a Comenius project in our Unesco Associated School

‘difFUSION’against

xenophobia- year 2-

Almåsskolan(Sweden)

Brentford School for Girls (UK)

LeLikès(France)

This book will mix French and English languages

TABLE OF CONTENTS

* presentation of the project p. 2 -4

*Project meeting in Quimper p.5 -8

*’Tous des sauvages’ Daoulas p.8 -14

* Associations conference p.15-16

* UK associations p.17-21

* Renovation of Kermoysan p.22-24* Lien from Vietnam p.25* Maite from Germany p.27* Murat from Turkey p.28* Hildegarde from Germany p.29* Zuleika South Africa p.30 * Abbas from Togo p.31

* Dominique from Senegal p.32* Nadeem from Pakistan p.32* Mila from Argentina p.33* Summer from New Zealand p.34* Lourdes from Brazil p.36* Sari from Salvador p.37* Paola from Salvador p 37 * Sofia from Iran p.38* Case studies p.39* Project meeting in Mölndal p.42* difFUSION through games p.51* Fete des couleurs Quimper p.52* Notting Hill Festival p.54 * Gothia Cup Gothenburg p.57

* The Whipala flag p.58* Migrants’ traditions London p.60* Art projects in Quimper p.68* Class activities Quimper p.70 OUR MULTICULTURAL IDENTITIES* Andy from Madagascar P.74 * Zakari from Morocco p.76* Thierry from Lorraine p.79* Typhaine from Madagascar p.82* Mia from Martinica p.86* Aubert from Cambodia p.88* Charles from Rwanda p.89* Oscar from Portugal p.93* Alan from Scotland p.94* Victorio from the Philippines p.95* Hanna’s Mum from Scotland p.96

* Jennifer & Jessica Nigeria p.97* Kajal’s dad from India p.99

* Multicultural films Sweden p.110 * Multicultural snapshots from museums p.112

* Nargi from Afghanistan p.100* Sutkhanueng from Thailand p.101 * Project meeting in London p.102 * Multiculturality in Utrecht p.107

* Publishers’ corner p.118* Contacts p.125* Timeline in Hounslow p.126& Abolition of slavery in Quimper

difFUSION- Difference and Fusion: Communities in EU SchoolsOn Preventing Anti-Xenophobia and Racism

Aims of the Project as defined in the Preparation meeting in Mölndal Our project is to promote cultural awareness amongst students in our schools, with a view to foster empathy between students of different ethnic backgrounds, both male and female, and/or immigration status (new immigrants, 2nd/3rd generation immigrants, asylum seekers, etc). If this project is successful, it will serve as a means of combating xenophobia and racism. All of the countries participating in this project have recent and historical experiences of immigration or issues arising from the relationship between different groups of people in their communities. For example, France, Spain, Sweden and the UK have seen migrants from North Africa, East Africa, Eastern Europe, La-tin America and the Indian Subcontinent. The immigrant presence is culturally enriching but can sometimes lead to problems, for example with schools experiencing difficulties in communicating with parents who do not speak the local language. More generally, there are sometimes tensions arising from economic factors such as unemployment. Our partners in Romania have an identified need to improve the situation between the Roma community and the wider community. Roma students must also be better engaged in schooling to improve educational outcomes for this group. This project is envisaged to give Roma students a voice and an opportunity to share their story and perspectives with a wide audience.The project will allow groups of students and teachers to visit eachother’s countries to share information about cultural experiences, history and heritage. Students will be encouraged to tell their own stories in a highly personalized way, promoting self-esteem and equal opportunities. Each visit will have a broad theme (for example culture, history, paedagogy) which will provide an additional focus for each visit. The project will make extensive use of ICT and will incorporate video-recorded vox pops, presentations, ro-leplay and drama to promote the theme of cultural awareness and empathy. This will also develop students’ skills of communication. These items will be uploaded online and the project ‘s fruition will be an online resource showing the activities that make up the project. This website will be available to all teachers and students in Europe to use as a means of teaching and learning about this important topic.Problem-DefinitionEFFECT Political groups promote separation (Of not doing so) Xenophobia/racism

