PEDAGOGICAL APPROACHES THAT

PROMOTE INTER-CULTURAL-ETHNIC

RELATIONS IN THE CLASSROOM

Sylvia Saba Sa’di- leader (GCE-IL), N. Chiabrishvili, D. Malazonia & S. Lobzhanidze (ISU-GE), Iz. Petriashvili & I. Baratashvili (TSU-GE), L. Akhaladze, T. Shinjiashvili, T. Jojua & R. Pipia (SSU-GE), B. Tijnagel, G. Sipman (Han

University of Applied Sciences-NL), C. Carre Karlinger & R. Stütz (Pädagogische Hochschule Oberősterreich-AT), G.

Janova, V. Mosiashvili & I. Kurdadze (SJSTU-GE)

Our Team

Course Rationale

Course aims to : -foster among student teachers the

competences required to function in multicultural educational settings and promote values of multiculturalism in their classroom .

-enrich student teachers’ repertoire with pedagogical approaches, strategies and tools which can assist them in developing into reflective and culturally responsive teachers.

Lectures, discussion and debate Collaborative work in classroom and through a forum Reflective method: Narratives, reflexive diary Case studies Activity based learning Heuristic approach [experience-derived knowledge: the use of the general knowledge gained by experience, trial & error].

Teaching and studying methods

Evaluation methods

Active participation through engagement in collaborative learning within the classroom and in forum activities, Keeping a reflective diary (guiding questions / tasks for each lesson) Project presentation

Course OutlineThe Course is an introduction to the ME, its conceptualisation as an

educational paradigm and its implications for teachers’ role. evolves around PA compatible with principles of constructivist and reflective learning which are at the basis of the multicultural education paradigm and viable for increasing teacher students’ awareness to their personal predicaments with regard to “otherness”, promoting their inter-cultural competences, deepening their sensitivity to diversity in the classroom and enriching their repertoire of educational approaches and tools compatible with meeting pupils’ diverse learning needs. The course is to be accompanied by a reflective journal.

The course evolves around the five dimensions of multicultural education, stated by James Banks, through the adoption of reflective methods.The dimensions for multicultural education are:

(1) the content integration, (2) the knowledge construction process, (3) prejudice reduction, (4) an equity pedagogy.

(5) an empowering school / social structure. Being interrelated, the dimensions are integrated within the pedagogical approaches developed by the members of DOIT “Pedagogical Approach” team.

Course Outline (cont.)

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The introductory lessons as well as the pedagogical approaches comprising the course make use of various reflective methods [namely: narrative and auto/biography, guided imaginary, case study, collaborative and project based learning (PBL), personal reflective journal]

The reflective methods are implemented on 4 planes: (1) Me and the World : Introspective approaches (2) Me and the Others: Intercultural encounters (3) Learning from and with one-another (4) Social responsibility and activism.

Course Outline (cont.)

Multicultural Education as a Pedagogical Paradigm (Dr. Sylvia Saba-Sa’di - GCE, Haifa)The introductory lessons are based on the assumptions that: Multicultural Education (McE) as an educational paradigm

requires educators to nurture a professional outlook and proficiency embodied in personal, social and political stands.

Hence, the principles for McE can be best learned through on growing awareness to one’s own stands, experiences & reality with regard to diversity and otherness in various context (neighborhood, work, college, etc.), as well as, to one’s dispositions and competencies with regard to McE & the way these are influenced by one’s personal values & predicaments.

In addition to, proficiency, McE requires familiarity with the dimensions of McE, teaching- learning (T-L) princiles and pedagogical models compatible with its goals.

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Learning outcomes:Following the introductory lessons, students should be able to:- discern what characterizes the McE paradigm.- explain what is expected from the Mc educator. - recognize the personal factors involved in their teaching- learning

(T-L) experiences, the way these impede or and facilitate their intercultural encounters.

- increase their repertoire of educational approaches, principles, T-L strategies and tools viable for the promotion of learning in Mc classrooms.

Introductory Lesson – cont.

