1. Comenius 2.1 CC-WISE „Cross Cultural Walk in the Streets of Europe“
Report on the results of the local teacher training workshop:
„Principles, and practical application of intercultural
aspects in secondary school education“
Wolfsberg, Austria, April 4, 2006 methods

2. Aims of the workshop
to raise awareness of the notion of culture and intercultural communication in the context of the intercultural education
to promote a European dimension of education
to reflect on the new approaches towards the intercultural learning process and the new role of the teachers
to foster a debate on the national (Austrian) educational responses to intercultural learning and diversity that go beyond the notion of “migration pedagogy”
to present good practice cases of school partnerships and student exchange

3. Participants Representatives of the Regional Schoolboard in Wolfsberg
15 representatives of the regional, institutionalized teacher working group in the region of Carinthia (teachers, head teachers, schools inspector, educational decision-makers in the region of Lavanttal (Lavant-Valley in Carinthia)
Halina Klimkiewicz Reinprecht, intercultural trainer, Comenius 2.1.project

4. The topics addressed included:
1. Comenius 2.1 project CC-WISE „Cross Cultural Walk in the Streets of Europe“ Feedback to the CC-Wise Teachers Manual
2. Dimensions of intercultural education: practical application of intercultural learning
Good practice example of an intercultural approach in planning a curriculum in geography and economic science
3. Cultural awareness training
Example of one module of teacher training (+handout)
4. Teacher training model (proposal)
5. Conclusions and recommendations for practical implementation of teacher training in the region of Carinthia

5. Feedback to the CC-Wise teacher`s manual
The manaul offers intellectually challenging material, variety of interesting topics, valuable information about the partner countries. Of particular value: the intercultural perspective of the information
A variety of useful issues related to teaching
Of particular value for the practical implementation: the description of activities
The manual is a good source of advice but it would require a supervised practical support for teachers over a longer period of time

6. 2. Practical application of intercultural principle in teaching geography and economic science (secondary school, age )
Theoretical „underlining“ of the curricular principle
United Europe – making pupils aware of the multicultural conditions on the one hand and the principles of intercultural communication and the chances of economic cooperation on the other hand
The diversity of Europe should be made tangible along the phenomena relevant to the topic, such as landscape, culture, peoples, traditions and economies. Focused information about selected regions and countries accompanied by the structured evaluation of the information from the intercultural perspectives (aim: depoliticizing culture)
Making pupils aware that some of the present and future problems of economic development in their regions can only be solved transregionally. (Aim: supporting opennes and readiness to perceive local and regional problems within the European context)
Thinking beyond Eurocentrism - as a European: think global, act local
Eastern Central European societies have been multicultural throughout their history with a tradition of both peaceful cohabitation and tensions between groups which have arisen periodically for political reasons. The education should seek to depoliticize culture and point out to the new conditions in the enlarged Europe which fosters coexistence and cooperation under the new conditions of cooperation and competition.

7. Two curricular principles
Learning about Europe
Thinking for Europe

8. „United in diversity“
Let pupils work out the concept of Europe based on:
Changed concept of space and dimensions of structuring European space according to: natural, cultural, political, economic resources (aim: abandoning the concept of „borders“ along the national resp. language borders)
The main consequences of the integration process
(aim: making pupils better realise the new conditions of cooperation and competition, as well as the relevance for their own personbal development and professional chances)
WHAT VALUES ARE WE SUPPOSED TO TEACH?

