Anke Anthoni, coordinator ‘Leerrecht en gelijke onderwijskansen” in Social affairs, City Council of Mechelen, presents the following leaders in educational change:
‘How to manage diversity in education: What is the approach Mechelen takes?’ We look into “Schoolmakers” and their project on DISCO: Screening of Diversity in Education, and the main challenges for schools (Anke Anthoni, City of Mechelen and Saskia Vandeputte, Schoolmakers) ‘A case in working with pupils with a migration background, their parents and their teachers on overcoming barriers‘.
Dirk Geldof
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Studio GloboCan insights into the colonial past help people to live better together in a super-diverse society? Studio Globo believes so. Their teaching materials used in the workshop is also a starting point for reflection and debate on the traces of colonization at school. How can our schools and teacher training programs decolonize? Studio Globo developed lessons and a programme to be used in schools. They will show it to us.
Intercultural meetings. A method to talk with each other instead of about each other.
How do newcomers (newly arrived immigrants) and Belgian students (in this case teachers-to-be) look at each other? Which differences do they see and which common values do they share? And what about the prejudices that they sometimes have? Real contact is important to find answers. Therefore, the Flemish Agency of Integration organizes intercultural meetings in collaboration with schools. During this session, you get to know how the Flemish government facilitates the integration of newcomers. There will be a reflection on the intercultural meetings; good practices and materials will be shared. A multicultural or superdiverse society entails a complexity of identities. OSU plays in the field of African Royal Ball Black History Month antwerp Let's Talk About Kroeshaar Read It Out Loud Shoot 4 Dreams Because these stories should be told uncensored. |
and also:
Anke Anthonis, coordinator ‘Leerrecht en gelijke onderwijskansen” in Social affairs, City Council of Mechelen: Presenting SIREE: Social Integration of Refugees through Education and Employment and the collaboration of different actors in this local context. Partners tbc
Gonda Pickl, University College of Teacher Education Styria: “Bliss – a written universal language“ Bliss-symbols, in recent terminology Bliss-words, were developed by Charles Bliss, inspired by his own history, in the middle of the 20th century to bridge communication barriers between people belonging to different linguistic and cultural groups. To make them accessible to everyone, independent of linguistic backgrounds, he decided for a graphic system consisting of few elements which, instead of representing the visual appearance, represents the semantic meaning of a word. Therefore, other than picture-based symbols or pictograms, Bliss-words are independent of the iconicity of the words they stand for, a feature they only share with alphabet-based or spoken communication and standardized sign languages. In addition, however, Bliss-words even allow communication between persons using different languages. While the symbol-system never has become the universal written language Bliss had hoped for, since almost 50 years it has been used by individuals with complex communication needs to communicate with others. With the development of electronic communication aids using colorful picture symbols, in many parts of the world Bliss-words were used less, despite the fact that language, especially the socially so important small-talk, to a high degree is based on non-iconic words which are difficult to be represented in pictures. A new use for Bliss-words has been found especially in Scandinavian countries: Because meaning-based symbols are processed in different parts of the brain than letters of phoneme-grapheme-based alphabets, speaking individuals who for various reasons are unable to read traditional orthography may very well be able to read and understand Bliss-words and thus are given a means to independently understand and produce written information. In addition, teachers report that the explanation of the semantic concept of a word needed to learn Bliss-words leads to deeper insight into language that may be missed otherwise.
In this workshop, participants will immerse in the basics of Bliss-words, experiment with Bliss-texts and reflect the system`s value in a multilingual society.
Inge Van Gestel, Integration Agency, “An intercultural meeting”: In their new project they ask newcomers what they think of Belgians, and Belgian children in a class what they think of newcomers, and then the two groups come together and exchange their ideas; a very inspiring practice on how we see ‘the other’ as a strange concept.
Luise Schimmel and Inna Zeitler University of Education Schwäbisch Gmünd, “PARENTable. The role of parents for the learning success of (migrated) children - experiences in project work”. While integration policies often focus on the quick and language-based integration of refugee or migrant children into national school contexts, parents are often left out and not actively involved. However, parents of newly immigrated children in particular can play a particularly supportive role by playing a decisive role in the children's learning path. The project "PARENTable" tries exactly this: to promote mutual understanding between educators and parents and to build communication and bridges between school institutions and families, so that an optimal learning environment can be created for the children. Questions of identity within the family and/or a prejudiced parent-teacher relationship also play an important role here. The presentation is intended to provide insights into various questions that have arisen in the context of project work with Arab refugee children and their tutors and to present the new ERASMUS Plus project “PARENTable” as a whole.
Gonda Pickl, University College of Teacher Education Styria: “Bliss – a written universal language“ Bliss-symbols, in recent terminology Bliss-words, were developed by Charles Bliss, inspired by his own history, in the middle of the 20th century to bridge communication barriers between people belonging to different linguistic and cultural groups. To make them accessible to everyone, independent of linguistic backgrounds, he decided for a graphic system consisting of few elements which, instead of representing the visual appearance, represents the semantic meaning of a word. Therefore, other than picture-based symbols or pictograms, Bliss-words are independent of the iconicity of the words they stand for, a feature they only share with alphabet-based or spoken communication and standardized sign languages. In addition, however, Bliss-words even allow communication between persons using different languages. While the symbol-system never has become the universal written language Bliss had hoped for, since almost 50 years it has been used by individuals with complex communication needs to communicate with others. With the development of electronic communication aids using colorful picture symbols, in many parts of the world Bliss-words were used less, despite the fact that language, especially the socially so important small-talk, to a high degree is based on non-iconic words which are difficult to be represented in pictures. A new use for Bliss-words has been found especially in Scandinavian countries: Because meaning-based symbols are processed in different parts of the brain than letters of phoneme-grapheme-based alphabets, speaking individuals who for various reasons are unable to read traditional orthography may very well be able to read and understand Bliss-words and thus are given a means to independently understand and produce written information. In addition, teachers report that the explanation of the semantic concept of a word needed to learn Bliss-words leads to deeper insight into language that may be missed otherwise.
In this workshop, participants will immerse in the basics of Bliss-words, experiment with Bliss-texts and reflect the system`s value in a multilingual society.
Inge Van Gestel, Integration Agency, “An intercultural meeting”: In their new project they ask newcomers what they think of Belgians, and Belgian children in a class what they think of newcomers, and then the two groups come together and exchange their ideas; a very inspiring practice on how we see ‘the other’ as a strange concept.
Luise Schimmel and Inna Zeitler University of Education Schwäbisch Gmünd, “PARENTable. The role of parents for the learning success of (migrated) children - experiences in project work”. While integration policies often focus on the quick and language-based integration of refugee or migrant children into national school contexts, parents are often left out and not actively involved. However, parents of newly immigrated children in particular can play a particularly supportive role by playing a decisive role in the children's learning path. The project "PARENTable" tries exactly this: to promote mutual understanding between educators and parents and to build communication and bridges between school institutions and families, so that an optimal learning environment can be created for the children. Questions of identity within the family and/or a prejudiced parent-teacher relationship also play an important role here. The presentation is intended to provide insights into various questions that have arisen in the context of project work with Arab refugee children and their tutors and to present the new ERASMUS Plus project “PARENTable” as a whole.
How we understand superdiversity and its implications for policy, practice intervention and research is work in progress.
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