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Initiatives of Intercultural Citizenship Education in the Region
The Global Lives Project is a video library of life experience, designed to cultivate empathy across cultures. We curate an ever-expanding collection of films that faithfully capture 24 continuous hours in the lives of individuals from around the world. We explore the diversity of human experience through the medium of video, and encourage discussion, reflection, and inquiry; about the wide variety of cultures, ethnicities, languages, and religions on this planet. Our goal is to foster empathy and cross-cultural understanding.
In 2011 and 2013, two major cities in the Islamic world , Cairo and Istanbul, were rocked by popular unrest. The extended demonstrations seemed to usher in a new culture of protest. This two-part report looks at how the art and music scenes changed in Cairo and Istanbul as a result of these protests.
Part I: A new culture of protest
Part II: Soundtrack of two revolutions
The history of globalization is usually told as a history of shortening distances and acceleration of the flows of people, goods and ideas. Channeling Mobilities refines this picture by looking at a wide variety of mobile people passing through the region of the Suez Canal, a global shortcut opened in 1869. As an empirical contribution to global history, the book asks how the passage between Europe and Asia and Africa was perceived, staged and controlled from the opening of the Canal to the First World War, arguing that this period was neither an era of unhampered acceleration, nor one of hardening borders and increasing controls. Instead, it was characterized by the channeling of mobilities, through the differentiation, regulation and bureaucratization of movement. Telling the stories of tourists, troops, workers, pilgrims, stowaways, caravans, dhow skippers and others, the book reveals the complicated entanglements of empires, internationalist initiatives and private companies.
The Intercultural Cities programme, sponsored by the Council of Europe, supports cities in reviewing their policies through an intercultural lens and developing comprehensive intercultural strategies to help them manage diversity positively and realize the diversity advantage. The programme proposes a set of analytical and practical tools to help local stakeholders through the various stages of the process.
“Boys are strong and courageous, while girls are chaste and obedient”: The Berlin "Heroes" project wants to get young people with a migrant background to think about the traditional sense of honour found in many Muslim families and reflect on their role in it. They visit a number of Berlin schools each month to discuss with young people issues like the concept of honour, male power, identity, equal rights and human rights.
"Europe lacks an identity." You can read that in any intellectual analysis. Once a year, the EU asks its citizens whether they identify themselves with their own nation or with Europe. It asks for the purpose of establishing a European identity. But what does European even mean? What is identity? Meyer hit the streets philosophising with real people in order to find what is European identity in the minds of the people. In the end, he found a common denominator. This article is part of "EU-topia : Time To Vote", a project run by Cafébabel in partnership with the Hippocrène foundation, The European Commission, the Ministry of Foreign Affaires and the EVENS foundation. The whole series will soon be available on their homepage.
BISYOC is a charity which offers an 11 day intercultural youth symphony orchestra exchange for young musicians. This summer project offers chamber music and workshops. The main musical focus of the ten days is the symphony orchestra, conducted by Julian Gibbons. It is the place where everyone comes together regardless of ability, expertise or background. Whoever attends BISYOC brings with them a richness of experience from their home country. It is precisely this cultural diversity, the different ways of communicating, of making music, of feeling and not least the traditions from each person’s homeland which occupy an important place at BISYOC.
The Summer Academy on Intercultural Experience is organized by the Karlshochschule International University and InterCultur gemeinnützige GmbH in cooperation with Stiftung Mercator and approaches relevant topics in the field of intercultural management, communication and training and is intended to foster the intercultural perspective within the field of management studies as well as to develop applied solutions for the problems in business and society.
The fifth Summer Academy will take place for two weeks, from August 4 to 15, 2014 and students could enroll for either one or two weeks.
IPD is very glad to announce its next International Summer Academy in Peace-building & Intercultural Dialogue, which is going to be held in Switzerland 2014. Its image as one of the most favorable places for traveling has made it more interesting to offer an exited and comprehensive program for our participants. Our experts, who are professionals in their fields will contribute to this event, with many years of experience in peace and conflict studies.
نظمت وزارة الثقافة في محافظة طولكرم ورشة عمل في الكتابة الإبداعية للطلاب الموهوبين في مدرسة ذكور طولكرم في مخيم طولكرم بهدف تعزيز ثقة الطلاب بأنفسهم من خلال عرض كتاباتهم.
مؤسسة التعبير الرقمي العربي – أضف، ستنظم معسكرات صيفية للفتية والفتيات العرب الذين تتراوح أعمارهم ما بين 12 و 15 عاما، بهدف تشجيعهم على التعبير عن النفس، على نحو فني خلاق، باستخدام تكنولوجيا المعلومات والإتصالات، وذلك خلال شهر أغسطس القادم في مصر في قرية المرجان. حيث سيجمع المعسكر ثمانين من الفتيان والفتيات من كل الدول العربية ليستمتعوا بأسبوعين مفيدين في الصيف. كما يضم المعسكر نشاطات ليلية متنوعة من الأنشطة الجماعية التي تشجع على التعبير عن النفس إضافة إلى رحلتين ميدانيتين لاستكشاف تراث مصر.
ستقوم مؤسسة انكتاب بتنظيم جلسات للأطفال يشاركون فيها كتبا وقصصا قرؤوها إما شفويا أو بالاستعانة بالصور والفيديو والتمثيل وغيرها من طرق العرض. حيث تهدف مؤسسة انكتاب إلى تشجيع القراءة باللغة العربية، و التفكير النقدي ونشر ثقافة القراءة في المجتمع.