9. Comparing regional development paths
Ethnographic research as a re/source of intercultural education
Good practice examples illustrating changes in space, economy and society in Austria after joining the EU
Good practice examples of cross-border cooperation and the impact on the regional and local development

10. What are the priorities of your country within the European context?
Austria - regional space - society - economy
Change of Austria`s geopolitical position
Various meanings of the political „borders“ in Austria since the beginning of the 20 th century: the implications on migration, development of economy and transport
New perspectives of cross-border regional cooperation as a result of the European integration process

11. „European Didactics“ 6 targets for „Learning for Europe“
Knowledge/Information (cognitive dimension)
Make pupils aware of the European dimension of phenomena
Make pupils aware of prejudices and stereotypes (your own and those of the „others“) and learn how to deal with them didactically – i.e. more consciously in contact and in cooperation with others (affective dimension)
Through the conscious choice of topics and the intercultural perspective of phenomena, link teaching to issues of direct concern to young people
Present chances, problems and solutions in transnational terms
Think positively about the peaceful Europe as a societal and personal challenge (in concrete terms this means that international education can be seen upon as the instrument of the future to attain a new quality of life)

12. Topics to be included in the intercultural curriculum in geography
Transregional problems require transregional solutions
Multicultural Europe vs. national states
Regional disparities within the most European societies and not only between the countries: (center-periphery)
Cultural diversity
Migrations and its implications for societies and economy
The awareness of “differences“ has to be accompanied by an understanding for the dimension of power distance and inequality between individuals in multicultural societies (social Europe)

13. Topics related to: „borders in our minds“
Ethnic minorities
Prejudices
Perceiving cultural similarities and cultural distance (synchronic and diachronic perspective)
Europe under the process of transformation
Social Europe - fight against poverty
Perceiving „borders“ - imaginary and real ones. The recent historic changes of borders in Europe
The culture of emotions
Interculturality - the psychological model
we?- you - they
Spheres of interculturality; native and
target culture dichotomy; teaching culture
as an inter- and intra-personal process of
negotiating meanings; culture as a difference
in age, gender, educational and/or social
background, ethnicity.

14. 3. „Cultural awareness training for teachers“ (few selected examples)
Why developing cultural awareness and intercultural skills?
The societies of today are increasingly multicultural
Cross-border cooperations increase in all fields
The cultural background of both the communicators and the addressee influences the communication
Intercultural competence is a necessary social competence
The awareness of “differences“ has to be accompanied by an understanding for the dimension of power distance and inequality between individuals in multicultural societies.

15. Barriers of communication
„We are culturally so close …
Hier klafft die subjektiv wahrgenommene Ähnlichkeit und die tatsächlich erfahrene Fremdheit (Distanz) deutlich auseinander. Kulturell nah, psychisch fern?
…but so distant in mentality“

16. Intercultural communication - a few thesis
Experience with other cultures alone is no guarantee for a better understanding
Experience with other cultures with no or little cultural awareness can easily lead to even reinforcing stereotypes and prejudices
Culture is only one of the factors producing the feeling of „otherness“; other factors such as age, sex, belonging to a particular social group, institution or peer group are also influence the communication (social learning)

17. Intercultural communication - a few thesis
Individuals are increasingly formed by multicultural identities. Therefore intercultural contact is frequently not contact between representatives of various national cultures but much more the contact between the individuals with various mixed cultural backgrounds (hybrid identities)
Self-reflexivity is the first step towards developing intercultural competence

18. How is cultural identity formed? Some issues
In the process of socialisation (parents, friends, school, media)
„Social and cultural capital“ (the relevance of Bourdieu`s theory)
We do not question our identity until we get in contact with „others“
To understand what cultural differences of the cultural groups and the cultural spaces are based on, intercultural competence is needed.

19. Intercultural competence is …
Knowledge =
knowledge about the cultural values and attidues and their relativity. Knowledge about culture as an orientation system (cultural grammar) is a basis which can allow a balanced, respectful and affective communication between persons with different cultural orientations

20. Intercultural competence is..
Awareness =
a self- and social competence which allows to recognize own pattern of behaviour and thus better cope with ambiguity of situations in general, and in intercultural contact in particular
Skills =
better manage and form cultural encounters with others through more knowledge of the differences, commonalities and foreign language competence skills

