1. Cultural Diversity and Intercultural Understanding within EIU/ESD
Reorienting Teacher Education to address Sustainability & International Understanding
22-25 August 2006, Penang, Malaysia
Cultural Diversity and Intercultural
Understanding within EIU/ESD  
Joy de Leo
President,
UNESCO APNIEVE Australia

2. UNESCO Universal Declaration on Cultural Diversity (2001)
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)

3. 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

4. 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

5. 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.

6. UNESCO UNIVERSAL DECLARATION
ON CULTURAL DIVERSITY
1 Identity, 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.

7. UNESCO UNIVERSAL DECLARATION
ON CULTURAL DIVERSITY
2 Cultural 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.

8. 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

9. 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.

10. 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

11. UNESCO UNIVERSAL DECLARATION
ON CULTURAL DIVERSITY
4 Cultural 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.

12. 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

13. 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.

14. 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

15. 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.

16. 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.

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 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.

18. 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

19. 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

20. 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

21. Cultural Diversity and Intercultural Understanding within EIU/ESD
Reorienting Teacher Education
to address Sustainability
22-25 August 2006, Penang, Malaysia
Cultural Diversity and Intercultural
Understanding within EIU/ESD  
Joy de Leo
President,
UNESCO APNIEVE Australia

22. Dimension Of The Human Person As Individual / As Member Of Society
FIGURE 3
Dimension Of The Human Person
As Individual / As Member Of Society

23. Learning To Be Fully Human
FIGURE 4
The Core Values
Learning To Be Fully Human