The international Master’s programme World Heritage Studies was developed around the UNESCO Convention Concerning the Protection of the World Cultural and Natural Heritage. Its curriculum reflects diverse approaches to the concept of heritage, such as the link between culture and nature, tangible and intangible values, or conservation and development.
EuroMed Media Review
Originaires d’un quartier multiculturel et riches de leur double culture franco-algérienne et franco- marocaine, les deux fondateurs d’Uni’Sons ont souhaité créer une manifestation d’envergure qui favorise l’accès de tous à la culture. Le Festival Arabesques est l’occasion de faire découvrir à travers la musique, le théâtre, le conte, les projections, la danse, la calligraphie, une culture alliant patrimoine artistique traditionnel et création contemporaine. Cette neuvième édition du Festival Arabesques, placée sous le signe du voyage dans toutes ses déclinaisons, tel qu’il a été perçu par Ibn Batouta (1304 – vers 1369), en évidence lors d’une table ronde qui lui sera consacrée, offre aussi une place de choix au soufisme.
The Palestinian Motor Sports and Motorcycle Federation has for over five years constructed provisional tracks around the major cities across the West Bank. Five women with the desire to live life on their own terms are now challenging the many male participants. “Speed Sisters is the first all-women race car driving team in the Middle East. They're bold. They're fearless. And they're tearing up tracks all over Palestine,” explains Amber, who has decided to bring the women’s story to the screen.
Quelque cent vingt auteurs de tous pays ont participé à cette encyclopédie unique en son genre, dans un esprit d'interdisciplinarité qui permet de rendre compte des multiples facettes du sujet. Les difficultés du temps présent se trouvent ainsi réinterprétées à la lumière d'une histoire resituée dans la longue durée. " Depuis les premiers liens entre les tribus juives d'Arabie et le Prophète Muhammad jusqu'aux récents conflits du Proche-Orient, en passant par les civilisations de Bagdad et de Cordoue - sans oublier l'Empire ottoman, le monde perse et même l'espace européen -, les relations tour à tour fécondes ou tumultueuses entre juifs et musulmans sont ici exposées et analysées.
This collection of essays, analyses the evolution of theory of intercultural competence and its relationship, to education for citizenship. It does so by analyzing the concepts of intercultural competence, including the notion of the intercultural speaker, by discussing the ways in which language education policy develops and by comparing the theories and purposes of foreign language education and education for citizenship.
The article focuses on some findings of a comparative study carried out by a network of scholars and researchers who are active in the field of intercultural education in the European context in the main ‘old immigration countries’ (United Kingdom, France and Germany), ‘new immigration countries’ (Italy, Spain and Greece) and some northern European countries (Netherlands and Sweden). The scholars involved in the study highlight that a structural ‘segregation’ of students with different cultural and social backgrounds can be largely observed in European schools.
This introductory article discusses the diversification of diversity in Europe. It then looks at the tension between ethnic separation and ethnic mixing in urban Europe in general terms. The next section elaborates on a similar tension in the field of popular arts. Finally, the article presents the main insights of the contributions to the special issue.
This study explores the intercultural experiences of international students (IS) in Cyprus. While there is much research about IS’ experiences in more traditional educational destinations, such as the UK, US and Australia, little is known about their experiences in Cyprus. Using semi-structured interviews and a focus group, the present study analyses the transcripts of IS at a private university in Cyprus.
This article argues that the concept of ‘Intercultural Dialogue’ in its present dominant manifestation has run its course. I argue that this concept is one which may work and make sense in stable, open and equal jurisdictions where there is relative ‘freedom from fear and want’, but that it is at best, limited and at worst, dangerous when used in situations of conflict and aggression and under the creeping conditions of precarity which mark out the present form of globalisation. In this, I turn to field visits undertaken in the Gaza Strip in 2012 with the Life Long Learning in Palestine project.
How can acquisition of intercultural competence be implemented into courses across the high school curriculum? The aim of this paper is to showcase the approaches enhancing intercultural learning as promoted by the EU founding documents and implemented within the PERMIT project.
Teaching for Dissent: Citizenship Education and Political Activism, by Sarah M. Stitzlein, argues that all students have the right to public education that aims to prepare them for social dissent. Offering a guide to preparing students for dissent agency, Stitzlein offers teachers a rationale for why dissent matters, the history of dissent grounded in the philosophy of critical pragmatism and hope, and what preparation for dissent looks like in a public school classroom. Since dissent is truly a global phenomenon, the book has relevance for educators worldwide who believe in strengthening democratic public life for all citizens in every nation.
Global Citizenship Education (GCE) is a framing paradigm which encapsulates how education
can develop the knowledge, skills, values and attitudes learners need for securing a world
which is more just, peaceful, tolerant, inclusive, secure and sustainable.
It represents a conceptual shift in that it recognizes the relevance of education in
understanding and resolving global issues in their social, political, cultural, economic and
This special issue emerged out of a conference we organized around the first anniversary of the Arab uprisings, held at the Center for Middle Eastern Studies at Lund University under the title “The Arab Uprisings: Contesting Narratives, Locating Power”. It focuses on two broad areas that needed to be interrogated: first, how to assess the numerous contested narratives that had already emerged around the uprisings; second, and perhaps more important (and certainly key to achieving the first goal), what metrics, frames and lenses needed to be utilized to locate where power was being re-dispersed and re-coagulated, how its forms and shapes were being recast, and whether the new configurations would ultimately succeed in producing the “freedom, dignity, bread, and social justice” that were core demands of all the uprisings.