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This paper reports an international project which took place at Nicolaus Copernicus University, where students and teachers from four European universities met for a two-week summer school. The main objective was to develop intercultural competence of teachers of English as a foreign language and their ability to demonstrate this skill during an English lesson. The paper depicts the tools implemented in the project and shows how they affected the learning outcomes by presenting the students’ and teachers’ perspectives. [ABSTRACT FROM PUBLISHER]

Roma, today perceived as the most numerous European minority, face marginalisation and exclusion. Education is considered to be one of the focal points for improvement, and numerous studies have analysed and reported on the educational situation of Roma. Several studies have argued that Romani cultural values are not compatible with institutional schooling and that Romani families perceive schools as an alien institution. Other studies have drawn upon cultural–ecological theory (CE theory), developed by Ogbu and colleagues, and argue that the Romani cultural frame of reference is oppositional to academic success and thus suggest that successful Romani students distance themselves from Romani culture. The paper discusses the application of CE theory in the context of the academic discourse about the educational achievement of Romani students. Drawing on interviews with Spanish Romani university students, the paper argues that Romani students themselves challenge the assumption that educational success leads to cultural alienation. [ABSTRACT FROM PUBLISHER]

iDecide is a KA3 - Support for policy reform project with partners from public and private sectors- from Cyprus, Romania, Greece, Ireland and Portugal. iDecide was conceptualised with the aim of supporting school leaders and teachers in their efforts marginalised groups, and to support their learning in their everyday decision-making. The iDecide toolkit supports the decision-making processes that the majority of schools face every day in all aspects of school life (visits and excursions, school projects, parental involvement, school canteen, homework, students’ council etc). The iDecide toolkit has the capacity to provide teachers and school leaders with practical guidelines for these common decisions in straightforward, simple language. It also gives school leaders the opportunity to retrieve pupils’ and parents' opinions through online polls and forum discussions. This short paper describes the iDecide toolkit functions. [ABSTRACT FROM AUTHOR]

When promoting intercultural learning in the context of study and placement mobility, intercultural educators are specifying what students should be learning. Research not only confirms the genuine impact of real-life intercultural contact on intercultural learning, but also shows how this impact can be enhanced through institutional support and the integration of intercultural learning into the curriculum. In this position paper, we propose a number of considerations that need to be taken into account in setting learning objectives for mobile students. Referring to research and policy documents mostly in relation to the European mobility context, we address consecutively what students are learning in study and placement mobility; what they say they want to learn; what they should learn for; and finally, what they should be learning. We conclude that intercultural educators should pay heed to what students are actually learning in study and placement mobility over a time span that transcends the current sojourn abroad. We also recommend that educators take steps to support students in mobilising the intercultural skills they acquired abroad for increased employability. [ABSTRACT FROM PUBLISHER]

Growing ethnic and cultural diversity within Europe has brought increased attention to the impact and inclusion of immigrant populations and has also presented societies with valuable opportunities for intercultural learning between diverse groups. Using the International Civic and Citizenship Study data from 24 European education systems, in this paper we explore whether fostering an atmosphere of inclusion in schools relates to select attitudes and behaviours typically associated with an inclusive society, particularly among immigrant students. Our study is able to tease out some of the differences related to social class among immigrant students, opening up important avenues for discussion and future research. According to our findings, first generation immigrant students from higher socio-economic status backgrounds tended to have significantly more negative attitudes toward their resident country. Findings also collectively suggest that local-level practices, such as improving immigrant student participation in schools and positive relations between immigrant students and teachers, could be significant factors in fostering an inclusive society. Based on these results, we describe several education policies and practices that can promote greater inclusion, such as encouraging increased civic participation within the school and community, and providing a forum where students can contribute to school governance. [ABSTRACT FROM PUBLISHER]

