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Reorienting Teacher Education to address Sustainability & International Understanding 22-25 August 2006, Penang, Malaysia Cultural Diversity and Intercultural Understanding within EIU/ESD Joy de Leo President, UNESCO APNIEVE Australia. DEFINITION

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Reorienting Teacher Education to address Sustainability & International Understanding

22-25 August 2006, Penang, Malaysia

Cultural Diversity and Intercultural

Understanding within EIU/ESD

Joy de Leo

President,

UNESCO APNIEVE Australia

slide2
DEFINITION

CULTURE- UNESCO Universal Declaration on Cultural Diversity defines Culture as:

The spiritual, material, intellectual and emotional features of a social group, including art, literature, identity, lifestyles, ways of living together, value systems, beliefs, traditions & practices

Intercultural Understanding is enhanced by an appreciation of and respect for Cultural and Linguistic Diversity and Heritage

“Respect for diversity of cultures, tolerance, dialogue and cooperation, in a climate of mutual trust and understanding are the best guarantees of peace and security”

“Preserving cultural diversity as a living treasure guarantees the survival of humanity”

UNESCO Universal Declaration on Cultural Diversity (2001)

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EDUCATION FOR INTERCULTURAL UNDERSTANDING Where does it fit?

ESD – Education for Sustainable Development

3Perspectives –Environmental, Economic, Socio-Cultural

EIU – Education for International Understanding

Dismantling the culture of war

Living with Justice and Compassion

Cultivating Inner Peace

Living in harmony with the Earth

Promoting Human Rights and Responsibilities

Building Cultural Respect, Reconciliation and Solidarity

Education for Intercultural Understanding is contained withinEIU & also within the3 ESD perspectivesbut is more specific

A holistic & integrated approach to ESD/EIU requires interconnectedness

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UNESCO UNIVERSAL DECLARATION

ON CULTURAL DIVERSITY (11/9/2001)

Principles:

Identity, Diversity & Pluralism

Cultural Diversity & Human Rights

Cultural Diversity & Creativity

Cultural Diversity & International Solidarity

Cultural Diversity:

also fits within ESD and EIU, having environmental, socio-cultural & economic dimensions

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LINKS TO ESD AND EIU PERSPECTIVES

No Peace without Development

No Development without Peace

No Peace without Equity & Justice

Bio cultural Diversity

The links between language, culture & the environment suggest that biological, cultural & linguistic diversity go together, as distinct but closely related aspects of the diversity of life.

Cultural and Biological diversity face common threats due to globalization

Loss of biodiversity are accompanied by loss of cultural and linguistic diversity and indigenous knowledge

Links between how different cultures shape the environment and how the environment shapes culture.

Inter relatedness within the ESD/EIU Framework

A commitment to values of peace also lead to a dedication to equity, justice and stewardship of the environment.

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UNESCO UNIVERSAL DECLARATION

ON CULTURAL DIVERSITY

1 Identity, Diversity and Pluralism

The common heritage of humanity

As a source of exchange, innovation & creativity, Cultural Diversity is as necessary for humankind as biodiversity is for nature. The common heritage of humanity to be preserved for the benefit of current & future generations.

From cultural diversity to cultural pluralism

The inclusion & participation of all diverse citizens are guarantees of peace, social cohesion, harmonious interaction and a dynamic civil society.

Cultural diversity as a factor in development

Cultural diversity, a tool of development for economic growth & as a means to achieve more satisfactory intellectual, emotional, moral & spiritual existence.

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UNESCO UNIVERSAL DECLARATION

ON CULTURAL DIVERSITY

2 Cultural Diversity and Human Rights

Human rights as guarantees of cultural diversity

An ethical imperative linked to respect for human dignity.

A commitment to human rights esp for ethnic minorities & indigenous peoples

Cultural rights as an enabling environment for cultural diversity

Implementation of universal cultural & linguistic rights to express, create & disseminate in their language & to conduct their cultural practices.

Right to quality education that respects their cultural identity

Access for all to cultural diversity

Media pluralism, multilingualism & access to full & free expression & dissemination including in digital form.

