MIGRATION AND STRENGTHENING INTERCULTURAL DIALOGUE AMONG PEOPLE

TIMUR LUCHIN, MA student, American Studies, USMMember of executive board of ANTIM, Chisinau.

PAVEL CERBUSCA Doctor of pedagogy, ASM Lyceum, Chisinau.

Republic of Moldova in the migration process

During the last two decades the changes resulting from the collapse of the USSR had influenced the political, economic and social spheres of the Republic of Moldova. With the emergence of the migration processes in the post-Soviet space, and afterwards in relation to other countries, particularly with the European countries, has grown the need to regulate such processes and for Republic of Moldova.

The Proclamation of Independence and joining the Community of Independent States (CIS) determined the young Moldovan state to assume a series of responsibilities, including protecting its citizens abroad. Since late 90s Moldova is facing a major economic crisis, labor migration becomes lifeline for the majority of households close to bankruptcy. The enhancement of qualitative and quantitative indicators of this type of migration determined the directions of migration: first to Russia and CIS countries, second to the states of the European Union12.

In 1999, for the first time the issue of labor migration has emerged to the front plan of the national level. At that time the first estimates of the number of Moldovan citizens employed abroad were made. Official statistics concerning temporary migration were not elaborated; however, the unofficial estimates indicate a figure of 500.000-600.000 people. At the same time in the Moldovan mass-media circulated the rumor that over one

million Moldovans were working abroad3.

1Extended Migration Profile of the Republic of Moldova, IOM Mission to Moldova, Chisinau, 2012. p.43. 2Victor Moraru, R. Moldova – provocările migrației, Știința, Chișinău, 2010. p. 127. 3Almost 25 percent of a population of some 4.4 million for 2001-2002.

1

Extended Migration Profile (EMP) Report of the Republic of Moldova, Chisinau, 2012.

In the following century, the trends of this phenomenon registered high rates. The Moldovan government was unable to relieve the disastrous situation caused by the extension of economic crisis, which has generated a specific culture of migration, based on achieving prosperity outside, especially for the youth. These beliefs are supplied in particular by the example of neighbors (villagers, their relatives) who permanently leave for Western countries, have the opportunity to study at prestigious educational institutions, gaining new skills (obtaining qualification), the founding family (especially for women)4. Currently, about 55% of emigrants prefer to work in Russia and CIS countries and about 40% in the European Union (most immigrants working in Italy), and 5% in other countries5.

Emigration to the European Union, according to several studies, is due particularly to high living standards, a culture of progressive civilization which allows access to better paid services and respect for the rights of the employee. In 2004, the Republic of Moldova started negotiations on bilateral agreements with 19 European countries on job placement of migrant workers. Until now a similar agreement has been signed only with Italy6.

The studies conducted until today indicate that highly industrialized European countries will need foreign labor to maintain functional their social system (while reducing the population and aging workforce in these countries)7. In these circumstances, attracting of young people from the Eastern European countries will greatly enhance the potential risk of losing scientific, economic, and human resources in these countries, which probably will not be substituted again. Such a scenario would have dramatic consequences on less developed Eastern European countries including the Republic of Moldova. The orientation of migration flows to Western Europe has coincided with the extension of community borders to Eastern countries. In this connection, Moldova has made serious steps in the direction of the European integration. The advantages of Moldova's European integration are many, constituting a real instrument for influencing the migration flows from the country8.

Why migration and intercultural dialogue?

Intercultural dialogue is an important aspect of cultural education. Education based on understanding intercultural dialogue is a process that includes an open and respectful interaction between individuals, groups and organizations with different visions and cultural background. Among the main objectives can be mentioned: the development of multilateral perceptions of different practices and perspectives, increasing active participation and the ability to make a choice, promoting equality and stimulating of creative processes. The White Paper on Intercultural Dialogue “Living Together As Equals in Dignity”9, offers the definition of intercultural dialogue as “an open and respectful exchange of views between individuals and groups belonging to different cultures that