PROBLEM How to promote cultural awareness and empathy within and between our countriesCAUSES/ Immigration Needs of local speakers (eg Breton)ROOTS Economic factors Languages Unemployment Inability to access the curriculum Economic Crash Interface with parents Empathy/cultural awarenessWhat do we seek to achieve?The promotion of cultural awareness and empathy

The project website will be grouped into sections including ‘My Story’, with interviews and galleries; culture; current and historical trends in migration; community engagement and teaching and learning about the theme. Material will be uploaded in an eye-catching and accessible manner. The language of the website will be English but some items will be uploaded in native languages, or subtitled.Once completed, the website will be available for access by teachers and students across Europe. The web-site will be promoted to teachers through national teacher forums. School magazines and the local press will be used as well. All productions will also be made accessible through the Unesco Associated Schools network and websites .

Brainstorming Activities and Tasks: Activities- Films, texts, roleplays, images, interviews, history, tradi-tions, sayings, etc

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Milestones of YEAR 2 : Activity Focus : Activities of Year 2 will aim at completing our collection of testimonies, and also focus on concerned Organizations and Institutions ( Meeting in France) , games and class activity modules ( Meeting in Mölndal) and hint at possible solutions through the promotion of ‘multicultural belonging’ Visit Schedule : September 2013 France: Community engagement, role of NGOs in tackling problems arising from immigration. ...February 2014 Sweden- Theme: Paedagogy, teaching and learning in school April 2014 UK Theme: Evaluation

Evaluation of ProjectPrior to the beginning of the programme a questionnaire will be designed and circulated to identify view-points and attitudes about this project’s theme. The data from this questionnaire will be used at the first meeting to plan ahead. A set of questionnaires will be used to evaluate the project in terms of its progress and results, including the satisfaction of those groups taking part, students, parents, members of the wider community and so forth. There will be a final questionnaire at the end of the programme to assess whether and to what extent the wider objectives have been achieved.During each of the meetings, time will be built in to evaluate progress on the website and to formulate next steps. The Google Site webpage will be shared with a number of colleagues at the end of the programme. This will allow the accessibility and functionality of the webpage to be assessed before it goes live.

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RAPPEL : PROJET COMENIUS « difFUSION » - 2012-2014intégré dans l’ensemble des projets UNESCO