Equal access to art & scientific & technological knowledge.

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INTERCULTURAL UNDERSTANDING

FOR PEACE

Not just knowing for Peace with the mind

But understanding with the heart

Taking action for changed attitudes and behaviours

“.. to change our way of educating, communicating and living together.. to instil this change in the minds of youth… by touching the mind - one’s rational intelligence, as well as the heart - and transmit the values of solidarity, peace and non-violence.”

“educate for tolerance in our schools and communities,

in our homes and workplaces, and most of all

in our hearts and minds”

Sir John Daniel, Former ADG Education UNESCO, 2002

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UNESCO UNIVERSAL DECLARATION

ON CULTURAL DIVERSITY

3 Cultural Diversity and Creativity

Cultural heritage as the wellspring of creativity

Cultural & linguistic heritage in all its forms to be preserved, enhanced & handed to future generations to foster creativity & to inspire genuine dialogue among cultures.

Cultural goods and services: Commodities of a unique kind

Due recognition given to the rights of authors/artists of diverse creative works, but not treated merely as consumer goods

Cultural policies as catalysts of creativity

Cultural policies create conditions conducive to production & dissemination of diverse cultural goods through cultural industries at the local & global level.

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CREATIVE & PRODUCTIVE SYNERGY

No problem can be solved from the same

system of thinking that created it

Albert Einstein

Cultures and Civilizations have the potential to

complement each other and to work together

to solve complex problems for the benefit

and survival of all humanity

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UNESCO UNIVERSAL DECLARATION

ON CULTURAL DIVERSITY

4Cultural Diversity and International Solidarity

Strengthening capacities for creation & dissemination worldwide

Enable developing countries to establish viable and globally competitive cultural industries

Partnerships for the promotion of cultural diversity

The pre eminence ofpublic sector policy in partnership with the private sector and civil society to be reaffirmed

The Role of UNESCO

Promote the principles, serve as a reference point, set standards,

raise awareness & capacity building to facilitate implementation.

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IMPLICATIONS FOR EDUCATION

Content – for Cultural Diversity & Intercultural Education

Understanding - Learning about one’s own & other cultures

Diversity – valuing,appreciation & respect for cultural/linguistic diversity & acknowledging shared commonalities & universal values

Creative/Productive Diversity – diversity as a creative force & socio-economic benefit, building cultural industries, learning from each other

Mutual Respect for Cultural identity, language, faith, heritage

Equity, equal opportunity, equal access (gender & marginalised)

Human rights – cultural & linguistic rights (indigenous & refugees)

Social and Cultural Inclusion – participation in all areas of life

Peace, inner/outer, harmony – conflict resolution, mediation

Reconciliation, process of forgiveness and healing

Indigenous issues – linguistic, cultural, spiritual, land rights, traditional law, preserving & valuing indigenous knowledge

Countering Racism, discrimination, xenophobia

Identity and Heritage – strengthening identity, preserving heritage

slide13
SHARED VALUES FOR INTERCULTURAL UNDERSTANDING

Appreciation of Diversity (in all its forms)

Mutual Respect, Tolerance, Acceptance, Understanding

Human Dignity, Individual/Collective Worth

Equality, Equity, Justice, Fairness, Equanimity

Peace, Harmony, Social cohesion, Non Violence

Care & Concern for others, Compassion, Courage

Responsibility – personal, social, civic, environmental

Inclusion, Sharing, Collective well being

Truth, Reconciliation, Forgiveness, Love

Strengtheningcultural identity, language and heritage

The above values relate mostly to socio-cultural dimensions but also to economic and environmental dimensions.

slide14
Learning Environment conducive to ESD/EIU

Reflects the shared values across all aspects of the school

Student–centred - Teacher as role model, facilitator, co-learner Observes human rights – is equitable and inclusive

Is safe, secure, supportive, respectful, valuing of diversity

Is active, participative and involves students in decision making

Encourages critical reflection, discussion, questioning

Integrates learning across curriculum – uses teachable moments

Fosters the full development and potential of the whole child

Provides a wide range of learning opportunities for diverse learning styles & intelligences

Involves the learner’s experience, builds on their interests

Involves the whole school community – identify shared values

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CULTURAL INCLUSIVE PRINCIPLES

FOR INTERCULTURAL EDUCATION

All benefit from appreciating/understanding cultural diversity

Develop knowledge, concepts and skills enabling learners to participate effectively on national and international levels.