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LESSON 1: Introduction to multiculturalism as a pedagogical paradigm: - What is McE? - What are the dimensions which characterises McE? - McE as a moral imperative in multicultural societies.- Definition of McE and related concepts.- The relevance of McE to the local community.The lesson will evolve through reflective constructivist practices. E.g.,: ‘A moment of Reflection’ on the issue: what does Mc mean to me? For-

Against Mc; For-Against McE. To be followed by a succinct introduction on Mc in general & in students’ country in particular,

What is entailed in McE: “what principles, to your opinion are necessary for effecting McE..?

Introducing Banks’ dimensions for McE – through the analysis of a scenario from an educational context.

Forum activity: report about an act of discrimination or prejudice in your community/country [from: official reports, news, experiential incidences].

Reflective Journal, following a lesson and towards lesson 2.[see slide 13]

Introductory Lesson – cont.

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LESSON 2(A) The “Multicultural Educator” : - What should s/he care to know about her/his pupils?- Awareness of the assumptions, beliefs, values under which one operates.- What are the knowledge, skills, strategies needed to be able to infuse Mc & meaningful learning in the classroom? How could s/he develop them?.- Teachers’ involvement in furthering the implementation of the McE.(B) L-T principles viable for education in Mc classrooms. - L-T principles & pedagogical approaches which could promote intercultural relations in the classroom: Constructivist principles [relevance, meaningfulness, authenticity etc.] - Educational practices compatible with T-L principles viable for teaching in McE classrooms. [Co-construction of knowledge; Interdisciplinary learning; PBL; case studies, reflective journal, etc.] Lesson 2 is to be taught through: (1) the discussion & analysis of an educational scenario OR a short film, with regard to the principles and dimensions for McE; (2) followed by a presentation of the principles of McE & its implications for the Mc educator. (3) PBL groups on a McE issus relevant to the classroom the teacher students are practicing in.

Introductory Lesson – cont.

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Following lesson 1 & towards lesson 2:(1) How does the 1st lesson affect my awareness to McE?(2) [OPTIONAL] Self-Assessment with regard to intercultural relations (Howe & Penelope, 2013:13) (3) Reflection intended to Increase Self-Awareness: - Name 3 literary works / art works produced by people who are from an

ethnic group different from yours. - Name 3 journalists whose work you read for pleasure/information who are

from an ethnic group different from yours… - Go somewhere where the majority of people are from an ethnic group

different from yours, write how you feel? How do you think a pupil feels in a classroom when she/he is in the minority?

Following lesson 2: (1) discern 2-3 teaching-learning principles which dominates your educational practices and reflect on their effect on promoting /impeding multicultural understanding in your classroom. (2) Reflection on the PBL task, the choice of the issue, its significance to you, etc.

The Reflective Journal as a method for transformative learning

LESSON 3 : Introducing the issue of cultural identity in multi-ethnic and multi-cultural space [Lia Akhaladze, Tamar Shinjiashvili, Tamar Jojua – SSU, Tbilisi]

(1) Me and the World - Introspective approaches

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Working with Biographies & Narratives (a)LESSONS 4 & 5: Autobiographies as a tool for the development of intercultural competences - The ABCD crown model (Bernadet Tijnagel & Gerbert Sipman - Han University of Applied Sciences).

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Working with Biographies & Narratives (b)Lesson 6 & 7: Working with biographies & narratives: Development of intercultural awareness through biographical and narrative approach (Catherine Carré-Karlinger - Pädagogische Hochschule Oberösterreich)

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Lesson 8: Critical incidences (Gulnara Janova & Vasil Mosiashvili - Samtskhe-Javakheti State Teaching University (SJSTU), Akhaltsikhe

(2) Me and the Others: Intercultural encounters

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LESSON 9-10: Diverse environment and integration into it (Sofiko Lobzhanidze - Ilia State University, Tbilisi)

(3) Learning from and with one another

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LESSON 11 -12: Communication and social media (Nino Chiabrishvili, David Malazonia, Izabella Petriashvili, Ina Baratashvili - ISU, Tbilisi & TSU, Tbilisi)

(4) Social responsibility and activism

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Lesson 11: Communication – How & not just what

(4) Social responsibility and activism

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Lesson 12: Intercultural Communication through Social Media

(4) Social responsibility and activism

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LESSON 13 - Active citizenship: Balancing of interests of ethnical majorities and minorities in democratic country (Tamar Shinjiashvili Rusudan Pipia – SSU, Tbilisi).

(4) Social responsibility and activism

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