** DESCRIPTION DU PROJET :==> combattre la xénophobie en favorisant la prise de conscience des diversités liées à l’immigration ( diffé-rentes générations, communautés, expériences de vie ..) . Ces diversités seront considérées comme facteurs de richesse et élément constructeur de l’Europe d’aujourd’hui .==> Enseignants et élèves sont invités à dire et partager leurs expériences ou celles de leurs proches en met-tant en valeur les aspects humains,. On cherche à développer l’estime de soi et l’égalité des chances==> Ce travail est réalisé dans les cours et au cours des rencontres organisées dans les 3 lycées partenaires du projet [ Les restrictions budgétaires n’ont pas permis à 7 autres pays initialement participants d’être retenus]. Les résultats (portraits, récits d’expérience, travaux de création .. ) seront mis à disposition en libre accès à tous les enseignants et étudiants d’Europe sous forme d’un site web ressource .==> Plusieurs grands thèmes de travail ont déjà fait l’objet d’un accord entre les partenaires lors d’une pre-mière rencontre de travail en Suède en Janvier 2012:• Migrations• Culture and traditions des différents groupes ethniques en Europe• Les minoritées et leur histoire dans l’Europe contemporaine• Migration et société civile - Migration et organisations==> langue de travail : Anglais (et langues locales)==> Mode de travail/ communication : groupe fermé FACEBOOK==> Les activités et productions s’inscrivent dans les programmes et favorisent le travail en interdisciplina-rité [ Integrated Learning] , dans la continuité de nos projets depuis plus de 10 ans==> Matières concernées : histoire/Géo- langues- education citoyenne- mathématiques - Communication - TIC==> diffusion des résultats :* le site web sera ouvert en libre accès à la fin du projet et publié sur le site national et international des Ecoles Associées à l’UNESCO ainsi que sur le site et la newsletter de EUROCLIO - European Association of History Educators (plus de 6 000 professionels de l’enseignement de l’Histoire/Géographie) :www.euroclio.euLES PARTENAIRES : 400 écoles se sont portées candidates à l’appel à propositions . Il a fallu en sélec-tionner 9 , choisies sur le pourtour de l’Europe . 3 seulement ont vu leur participation validée.1-Almås school - près de Göteborg - Suède(2-ΓΥΜΝΑΣΙΟ ΓΕΡΙΟΥ «ΙΩΝΑ ΚΑΙ ΚΟΛΟΚΑΣΗ»- Geri -Chypre)3-LEGT Le Likès - Quimper- France4-Brentford School for Girls - Londres - UK(5-Gimnazjum nr 3- Zawiercie-Pologne)(6-LICEUL TEORETIC «PAVEL DAN»-Camia Turzii- Roumanie (Transsylvanie)(7-Lalahan İlköğretim Okulu- Ankara - Turquie)(8-Plunges Senamiescio vidurine mokykla -Plunge- Lituanie)(9-IES Monte Miravete - Murcia- Espagne)LES RENCONTRES :*24 Septembre 2012 FRANCE Définition du projet en détails*21 Janvier 2013 UK : Voix et image des minorités en Europe*15 Avril 2013 SUEDE: les migrations dans l’Histoire*23 Septembre 2013 FRANCE Migrations et Société civile / organisations ..*20 Janvier 2014 SUEDE Pedagogy : games & activities .. *21 Avril 2014 UK Nouer les liens* Mai 2014 envoi et mise en forme des résulats et bilans - ouverture du site au public et dissémination

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In the few weeks between the beginning of the school year and our 4th project meetingthings gradually built up to make ready for the friendly meeting we needed .. Colorfulfigures started pacing up and down our corridors [ Merci à Myriam Le Seac’h...], theblack& white model of what will a 10-meter high iron statue in the harbor of Brest found its place among the photos of an exhibition at the library [ Merci aux documentalistes et à Véronique Brod ...] . And our students starting collecting human stories of immigration again to complete the European database we will open at the end of this year . Swedish and British colors started flying on top of our buildings ...

And suddenly delegations of teachers and students appeared in front of Mr Minguy our headmaster , receiving his warm words of welcome and mixing up with our class of 1èreL , some of them still in the after taste of their first Quimper breakfast in their host families [merci aux familles d’accueil ...]Then came the usual time of the presentations of the work done since the last meeting in Mölndal , the usual photo safari around Le Likès and a few lessons to observe .. [ merci aux collègues Sarah, Geneviève, Fabienne, Jean-Jacques et à Viola , la chef d’ orchestre ... !!!]

Max Relouzat was here for a 2-hour conference on Tuesday to tell us about his long experience and his struggle against racism. Born in La Martinique in the French Carribean islands, he is the founding father of the French Carribean workers association in Finistere . He also started the Quimper branch of SOS Racisme and a large smile appeared on his face just as he was leaving the conference when he learnt that his 10- meter metal statue would be standing near Oceanopolis in the harbor of Brest to comme-morate the Abolition of Slavery . Now his new association for the Memory of Slaveries is on the rails .. Philippe CORRE tells us : Max RELOUZAT, a 69 ans mais il n’a pas d’âge parce qu’une force intérieure liée à une cause qui se joue du temps animent son quotidien. Max RELOUZAT est venu à la rencontre des élèves de 1ère L et d’élèves anglais et suédois pour un échange bilingue Français-Anglais le Mardi 24 septembre au Likès. C’est .../...