21. Iceberg model of culture
Was bringt dieses Modell zum Ausdruck? Dass ein Grossteil der Kultur im Verborgenen liegt.
Explizite Kultur – pertceptas, implizite Kultur – konceptas
Was ist Kultur?
Mit dem Eisberg-Modell verdeutlichen wir, welche Elemente der Kultur sichtbar und welche unbewusst sind. Die Dimensionen von Kultur, zum Beispiel das Verständnis von Zeit, Privatssphäre, Freundschaft und Gastfreundschaft verdeutlichen wir sowohl mit eigenen Erfahrungen als auch denen der Teilnehmer. Mit der Hofstede-Research zeigen wir Möglichkeiten und Grenzen, Kulturen zu vergleichen. Schließlich definieren wir Vorurteile und Stereotypen und diskutieren, wann und in welcher Weise diese unsere Einstellung und Wahrnehmung beeinflussen.
Definition im weiteren Sinn -- E. B. Tylor (1967): Kultur als ein Komplex von unseren
Sozialtraditionen und als Voraussetzung für uns, ein Mitglied der Gesellschaft zu sein.
Definition im engeren Sinn -- Normen und Wertvorstellungen, die mit der Kulturellen Identität
(Cultural Identity) verbunden sind und stark von ihr beeinflusst werden.

22. Visible and invisible culture
Das Eisbergmodell bringt zum Ausdruck, dass das Großteil der Kultur im Verborgenen liegt. Kultur manifestiert sich in den Grundannahmen, welche Mitglieder einer Kultur teilen. Was folgt daraus für die interkulturelle Kommunikation? Der verborgene Teil kann nur unter allergrößten Anstrengungen erkundet werden.
Systematisierung und Vertiefung des Verständnisses der Struktur einer Kultur und der impliziten kulturspezifischen Verhaltensgrundregeln.
Basis für das Verstehen und erfolgreiche Bearbeiten interkultureller Situationen.

23. „Cultural grammar“ eg. - egality vs. hierarchy
materialism vs. idealism
rationality vs. emotion
eg.
- problem solving strategies
- working style
- management style
Dimensionen von Kulturunterschieden
Intercultural learning is about learning about other people's values, and to therefore not be
afraid of them anymore. It is about learning to respect that it is perfectly acceptable for other
people to have different priorities, to look at things differently. Intercultural learning is also
about enjoying cultural diversity and difference.

24. National stereotypes
Schüler sollen das Wesen und die Auswirkungen von Klischees, Vorurteilen und Diskriminierung verstehen
Kulturell bedingte Mißverständnisse können Auswirkungen haben, die weit über die betreffende Interaktion hinausreichen: Wenn Unterschiede im Verhalten nicht als kulturell determiniert erkannt werden, besteht die Gefahr unangemessener Attributionen. Dies ist ein wichtiger Prozeß bei der Entstehung nationaler Stereotypen.
„Bilder im Kopf“, Das kulturelle Wissen, Stereotype und VorurteileGrundlegend gehen wir davon aus, daß alle individuell biographischen Entwicklungsprozesse auch von stereotypen Deutungs- und Handlungsmustern geprägt sind, die sich in jeder interkulturellen Kommunikation bemerkbar machen. Denn eine Kommunikation ohne Rückgriff auf bisherige erfolgreich erlebte Erfahrungen (dazu gehören auch Vorurteile und Stereotypen) ist unseres Erachtens nicht möglich.
„Bilder im Kopf“, Das kulturelle Wissen, Stereotype und Vorurteile
-> Grundlegend gehen wir davon aus, daß alle individuell biographischen Entwicklungsprozesse auch von stereotypen Deutungs- und Handlungsmustern geprägt sind, die sich in jeder interkulturellen Kommunikation bemerkbar machen. Denn eine Kommunikation ohne Rückgriff auf bisherige erfolgreich erlebte Erfahrungen (dazu gehören auch Vorurteile und Stereotypen) ist unseres Erachtens nicht möglich.
Stereotype: gleichbleibende, „verhärtete“ Schemata, mit denen wahrgenommene Verhaltensweisen kategorisiert werden
Vorurteile: Einstellungen, die generalisieren und gegenüber Erfahrungen resistent sind

25. …creative use of stereotypes…?