4The statistical pocket book (compilation) entitled Women and men of the Republic of Moldova, edition 2004 and 2005 elaborated by the National Bureau of Statistics of the Republic of Moldova. The publications can be found on http://www.statistica.md/pageview.php?l=en&idc=263&id=2199 5Victor Moraru, op. cit., p.34. 6http://www.mfa.gov.md/img/docs/lista_tratate_bilaterale.pdf 7Valeriu Moșneaga, Victor Moraru, Fațetele unui proces: Migrația forței de muncă din Republica Moldova în Italia, IIESP al AȘM, Chișinău, 2011. p.7.8More information about this subject can be found in the article: Prevenirea emigrației în contextual globalizării: cazul Republicii Moldova, authors: Timur Luchin and Rodica Bolgari. Methodological Guide The School of the XXI century amid the increase migration of young people abroad, 1st vol., Pontos, Chisinau, 2013. 9The White Paper provides various orientations for the promotion of intercultural dialogue, mutual respect and understanding, based on the core values of the Organization. The Ministers welcomed it as a “significant pan-European contribution to an international discussion steadily gaining momentum” as well as to the European Year of Intercultural Dialogue – 2008. http://www.coe.int/t/dg4/intercultural/publication_whitepaper_id_en.asp

2

leads to a deeper understanding of the other’s global perception”10. In this definition, “open and respectful” means “based on the equal value of the partners”; “exchange of views” stands for every type of interaction that reveals cultural characteristics; “groups” stands for every type of collective that can act through its representatives (family, community, associations, peoples); “culture” includes everything relating to ways of life, customs, beliefs and other things that have been passed on to us for generations, as well as the various forms of artistic creation; “world perception” stands for values and ways of thinking11.

In the contemporary world, the processes based on intercultural dialogue are more durable and are meant to go beyond a simple “tolerance towards each other". This approach implies the development of creative skills that transform the challenges and the perspectives in the innovation processes and in the new forms of expression. The concept of intercultural education discipline refers to components which in their turn derive from: the ability to negotiate cultural meanings and the ability to respect various human actors’ identities from multicultural environments. The formation of these skills is facilitated by entering into intercultural issues. The dimension of intercultural education is determined by the dimension of knowledge, skills, attitudes and experience of human actors12.

The migration of labor force from Moldova is determined by diverse factors. This problem affects all fields of our country and requires an absolutely different approach, as a content and finality. An innovative approach, which would prove that the labor migration has an impact on individuals, families and relations among people not only negative but also the positive. Such an approach in the Methodological Guide “Migration and strengthening intercultural dialogue among people” is based on intercultural dialogue/cultural education and it highlights the positive experience of cultural interaction of people from different countries as a result of the migration process, on the good practices of migrants as social actors from Moldova and other countries according to intercultural exchange.

Being longer working abroad, some of our fellow citizens have founded new families; they have created decent life conditions, being convinced that they are at "home" (in the country where they live and work). Moldovans create in the host country their small “universe of homeland culture” that constantly interacts with other cultures producing a dialogue and an exchange of values, experience and attitudes. Living abroad, our compatriots cook their meals as in their homeland, present souvenirs of national symbols; organize concerts and presentations being dressed in national costume. Thus, our compatriots abroad, contribute to strengthening our country's image. Also, our compatriots often come home, accompanied by new friends, with which they have formed a relationship, showing them the cultural monuments and picturesque places in Moldova, cuisine, national holidays, for example: “Day of the Flag”, "Martisor", "Wine Festival", etc, or local emplacement holidays, such as “the Village day” or some important days of the family.

10 http://www.coe.int/t/dg4/intercultural/whitepaper_EN.asp#TopOfPage 11 http://www.coe.int/t/dg4/intercultural/concept_EN.asp#P30_3374 12 It has an important contribution to make in the development of the child’s intercultural skills, attitudes, values and

knowledge. An intercultural education is valuable to all children in equipping them to participate in an increasingly diverse society. More information about this subject can be found in the article: Frontier Crossings: Cultural Dissonance, Intercultural Learning and the Multicultural Personality, author: Michael Allan. Journal of Research in International Education, 2 (1), 2003.

3

The Project Methodological Guide

The project Methodological Guide for teachers, students and community members “Migration and strengthening intercultural dialogue among people” is devised proceeding from the experience gained of history teachers within regional project – “Sharing History. Cultural Education. Innovating History Education in the Black Sea Region”, implemented by EUROCLIO since 201113. The Methodological Guide focuses on implementing innovative approaches in the key of Cultural Education, such as: intercultural dialogue/communication, cultural diversity, cultural enrichment, multi-perceptivity and mutual understanding,

multiculturalism, etc. Also, the guide includes the Moldovan educational materials/modules relating to theme: “Migration and its impact on Moldovan society” within the Sharing History, Cultural Dialogues project of EUROCLIO (as part of piloting process)14.