- Project Meeting n° 4 - in QuiMPer

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C’est un de ces hommes dont la voix s’identi-fie à un engagement, dont la voix se fait voie pour parler des esclavages et de la mémoire… La mémoire, pas comme un devoir, non ! La mémoire comme une empreinte posée sur le sol d’aujourd’hui, la trace matérielle d’une humanité qui interpelle sa destinée. Esclaves, ils étaient ; esclaves, elles étaient, sansdistinction de couleur, enfermés, enchaînés dans un monde sans lumière où seules régnaient la peur et la mort… Parler, dire, échanger, connaître pour reconnaître, pour à son tour poser des mots sur l’humain en lutte avec lui-même. L’ange et le démon cohabitent et le souvenir des cales, de ces êtres entassés comme des bêtes a un relent de crime, de destruction qui n’est pas sans rappeler des heures sombres du siècle écoulé. Maxparle à la jeunesse de son vécu et regarde le passé sous l’angle d’un combat jamais achevé, d’une vi-gilance sans cesse activée. Il parle des esclavages mais il ne pointe pas un doigt accusateur sur ceux qui l’écoutent. La responsabilité, la repentance, les réparations ne sont pas de son vocabulaire. Il croit en la jeunesse, aux qualités qu’elle véhicule etcherche dans les regards qui l’écoutent cette étincelle qui fait combat, qui bouge les montagnes. Il croit en la force des idées, des convictions et se nourrit à la source de ses pairs, dans les mots de la Négri-tude comme ceux … Max est un combattant, un militant certes, mais un combattant surtout, un homme de défi qui suit son projet, qui le pense, qui le porte, qui le vit. Eriger une sculpture d’une dizaine de mètres à Brest, commeélément de la Mémoire des Esclavages, est le symbole d’une aventure démesurée, d’une quête per-sonnelle, d’une volonté de voir l’oubli perdre la face… Un masque aux deux visages, un masque, des visages, des figures, de multiples visages, de multiples figures au soleil couchant. Un homme qui parle, des élèves qui échangent, un souffle qui se lève… une mémoire qui se dit… Une belle rencontre en langue française, traduite en langue Anglaise avec passion par Lionel … Deux langues pour deux faces, un croisement de sonorités, de tonalités, de rythmes pour dire une seule chose, la même chose… Ne pas oublier, ne rien oublier... Une expo au CDI : la maquette de la sculpture (qui sera réalisée par le sculpteur Marc Morvan), des photos de Véronique Brod, des livres enfin pour faireretour, pour faire culture, pour s’indigner sans doute mais pour prolonger une rencontre surtout...

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A few more lessons and a few more hours sharing the life ways of the host families later ,the delegations joined our students from the 1èreL and Terminale L to take part in asecond interactive conference with 5 representatives of local associations acting againstxenophobia .. Mme Poullelaouen told us about Droit d’Asile and the long standingdifficulties to shelter refugees. Bruno Gonidou told us about The Human RightsLeague’s constant struggle for awareness and action all over the country .Marie-Marguerite Nedelec was passionate about the lessons of French she and her group ofAlpha volunteers give at the MPT Penhars . André Plouzennec was the voice of theQuimper authorities : the Bureau de la Cohésion Sociale in Penhars is involved in thecomplete reorganization and rebuilding of Kermoysan, a district of Quimper that has beenwellknown for housing immigrants since the 60’S . Anne-Claire Lucas represented theCICODES, a group of associations supporting human rights and sustainable development ;she had also planned a game to teach us about ourselves and our reactions to stereotypesand prejudices before our visit to the ’ Tous des Sauvages’ exhibition in Daoulas .

Did you notice some of our students on the inter-preters’ seats ? Sybille and Yanis from Terminale L , Capucine and Noémie from 1ère L ... Probably the only high school stu-dents in the country acting professional at 17 ....

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THURSDAY was a day out for 1ères and Terminales .