26. A-Teacher training workshop- participants`feedback
The need was identified to develop a web-based service for teachers, head teachers which will bring together sources of advice and practical support for teachers, school heads and decision makers in the area of intercultural edeucation.

27. A-Teacher training workshop - conclusions (1)
Issues of discussion and particular consideration within the Austrian educational context - summary and conclusions of internal evaluation of CC-Wise teachers manual, the discussion of the issues during the workshop
1. The current policy implemented in Austria tended to view intercultural education as a “remedy” to cope with the language problem of non-German speaking pupils, immigrant children. In this regard we also have to become more aware of the political dimension of intercultural education, the role of governments, and policy making.
In this context, awareness and methodological training should aim at deepening an understanding also for other aspects of intercultural education than “integration measures to deal with the “language deficit of the migrants” or targeting inequalities as symptoms on the surface.

28. A-Teacher training workshop - conclusions (2)
Intercultural skills are social competences - teachers should be helped to understand their own patterns of perception and interpretation, influenced by their cultural backgrounds.
Intercultural education needs to go beyond the mere celebrating of multicultural folklore and pseudo-harmonisation or just targeting inequalities as symptoms on the surface. The causes and roots of racism, ethnic discrimination, exclusion, and segregation have to be highlighted and methodical ways to cope with them need to be combated.
While reflecting on an appropriate model of teachers training, we need to reflect on the critical impetus on the current debate on interculturality, because self-reflexivity is the first step towards the development of intercultural competencies.

29. Teacher Training Course in Intercultural Education – draft proposal
The training course should enable teachers to deal with intercultural issues in their school practice. During the training course, teachers will themselves be part of an intercultural learning situation and thus bring their own experience to the teaching modules they will develop and test with their pupils.

30. Module 1. What is intercultural education?
a. Definitions (multicultural, intercultural, international, diversity)
b. focus – recoginzing and respecting the “different” in the sense of a possible source of synergy and not as a deficite or a problem, finding ways to deal with the difference
c. dimensions of intercultural education
d. aims of ie knowledge, 2. skills, 3. behaviour
aspects of culture
psychological and socio-economic mechanisms of racism, prejudices, stereotypes, group dynamics
understanding oneself more and more as an individual with one`s own values and one`s own identity

31. Module 2.
Migration and the issue of diversity
The curriculum should include the issues of different and shared values, it should reflect the reality of multicultural society and deal with issues of pluralism, present reality from different perspectives.

32. Module 3.
”We and the others“ - culture and identity - the acknowledgment of the difference
1. Cultural background
2. Intercultural encounters
3. Cultural „grammar“
- visible culture
- implicit culture
- cultural standards

33. Prejudices, stereotypes, vision of the „others“
Module 4.
Prejudices, stereotypes, vision of the „others“
1. The function of the stereotypes and prejudices
2. The use of stereotypes, application in teaching

34. Module 5 a. Methods of teaching and learning
Pedagogical basis of intercultural education
a. What is “interdisciplinary work”?
b. Integrative pedagogy (space for processes and own experiences)
c. Change of the traditional role of teachers and pupils - new demands
d. Democratization of teaching - the learner`s responsibility - learning with reference to life - social relevance - co-operative learning

35. Module 5 b.
Typology of activities to be used in teaching
e. Project teaching - stages
- Finding an objective: What do we want?
- Planning: How do we do it?
- Implementation: What exactly do we do?
- Presentation: What do we offer?
- Evaluation: What was good, what was poor?

36. Extracurricular Activities – the function of networks
Module 6.
Extracurricular Activities – the function of networks
Alternative, “institutionalized” initiatives embedded in the institution “school” - Youth Academy
- Summer Schools
- Exchange of students
- School Partnerships