The Methodological Guide “Migration and strengthening intercultural dialogue among people” is addressed to teachers, young researchers, those involved in education and research, specializing in Civic Education, Pedagogy, History, Political Science, International Relations, etc. from Moldova and European countries. The papers approach topics from different domains: Educational and Intercultural Management, Culture and Civilization, History and Law, Civic and Patriotic Education, Sciences and Technology, Coordination and Self-Management, Tourism and Entertainment and other fields.

The main objectives of the Methodological Guide: - Demonstration that the labor migration has an impact on the individual, family and relationships among people not only negative but also positive; - Manifestation of tolerant attitude towards various opinions, human dignity and openness to promoting the values of individual, family, state and European community;- Familiarization of teachers and students with the innovative ideas, case studies, instruction requirements and technologies and education through culture amid the increase of the migration process. This guide focuses on: the consequences of migration (approach from the perspective of strengthening the intercultural dialogue) ways to enhance the dignity of the person and the nation's identity; the situation of our compatriots abroad, which contribute to the strengthening of Moldova’s image; changes of mentality in the context of intensified migration; the role of the Diaspora in strengthening communities and the development of the intercultural dialogue; migration and

13 http://www.euroclio.eu/new/index.php/sharing-history-cultural-dialogue-2011-2014 14 Moldovan team develops 6 educational modules for the regional framework within Sharing History – Cultural Dialogues (Eastern Partnership) project. The strategy of piloting the educational materials (and collecting inputs) includes: to organize the pedagogical/academic conferences and workgroups; to coordinate the national publications; to translate all the educational modules into the scholar reality and collect inputs. Local coordinators: Sergiu Musteata and Timur Luchin, the National Association of Young Historians of Moldova.

4

History teachers from various regions of Moldova took part in the EUROCLIO/ANTIM Training Seminar, 15 September 2012, “Ion Creanga” Pedagogical State University, Chisinau, Moldova.

exchange of cultural values among people, communities and countries; migration and destinies of people, families and communities, etc.

THE PROJECT MANAGERS: Project implemented by: Cooperation and Partnership Center, ASM Lyceum and AGIRO –

General Association of Teachers of Romania in Republic of Moldova. Partners: ANTIM – National Association of Young Historians of Moldova and EUROCLIO –

European Association of History Educators. Associated Partners: NGO “Promoting through Intelligence”, AO “Gaudeamus”. Sponsors and Donors: Embassy of Finland, Bucharest, ASM Lyceum and NGO “Promoting

through Intelligence”, AO “Gaudeamus”.This project is a continuation of our previous years activities. We have edited the

Methodological Guide "The School of the XXI century amid the increase migration of young people abroad", 1st volume, and presented it to the republican scientific-practical conference. Next we intend to release within the International Conference for teachers, school managers, students and pupils its 3rd volume entitled "The role of the school as an educational center in the community", March 2014.

Bibliography:1. Extended Migration Profile of the Republic of Moldova, IOM Mission to Moldova, Chisinau,

2012. 2. Victor Moraru, R. Moldova – provocările migrației, Știința, Chișinău, 2010.3. Valeriu Moșneaga, Victor Moraru, Fațetele unui proces: Migrația forței de muncă din Republica

Moldova în Italia, IIESP al AȘM, Chișinău, 2011. 4. Methodological Guide "The School of the XXI century amid the increase migration of young

people abroad", 1st vol., Pontos, Chisinau, 2013.

5. The White Paper on Intercultural Dialogue “Living Together As Equals in Dignity”, Council of Europe, Strasbourg, 2008.

6. Journal of Research in International Education, 2 (1), 2003.

7. http://www.mfa.gov.md/news-mobility-partnership-en/494470/ 8. http://www.statistica.md/pageview.php?l=en&idc=263&id=21999. http://www.ifad.org/remittances/maps/europe.htm10. http://www.migrationinformation.org/Profiles/display.cfm?ID=18411. http://www.mfa.gov.md/img/docs/lista_tratate_bilaterale.pdf 12. http://www.un.md/news_room/pr/2012/undaf/United_Nations_Republic_of_Moldova_Partnershi

p_Framework.pdf 13. http://www.coe.int/t/dg4/intercultural/concept_EN.asp#P30_337414. http://www.ncca.ie/en/Curriculum_and_Assessment/Inclusion/Intercultural_Education/15. http://www.euroclio.eu/new/index.php/sharing-history-cultural-dialogue-2011-2014//Downloads

Cultural Education//Work Document on Cultural Education. 16. http://antim.md/proiecte/proiecte-din-2013/98-proiecte/proiecte-din-2011/126-sharing-history-

cultural-dialogues-eastern-partnership.

5