’Tous des Sauvages’ - Daoulas Abbey is an exhibition about the way we look at ourselves and others based on Claude Levi-Strauss’s remarks as an anthropologist and sociologist . We are all ethno-centered it seems and hardly understand how insulting and disrespectful our behavior and lan-guage can be to strangers we know nothing about ....is fear a matter of instinct or can we educate our heart ?

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Our Partner associations worked with us - Interactive conferences -

The week from 24th to 26th September was really full. We met new teenagers from Swe-den and the suburbs of london. This meeting was within the frame of the Unesco-Comenius project against xenophobia. They introduced different associations from their cities which help foreigners to integrate in our society or just open people from our country a little bit more to the rest of the world. We also had a meeting with Max Relouzat who fights for the equality of people and a conference with several per-sons from different associations which are involved against xenophobia.The right of asylum association with Mrs Poullelaouen, CICODES Quimper with Anne-Claire Lucas, Alpha center Penhars with Marie-Marguerite Nedelec, the Human Rights League with Stéphane Lenoel and to finish the Town Hall branch of Penhars with André Plouzennec. All of them were debating about refugees’ projects. And of course, to make comprehension easier between French and English people, some students from 11th grade L and 6th formers L joined the participants to translate and interpret. Everyone could take part about asylum seekers, racism and xenophobia. And at the end, they proposed a game « It was very interesting, we could see different associations from different countries. » Marielle said . Flavie & Noemie

Bruno Gonidou was the representative of the ‘’ Human Rights League.’’ This association was created in 1898 during the Dreyfus Case. Today, the ‘’League of Human Rights’’ is active in the fight for economic and social development as well as the freedom of each human per-son . This association claims that every citizen can have access to law. They act in all fields: - Discrimination , social law, racism and private life. However , she also has a double approach : - universal and general (Promote democracy)For example : individual Freedom , voting right, fight against homophobia, discrimination, fight against the extreme right, fight against death penalty.You shouldn’t be satisfied with denouncing injustice but make sure democracy applies to all and everywhere.For example in Quimper : - Petition for marriage for all. - Defend the eligibility of foreigners to the right of vote in local elections. Gunes - Mathilde - Agathe

CICODES (Centre of Cornouaille informa-tion for the solidarity development). Anne-Claire Lucas works for the CICODES in Quim-per spoke. She is an activities organizer. The CICODES was created 30 years ago. It’s a res-source center about what happens in the world . Anne-Claire LUCAS explained that their goals are to educate the people to living together and so understand where we live. For that, 30 years ago, they created the resource centre, where we can find books, games… This place is avai-lable for young people and less young people. Moreover they work to make children aware, for example on the subject: “how to feed everybody in the world ?” or “how to have a role as a citi-zen ? “. To this second question, activists also help the people who set up projects. Marielle & Anaïs

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The Penhars Town Hall branchMr PLOUZENNEC was the representative of the PENHARS town Hall branch,. He told us about the different tools local authorities need to act :* Observe the statistical data to better identify the neighbou-rhood needs.* A lot of partners because a man alone is not efficient.* Finds contributor who act directly in the neighbourhood (in schools for example)Their GOALS are: helping people to have a better life in community, encourage social cohesion on the territory and to allow exchanges between different groups.They have allowed the construction of a mosque in the district, near the church and the municipal library to show mutual respect . Nowadays social housing is better distributed around the urban areas thanks to the national policy of urban renovation.

