony, Social cohesion, Non Violence Care & Concern for others, Compassion, Courage Responsibility – personal, social, civic, environmental Inclusion, Sharing, Collective well being Truth, Reconciliation, Forgiveness, Love Strengthening cultural identity, language and heritage The above values relate mostly to socio-cultural dimensions but also to economic and environmental dimensions.
Learning Environment conducive to ESD/EIU Reflects the shared values across all aspects of the school Student–centred - Teacher as role model, facilitator, co-learner Observes human rights – is equitable and inclusive Is safe, secure, supportive, respectful, valuing of diversity Is active, participative and involves students in decision making Encourages critical reflection, discussion, questioning Integrates learning across curriculum – uses teachable moments Fosters the full development and potential of the whole child Provides a wide range of learning opportunities for diverse learning styles & intelligences Involves the learner’s experience, builds on their interests Involves the whole school community – identify shared values
CULTURAL INCLUSIVE PRINCIPLES FOR INTERCULTURAL EDUCATION All benefit from appreciating/understanding cultural diversity Develop knowledge, concepts and skills enabling learners to participate effectively on national and international levels. Promote, value and use the cultural/linguistic diversity Include and value a range of knowledge, experiences and view points of a culturally plural society Provide 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 discrimination Allow learners to recognise, acknowledge and engage in diverse learning experiences.
A Culturally Inclusive Curriculum requires: A whole-organization approach - content, curriculum, teaching practices, learning environment, organisational processes and ethos A 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 approach Promotion of language learning A 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, guide and motivate learners.
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 use resources 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 structure of power and injustice Awareness of racism & discrimination & strategies for countering racism Learning involves Indigenous peoples’ stories and view points.
Reconciliation with Indigenous Peoples Incorporate Indigenous Perspectives across the curriculum Foster understanding and work together for a shared future in which all peoples are treated with respect and dignity Consult local elders & custodians & use approved teaching resources Celebrate, value and learn from & about indigenous peoples, histories, cultures, languages, achievements, issues past/present, in indigenous places if possible & with cultural instructors Strive for equitable access to education & learning outcomes Use culturally appropriate strategies for indigenous learners Value human rights, counter stereotyping and racism Students learn about and participate actively in Reconciliation, healing and forgiveness with indigenous peoples. Foster positive interactions among students – teacher role modelling
PROCESS FOR HEALING & RECONCILIATION Acknowledge the historical facts – Truth Apologise – express genuine collective sorrow and grieving Forgiveness - of self and of others Take Reconciliation action - act in solidarity to right the wrongs
Implications for Teacher Training Awareness & knowledge of key diversity & sustainability issues particularly those relevant to the local context Deep knowledge of one’s own culture & that of others Systems thinking, critical & analytical thinking skills Ability to identify, clarify, develop and live the values Understand the process of human development, Values formation and the process of change Develop skills in appropriate teaching/learning processes and methodologies to integrate relevant content and values in school curricula, classroom practice & in whole school Develop communication, values clarification & consensus skills with students, parents and the school community Awareness of available materials and resources and ability to develop own resources relevant to diversity & ESD/EIU
Reorienting Teacher Education to address Sustainability August 2006, Penang, Malaysia Cultural Diversity and Intercultural Understanding within EIU/ESD Joy de Leo President, UNESCO APNIEVE Australia
FIGURE 3 Dimension Of The Human Person As Individual / As Member Of Society
FIGURE 4 The Core Values Learning To Be Fully Human