Promote, value and use the cultural/linguistic diversity

Include and value a range of knowledge, experiences and

view points of a culturally plural society

Provide students with accurate information of the history, lives and cultures of indigenous and other peoples.

Value and include the cultural and linguistic knowledge and skills of learners in the learning.

Promote a human rights and human relations approach for countering racism and discrimination

Allow learners to recognise, acknowledge and engage in diverse learning experiences.

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A Culturally Inclusive Curriculum requires:

A whole-organization approach - content, curriculum, teaching practices, learning environment, organisational processes and ethos

A learner-focussed approach valuing the cultural/linguistic background and experience of learners.

Democratic processes in teaching/learning, & supportive teaching and learning environment that models democracy in action.

An integrated and integrative curriculum approach

Promotion of language learning

A conflict-sensitive curriculum address socio-historical issues to understand causes of injustice and how these may be resolved.

A supportive learning environment - affective, cognitive, practical/functional and relevant to the learners.

Involves parents and communities, by increasing their involvement in the children’s learning.

Educators become central figures who care, understand, guide

and motivate learners.

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Culturally appropriate Indigenous Education

Teachers use relevant and effective, culturally-appropriate methods of teaching.

Learning strategies acknowledge and accommodate different learning styles of all learners.

Students learn directly from Indigenous people or use

resources developed by/in consultation with Indigenous people.

Learners are provided with opportunities to actively develop understanding, skills, knowledge and empathy.

Develop skills in critical analysis to understand the structure

of power and injustice

Awareness of racism & discrimination & strategies for countering racism

Learning involves Indigenous peoples’ stories and view points.

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Reconciliation with Indigenous Peoples

Incorporate Indigenous Perspectives across the curriculum

Foster understanding and work together for a shared future

in which all peoples are treated with respect and dignity

Consult local elders & custodians & use approved teaching resources

Celebrate, value and learn from & about indigenous peoples, histories, cultures, languages, achievements, issues past/present, in indigenous places if possible & with cultural instructors

Strive for equitable access to education & learning outcomes

Use culturally appropriate strategies for indigenous learners

Value human rights, counter stereotyping and racism

Students learn about and participate actively in Reconciliation,

healing and forgiveness with indigenous peoples.

Foster positive interactions among students – teacher role modelling

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PROCESS FOR HEALING & RECONCILIATION

Acknowledge the historical facts – Truth

Apologise – express genuine collective sorrow and grieving

Forgiveness - of self and of others

Take Reconciliation action - act in solidarity to right the wrongs

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Implications for Teacher Training
  • Awareness & knowledge of key diversity & sustainability issues particularly those relevant to the local context
  • Deep knowledge of one’s own culture & that of others
  • Systems thinking, critical & analytical thinking skills
  • Ability to identify, clarify, develop and live the values
  • Understand the process of human development,

Values formation and the process of change

  • Develop skills in appropriate teaching/learning processes and methodologies to integrate relevant content and values in school curricula, classroom practice & in whole school
  • Develop communication, values clarification & consensus skills with students, parents and the school community
  • Awareness of available materials and resources and ability to develop own resources relevant to diversity & ESD/EIU
slide21
Reorienting Teacher Education

to address Sustainability

22-25 August 2006, Penang, Malaysia

Cultural Diversity and Intercultural

Understanding within EIU/ESD

Joy de Leo

President,

UNESCO APNIEVE Australia

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FIGURE 3

Dimension Of The Human Person

As Individual / As Member Of Society

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FIGURE 4

The Core Values

Learning To Be Fully Human