Innocludence in Intercultural Dialogue

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INNOCLUDENCE: INNOVATION, INCLUSION, EXCELLENCE Innocludence in Intercultural Dialogue EFQUEL Innovation Forum 2010 Openning Innovation: Inclusion, Inovation, Excellence OEIRAS, Lisbon, 10th of September, 2010

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Rosario Farmhouse on inclusion, innovation and excellence. Keynote speech held at the EFQUEL Innovation Forum 2010 in Oeiras, Lisbon, 10th of September, 2010.

Transcript of Innocludence in Intercultural Dialogue

Page 1: Innocludence in Intercultural Dialogue

INNOCLUDENCE: INNOVATION, INCLUSION, EXCELLENCE

Innocludence in Intercultural Dialogue

EFQUEL Innovation Forum 2010Openning Innovation: Inclusion, Inovation, Excellence

OEIRAS, Lisbon, 10th of September, 2010

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ACIDI, IPMISSION AND ATTRIBUTIONS

• To increase the exercise of a full citizenship by immigrants and ethnic minorities.

• To promote the welcoming and integration of immigrants and ethnic minorities (for example,

creating national, regional and local support centres).

• To stand up against all forms of discrimination, by means of positive actions, education and

training.

• To promote interculturality, by means of intercultural and inter-religious dialogue, based on

respect for the Constitution, for the laws and valuing cultural diversity on the basis of mutual

respect.

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SEVEN KEY PRINCIPLES FOR ACIDI, IP

1. EQUITYTo recognise and

guarantee the same rights and

opportunities

2. DIALOGUETo promote

effectivecommunication

4.HOSPITALITYTo know how to

welcome diversity

5. INTERCULTURALITY

Enrichment through the meeting of differences

7. INICIATIVEAttention

and ability

to anticipate

6. CLOSENESSTo shorten

the distancesin order to

better know and respond

3. CITIZENSHIPTo promote

active participationin the exercise ofrights and duties

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NATIONAL

IMMIGRANT SUPPORT

CENTRES (CNAI)

LOCAL IMMIGRANT

INTEGRATION

SUPPORT CENTRES

SOS IMMIGRANTE

PHONELINE

TECHNICAL

SUPPORT OFFICE

FOR IMMIGRANT

ASSOCIATIONS

PORTUGUESE FOR

ALL (PPT)

TRAINERS

NETWORK

PUBLICATION OF

MATERIALS

ACIDI WEBSITE

INFORMATION

BULLETIN and

INFORMATION

LEAFLETS

IMMIGRATION

OBSERVATORY

(OI)

E-learning and B-

learning courses

INTERNATIONAL

PARTNERSHIPS

AND RESEARCH

PROJECTS

DOCUMENTATION

CENTER

Research and FormationServices ResearchRaising public

awarenessServices

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CHOICES PROGRAMMESocial Inclusion of children and youth

• Formal and informal education

• Digital inclusion

• Formation and employability

• Civic participation

• Youth empowerment

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Let’s question ourselves...

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The 10 top in-demand jobs did not exist in 2004.

Are we preparing our children for the future jobs?

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One week of the New York Times contains more information then it

could possibly ever be obtained in the XVIII Century during an entire lifetime

How can we manage all this information?

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The volume of information produced in 2010 will be greater

than in the last 5000 years.

Who has access to all this information? Who doesn’t?

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90% of the teenagers in the world have a portable electronic game, a

cellular phone or a computer.

What about those that don’t? Who are they?What will their future be like?

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200 million migrants.

This would represent the 5th largest country in the world.

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70% of teachers in Portugal consider it necessary to have new strategies

developed specifically for the children of immigrants.

How can schools manage diversity and promote inclusion at the same time?

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Find the differences

School has changed, but how much?

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Has it been enough?

Student

Student

Student

Student

Student

SCHOOL

Teacher

Please take your seats

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A NEW EDUCATIONAL PARADIGM IS NECESSARY

«The school’s current role is to be able to recognise the

differences in the students (…) and to find strategies for

adjustment and development that respect and include

all. This is true democracy.»

Cunha, P. D’Orey, 1992

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Intercultural dialogue is the key...

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The utopia of dialogue “If the anti-utopias of the 20th century inscribed themselves in the

communication area, it is also in the domain of communication that the great utopian projects, capable of triggering transformation in the relationships among people, must be rooted. That is why the utopian space can be, one the one hand, the interior space of the individual, and on the other hand, the space of communication among people…

Therefore, we must search for the new utopias not in places, but in the relations and communications among people.”

(J.M. André, 2005)

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Diversity as a strenght

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Mobility as triple win

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Private-Public (space) is the place

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Intercultural Education

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FOUNDATIONS FOR INTERCULTURAL EDUCATION*

*Adapted from Ouellet, 1991

MORE ADEQUATE

ATTITUDES

IN THE CONTEXT

OF CULTURAL

DIVERSITY

ABILITY TO

COMMUNICATE

ABILITY TO

PARTICIPATE IN

SOCIAL INTERACTION

ACCEPTING

DIFFERENCES

CONFLICT

RESOLUTION

SHARING,

SOLIDARITY,

COOPERATION

UNDERSTANDING

OF CULTURES

AND IDENTITIES

IN MODERN

SOCIETIES

DIVERGENT

THINKING

ENCOUNTER

WITH THE

OTHER

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EDUCATION FOR THE TWENTY-FIRST CENTURY

Delors (coord.), 1996

Learning to know Learning to do

Learning to live together

Learning to be

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«School is a privileged place for the discovery of unity, intertwining all of us, through

difference (…)»

Matilde Rosa Araújo

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To learn is to make meaning of one’s own experience...

Before helping someone to read the word, help him to read the world.

Nobody teaches anything to anyone; people learn and build their own knowledge from each other.

Paulo Freire, 1972

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Thank you!