International Co-ordinator Training for Schools Intercultural understanding and school partnerships The aim of this activity is to give participants have some knowledge of intercultural issues and therefore understand the nature of intercultural partnership issues if they emerge Participants are able to compare, to interpret and to mediate in intercultural environments ,especially as they relate to school partnerships.

The three atoms Get together in mixed national teams of three Find three important things in your lives Find three things you all are not fond of The following activity is called The three atoms - see doc Activities p.6 It should take about 10 minutes It‘s an activity providing opportunity to become aware of one‘s attitude: Reflection: The aim of the activity is to build trust by sharing similarities Trust is necessary to go into long-term projects and to be able to accept differences, to develop empathy and the ability of perspective-shifting. It is more promising as methodological approach, to start from the positive- rather looking out for things people share instead of looking for differences. 2

different notions of politeness Culture is often shown as an iceberg.here it is a desert island. The top part that is exposed shows the things we cansee and hear and seem familiar to? Underneath there are the hidden layers of everyday culture that can be shown eg by social Interaction -eg different notions of politeness different facial expressions and eye behaviour different notions of status by sex and by age different body language and attitude to physical space in social interaction. Our aim is to make people more effective as cross-cultural communicators. Often the reason why school partnerships break down or falter due to cultural misunderstandings. Eg Being addressed by a first name can be seen as disrespectful and can different levels of formality/informality; different notions of hospitality and attitudes to age and gender Illustrations by www.teresa-robertson.co.uk

When I come to you I am a resource, when you come to me you are an honoured guest This is what a teacher from an African country said about his UK school partnership. The statement shows how different cultures have different understanding of hospitality As the group to discuss; What has happened here ? How does each of the partners feel ? Why do they feel that way ? What assumptions have they made ? What other actions could they take ?

Eye contact in different cultures The amount of eye contact regarded as acceptable or necessary in different situations is culturally specific. For example: Culture Convention Arab A lot of eye contact: too little could be disrespectful, but unrelated men and women may avoid eye contact with each other as this could be seen as flirtatious. White British The speaker makes eye contact but periodically looks away to avoid ‘staring’; a speaker who does not make eye contact may be seen as untrustworthy. A listener is expected to look at the speaker: not to do so is seen as disrespectful, or implies the person is not listening. South Asian Direct eye contact can be seen as aggressive and disrespectful. Japanese and Chinese Direct eye contact for more than a couple of seconds is disrespectful, especially towards people seen as social ‘superiors’. Afro-Caribbean The speaker looks at the listener and the listener looks away: looking at the speaker may imply challenge and disrespect. Group might have much to add. 5 5

What others understand What the British say What they mean What others understand You must come for dinner It’s not an invitation, I’m just being polite I will get an invitation soon Very interesting That is clearly nonsense They are impressed That is a very brave proposal You are insane He thinks I have courage That’s not bad That’s good That’s poor With the greatest respect I think you are an idiot He is listening to me I hear what you say I disagree and do not want to discuss it further He accepts my point of view Oh, by the way The primary purpose of our discussion is… That is not very important 6

How might cultural diversity affect your partnership ? Misinterpretation Assumptions about one another Expectations of money Way schools work Different teaching styles Respect for elders Time issues Moral/religious differences Traditions/family structures Willingness to admit mistakes Flexibility Prejudice

Great school uniform debate This activity considers the values of different groups within a community and whether these can all be respected. What happens when minority groups’ values are not the same as those of the majority ?

The Great School uniform debate This week a row erupted in the town’s largest school when members of the school council voted for changes to the school’s uniform. The principal of the school has said publicly that she will try to respect the students’ democratic wishes. Complaints begin Soon after the decision, a small group of students – mainly members of the Christian Union – began a campaign to change the council’s decision. They put up posters round the school and in the town centre inviting members of the public to join them at a special meeting at the community centre. Father Newton, the local Catholic priest, was one of the people who helped to organise the meeting. He said that all good Catholics should oppose the new school uniform code in whatever way they could. He warned, ‘If the college decides to go ahead with this new uniform code, I shall be urging my congregation from the pulpit to ring or write in and complain about it – whether they have children at the college or not.’ Read the “news story” in your groups. What do you think the new uniform code is – and why might it cause problems ? Discuss for 5-10 minutes

The Great School uniform debate Threat of removal Two days ago, a letter from Muhammad Siddiqui appeared in this paper echoing Father Newton’s concern. Muhammad Siddiqui said that, if the new uniform code is introduced, he would remove his daughters from the college and advise other Muslim parents to do the same. The story goes on Other letters written to this paper suggest that support is evenly spread. One organisation which has come out very strongly in support of the new uniform is the council’s community cohesion committee. Bryan Malyon, chair of the committee, said: ‘I can’t see what all the fuss is about. They have had such school uniform codes in French schools for ages! There is no place in school for religion – it can be divisive.’ Read the “news story” in your groups. What do you think the new uniform code is – and why might it cause problems ? Discuss for 5-10 minutes

New Uniform regulations The new school uniform code The new set of rules concerning school uniform causing such a stir has had only two changes: For girls, skirts can be knee-length to ankle-length as opposed to the previous rule which allowed only ankle-length skirts to be worn. No religious symbols or headwear are to be worn. This will include crosses and headscarves. There was previously no rule concerning this. Here is the new code voted by the school council

What should the headteacher do ? Accept the decision of the school council and bring in the new uniform code. Turn down the new school uniform code. Ask the school council to think again. Ask the parents what they think. Ask the teachers what they think. Ask members of the community for their opinions. Invite people to a meeting to discuss the issue. Allow some groups permission to break the rules Living together http://schoolsonline.britishcouncil.org/partnerships2/86758 Discuss ! Did you agree (Think about the pros and cons of all of these)

What has happened here. How does each of the parties involved feel What has happened here ? How does each of the parties involved feel ? Why do they feel that way ? What assumptions have they made ? What other actions could they take ? 13