Maïwenn & Justine

Marguerite Nedelec works at the Community Center (MPT ) of Penhars, located in Kermoysan. The MPT has been renovated with a music room. Each district of Quimper has a MPT. Marguerite Nedelec woks just in one activity : language teaching. This activity has been on from 1970, from a long time because Kermoysan houses many foreigners. Most of them don’t have a passport and arrived in France helpless. The association helps young people to learn the French language. In France, 95% of immigrants are sent back . French lessons are given to them. They do learn to write and read, but majorities of foreigners are going to « Al-pha » to learn French, because that is their integration language. Lessons are given every monday and thurs-day, all day, and for men and women (mixed)As a whole, there are 34 volunteers, and every year more persons would like to learn French. Erell & Manon

Associations in the UK

BY SOUITA

BY HANAA

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BY RUKIA

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BY ISABELLA

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Associations in Sweden

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a QuiMPer case study in history & geograPhy

1ère L

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iMMigration stories Lién froM VietnaM by noeMie

I would like to introduce the story of my friend, who left Vietnam to come to France. Her name is Lién and she’s 59 years old. She came from Biên Hòa, a city which is at the east of Saigon ( but today it’s Ho-Chi-Minh ville). She lived 24 years in Vietnam and she was in charge of logistics in the air force. However because of the communist political system , also for the future of her children, she had to leave Vietnam with her husband Jacques and her eight-month baby.

Leaving Vietnam was really complicated for them because of the political system. Thanks to Jacques’ stepfather and the government ( this one paid a major part of the travel) they were able to come to France and were sent back by plane. Unlike them, some acquaintances weren’t able to leave the country ; however some lucky people succeeded.So they arrived in France on august 11th 1978 , in Paris. And thanks to Jacques’ aunt they could be put up for some time. Due to family problems, they had to manage on their own, they went to Concarneau, then to Quimper in 1978. So they began to live in a social care institution. And it was from this moment they be-came aware of the change, the uprooting from their country.

It was extremely tough for them to get used to this new country . Firts of all, with the climate because to switch from the heavy and stuffy heat to the climate of France ; there’s a big difference. Afterwards, the worst thing for them was the language, because when they arrived they didn’t speak French anymore. It was little by little they managed to get used, but it took a long time. Nevertheless, by listening to the radio, with the contact of other people ( even with the nuns who helped them to learn French) and especially with the television they managed. Moreover the change of food wasn’t easy to get by with at all. « We, in Viet-nam aren’t used to putting sugar in our fruits, instead we put salt » Lién told me laughing. Off course the abscence of their family plus the lack of money were tough too. But at the end, the biggest change was the culture shock, the French culture was totally different compared to Vietnam. « here, we had the impression to be free to do whatever we wanted, to be able to work. In Vietnam, the job we did , my husband ( who was technician in the air force)and I, was forbidden. Here, we had whatever we wanted. » explained Lién. There was also another thing, the consideration concept for them was totally different compared to France. « For example in our country children weren’t allowed to call their relatives by their name. They also had to respect their grandparents because they were the « pillars » of the family. » explained Lién.

After, they had to look for a job to live on. The problem, they were disadvantaged with the French, however a lot of citizens helped them to find a job. In 1979 they began to work : Lién as a cleaning lady in an office and Jacques as a technician in communication. After 1980, they started to cook vietnamese dishes for supermarkets. Finally in 1986, they opened their first restaurant in Quimper. That can be unbelievable but they were the first Vietnamese in Quimper.

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Maite Helms is a German penfriend who came to France for an exchange called « Brigitte Sauzay ». She is 15 years old. She comes from a region of Germany called Mecklenburg- Vorpommen. For the exchange her penfriend came the year before to her home to visit and learn about the country and now she is in Quimper for three month, she chose France because she studies French in Germany and she also likes this country and she wants to discover more about it.

She likes France because people are very nice. « In Germany, it’ s all strict and complica-ted, in France you live just as you want ». She discovered the good French food with all the typical meals, sweet and more, she really likes crêpes.

She hopes to come back to France one day because it’ s a wonderful country and she wants to see the people she met again especially her host family and her exchange partner again.

