"Gender, EThnicity- INntegration through international school projects”

REFERENCE NUMBER : 116307-CP-1-2004-1-NL-COMENIUS-C3

DURATION : November 2004 - October 2007

COORDINATOR : Jan van den Nieuwenhuizen; j.vandennieuwenhuizen@hervion.nl

COORDINATING INSTITUTION : Hervion College , Hervensebaan 5 - 5232JL ’s-Hertogenbosch, the Netherlands

THEMATIC AREA : Equal opportunities between girls and boys in school education

TARGET GROUPS :

• Staff of the lead schools and associated schools; Approx. 5-10 schools per country, a total of 75 schools

• Students mainly in the age range 12-16, both genders, explicitly involving ethnic minority girls

• Parents of the participating students

• Multicultural advisors and experts involved from local ethnic communities

• Experts in the national support organisations, European advisors and policy makers

MAIN ACTIVITIES :

• Providing information, partner-finding and training to schools

• Documenting good practises of network schools

• Empowering young people, and especially ethnic minority girls, to deal with equality and integration through international (virtual) projects

• Informing experts and policymakers about conclusions and recommendations, which should be considered when setting up conditions for internationalisation programmes and projects

MAIN EVENTS :

• Kick-off meeting November 2004, ‘s-Hertogenbosch, the Netherlands
• General meeting June 2005, Leicester, United Kingdom
• General meeting 2006 , Hannover, Germany
• Dissemination seminar 2007, location to be decided

DEFINITIONS & PRINCIPLES

The concepts and approaches of the Get-in Network are based on intercultural communication, anti-racist education and global learning. We are aware that terms like ‘emancipation’ or ‘racism’ evoke negative responses in one country, while they are used widely in another country. To avoid pitfalls, we will mosty use the umbrella term ‘intercultural and international learning’.

We apply the term ‘students of ethnic background’ to all students that perceive themselves and/or are perceived by others as non-native (regardless of formal definitions such as the student’s country of birth, the country of birth of the parents, the language spoken at home etc.).

Of course their situation will differ widely between the partner countries: those that deal with a large and growing number of migrants and refugees (Germany, France, The Netherlands, Portugal, Sweden, UK), a new EU member state which might see a growth of migration in the near future (Hungary), and a country where some ethnic students originate from (Turkey).

Underlying principles for the Get-in network

• Range: Intercultural and international learning is for all pupils. It supports the development of personal identity, the ability to perceive one’s own perspective as well as to change perspectives and prepares for open en respectful encounters with other cultures. It is not an individual school subject, but part of general education. All subjects should contribute to it. Different cultural traditions should be valued and made meaningful to students. In this process, teachers are learners, too.

• Classroom environment: A classroom environment should be created where all students can contribute fully and feel valued. Teaching should take account of students' cultural backgrounds, language needs and different learning styles. Encourage students to become responsible for their own learning and development and to increase their awareness of their own attitudes, rights and responsibilities.

• Curriculum: Students should get the opportunity to explore questions of identity, diversity, citizenship, gender and race equality and discrimination/racism. All students should get the chance to experience (with all senses) other cultures, within and outside national boundaries. Students should be helped to make connections with their own lives. The curriculum should be monitored to assess whether it helps all students to achieve their full potential.

• Language: Bilingualism and multilingualism are appreciated and made use of in class and in general school life. English is given status as a communication language in international projects and as a requirement for achievement as a European citizen. Provide students with contextualized activities that use key visuals and integrate language and subject content to enable pupils to acquire language effectively.

• Community: Extra-curricular activities and events should cater for the interests and abilities of all students and take account of parents' concerns about religion and culture.

Monitoring & Evaluation

Monitoring and evaluation plays a crucial part in developing our network. The ‘manual’ for schools devotes a whole chapter to this aspect, and we will provide schools with forms to monitor and evaluate their own school projects. Please check the draft manual .