Religion, as social construct and institutional reality, has played a pivotal role in shaping European societies. In spite of the impact of Enlightenment theories in the formation of European modernity, institutionalized religions and established churches have managed to maintain their influence in the public domain. Educational systems, the par excellence institutions of modernity, represent an interesting example of the peculiar coexistence between tradition and modernity in European societies. The implications of the persistence of religion within the institutions of modernity are both epistemological and political. While the foundations of modern knowledge on reason are challenged in several aspects of school knowledge, fundamentalism, nationalism and social exclusion can result from school systems that encourage catechism and religiosity. The aim of this paper is to discuss the role of religion in contemporary European education systems and to reflect on the sociopolitical implications of this relationship, especially in the realm of social rights. [ABSTRACT FROM AUTHOR]

The paper explores the adaptation experiences of East Asian masters students in the UK in dealing with western academic norms of critical thinking and debate. Through in-depth interviewing, students' perceptions of their learning experiences were explored, and stages in this adaptation process were identified, with various entry and exit routes. It was found that the majority of the students opt for a 'middle way' which synergizes their own cultural approach to critical thinking with those aspects of western-style critical thinking and debate that are culturally acceptable to them. [ABSTRACT FROM AUTHOR]

The aim of the paper is to present and discuss a Report from a Comenius 2.1 project, aimed at developing teachers' interpersonal, intercultural, social and civic competence. The study presented in the report was a multiple case study, and the methods for collecting data were focus group dialogues (with 34 teacher students), one video recording in each country and a document analysis of a European overview of citizenship education in Europe. Five countries participated in the study (the Netherlands, Portugal, Poland, the UK and Sweden) and the study focused on 12 year-old pupils. One conclusion was that teacher education needs to focus more on horizontal classroom dialogue if goals for citizenship education are to be reached. [ABSTRACT FROM AUTHOR]

This paper discusses the relevance of John U. Ogbu's cultural-ecological theory regarding the variability in educational performance of different ethnic minority groups against the background of comparative data on the schooling of ethnic minorities in Europe. Aside from cultural differences and institutional barriers, it addresses the impact of minority group status and community forces on educational achievement. The author calls for more comparative ethnographic research in European countries in order to generate a better understanding of the similarities and differences in educational experiences between various ethnic groups. [ABSTRACT FROM AUTHOR]

In the wake of increasing globalization and the growing migration of refugees and asylum seekers from conflict, post-conflict and third world societies, dramatic changes are taking place in the cultural demography of many western European nations. Correspondingly, schools in these countries are experiencing increasing ethnic diversity in their student enrolments and, as such, are facing an imperative that challenges their traditional western, monocultural foundations. In trying to manage this diversity, these schools commonly are ill-equipped to address the different needs of ethnically diverse learners. This paper presents a framework of practical considerations and strategies for pursuing a whole-school approach toward building a culturally responsive ethos in which all students are valued and assured equal opportunities for success. [ABSTRACT FROM AUTHOR]

History teaching in the universities of the larger nation states of 19th- and early-20th-century Europe has often colluded in the repression of regional identities, the exacerbation of hostility between major powers and the neglect or even dehumanisation of non-European cultures. As European integration and regionalisation proceeds in the 21st century, and as smaller Eastern European states adjust to the disintegration of the former Soviet and Yugoslavian blocs, there will be increased interest in the role of historical education in helping to reconstruct national (small nation) or regional identities. It will be of crucial importance for democracy in Europe and beyond that these processes of group identity reconstruction adopt sophisticated and inclusive models, which do not simply replicate the simplistic and exclusive models once held in the larger nation states within which they have gained a measure of autonomy or from which they have seceded. As a first step, it will be necessary for regions or re-established nation states to develop histories which revisit and value local development. Establishing self-respect should confer the confidence to go on to recognise internal diversity and to acknowledge indebtedness to other cultures, including those from beyond Europe. Through teacher education, such histories may contribute significantly to the development of self-confident pluralist societies that welcome the human, economic and cultural exchange essential to the present and future well-being of Europe. At the end of the 20th century, there were signs in Europe's "regions" or former nation states, such as Scotland, of the development of positive and inclusive models. In this paper, Scotland is used as an example to illustrate general issues in such development. [ABSTRACT FROM AUTHOR]