When she arrived in France, it was difficult for her because no one speaks her language. But after a few days, it was better. She thinks France is a wonderful country with very nice people. But there are differences between Germany and France. At first, le Likés is huge ! And it was so difficult for her to understand where she had to go. In her school there aren’t many students who eat in the « self » or cantine. And here most students eat there. In Germany they have a lunch pack but here ? No. Nothing. But it is not just the food which is different. In Germany she does many after- school activities like music and meeting friends. But in France it’s difficult because the school day is so long and there is so much homework. They don’t have homework. Oh yes they do, but not so much as here. And especially in Le Likés all things are made by computer. In all rooms there are compu-ters. In Germany They have class books and books for the marks.

Maite froM gerMany by Manon, cLara & fLaVie

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We decided to interview Günes’s father.His name is Murat. He is Turk, but he was born in Nuremberg in Germany and his parents went back to live in Turkey when he was six years old. He spent his youth and studied in Istanbul. Then he met Günes’s mother and married in Turkey.But he couldn’t live in France without a Visa.He had to wait a year before returning to France.When he arrived in France, he was little sad, because almost all his family was in Turkey. But fortunately his brothers lived in Brittany .Then he took the French nationality. The hardest part was to come because he didn’t speak any words in French. It took him 18 months before he could speak French and know how to write correctly. He had to learn an another culture and become used to new landscapes, very different from those of his native country. He retained some tradition as the traditio-nal Turkish cook . But some traditions have disappeared such as religion : it is very impor-tant in Turkey, then every hour of prayer you can hear the bell of the nearest mosque and the prayer of the Imam. This is not the case in France. Thanks to the solidarity of his friends he found work as a mason.Today, it has been about twenty years since he arrived in France. He goes to Turkey as often as possible to meet his family and his friends.

Murat froM turkey by her daughter günes and aLizée

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hiLdegarde froM gerMany by juLie & Morgane

What is your name? Where do you come from?My name is Hildegarde and I was born in Germany.In which part of Germany?In Saarland, in the South-West, close to the French border.

When did you come to France?I arrived in France in 1971.How old were you when you came here?I was 21.

Why did you leave your country?I left Germany because I was in love with a French boy.Where did you meet him?I met him in University in Germany. Did you speak French before coming?Yes I did, I learned French in school, and I spoke French quite well!

Did you have a job or were you still a student?Both, I worked as a German teacher and I continued studying.What sort of studies did you do?I studied to become a German teacher but I could alreadywork. I stayed a German teacher for 29years. And now I am a translator and interpreter.

Did you get French citizenship?Yes I did, I became a French citizen in 1974, but I kept my Germanciti-zenship as well.Did you ever want to go back to Germany?I did not, not for good, I prefer living in France, but I go to Germany quite often.

Why do you prefer living in France?I find life in France, or at least in my village,much easier than in Germany. People don’t look at who you are, what you are doing and wich car you are driving... When I arrived I thought France was the country of liberty.

When did you arrive in Loperec?In 1974.Did you get married? Do you have children?Yes Igot married but not with the French boy I was in love with. I married an Irish and I have 3kids. They don’t live with us any more.My son was married. One of my daughters living in Toulouse and the other one is living in Quiberon.Actually, our 2daughters were born in Viet-Nam, we adopted them when they were 3 and 8years old.

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Ramses and Maiwenn: Ok, let’s go. What’s your name?Zuleika: my name is Zuleika.R & M: When and where were you born?Z : I was born in South Africa. In 1968.R & M: when did you arrive in France?Z: I arrived when I was 18 years old.R & M: Why did you come to France?Z: Just for curiosity. I wanted to know what life was like and overall the political life in the country of human rights.R & M: Have you ever been the victim of racism in France?Z: It happened, often near the poll period when people are almost upset against strangers, and this happened with no reason. As I have my skin colour , IT is not supposed to be a crime.R & M: Have you ever had some integration problems?Z: For me I would never have any problem of integration as I think I am very well edu-cated I give respect to everyone I meet wherever I am. Then for me there should be no integration problems. Beside that I would never avoid some people thinking that I do not deserve to live in France.R & M: And now how is your life in France?Z: I am the mother of a nice French girl. We have quite a nice life and I am a manager of a little company I created.R & M: What do you do with your company?Z: I am creating for high quality fashion . Precisely I’m creating shoes, bags and clothes for haute couture and Pret a porter de Luxe.I also work in translation as I speak many languages: French, Spanish, Italian, English of course, and A few more.R & M: Last question: What do you think about racism?Z: For me, racism is the most stupid feeling and behaviour ; a man equals another man, and we always are anyone else’s stranger. If I am a stranger in France, French people would equally be strangers for my home country people.R & M: Ok. We don’t have other questions to ask you. Thank you very much for answering us.

zuLeika froM south africa by her daughter raMsès & Maïwenn

«I wanted to know what life was like and overall the po-litical life in the country of Human Rights» says Zuleika

abbas froM togo by his daughter caPucine & juLi1

This artice will trace the path of Abbas Djobo from his homeland to France, the difficulties he encoun-tered and also what he has learned. Abbas was born in Togo. At the age of 10, he went to study in New York, because his parents had to move. His father was athe ambassador of Togo in New York. Abbas spent 3 years there, then he moved to France with his sisters. His first school was a boarding school in the Alps, however he went back to New York only for the holidays. It was a very difficult moment to him be-cause it was a huge change of classes, climate and people’s personnality. When he went to highschool, in a literature department, he was the only boy and also the only colored person. It isn’t easy to be accepted when we are different at the beginning. But progressively, he fitted in this highscool and he spent beauti-ful years. He then moved to college in Paris with his sisters where they had an apartment. They continued to spend their holidays in New York at their parents’ home. Abbas says « I had a beautiful youth full of diversity, and the change taught me a lot even if there were some very difficult times. After several years in Law, Abbas is now the manager of an entreprise. He goes back regularlyto New York with his children and his wife, but he doesn’t go to his homeland. After spending many years in Paris, he moved to Brittany in 2008 , but continues to work in Paris from monday to friday.These changes have brought him much.

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doMiniQue froM senegaL by ereLL & Marion

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Dominique Ayemou was born in Senegal in 1968 ; he spent his childhood in his native country. For his studies, he followed his brother to Marseille, he was then 18. He lived in a small secluded village with his five sisters and four brothers. One day, his father asked him to go to France it was in 1986. At that time, They did’nt have any place to sleep and lived a day to day life . His brother used to say: «You’re lucky to be in France, even if you are hungry, you shut up!». He then left the South of France for the UK and worked in transpor-tation. Having enough money he returned to Senegal to see his family and learned that one of his brothers had died. Some time later, his aunt asked him to take her son : Franck with him. They were cousins, but did not know each other. «It is not for studies that parents can send their children to France, but to have one less mouth to feed,» stated Dominique. At 14 years old, Franck got into high school in Cornouailles. He wrote poems published in the school newspaper. He was extremely intelligent. Today, Dominique has found the woman of his life and lives with his three children and Franck in a small house. Frank wishes to return to his family near Senegal he has not seen them since.

nadeeM froM Pakistan by anaïs

Nadeem Muhamed was born in 1995, in Sukkur, in Pakistan. He grew up with his parents Laïna and Kyanann. He has got one brother named Souleyman. In August 2007, Nadeem’ village was attacked, it was destroyed by Afghan warriors. His dad was killed, so Laïna ran away to go to India. In this moment, Nadeem and Souleyman were lost and really sad. They escaped to the North. They payed a smuggler to go to Russia with the rest of mo-ney (that) they had. They travelled in a truck. During the travel, Nadeem thought of his parents. Two years after, the boys worked for a man who supervised building construction. Then, they took a boat to go to Brest. During three weeks they stayed in the reserve, so when they arrived to Brest, they were very tired. In Spring 2009, Nadeem and Souleyman arrived in Brest. They didn’t know what they would do. They didn’t have papers, money or friends...They were rapidly arrested by the police. So they were sent to Combrit at the S.A.U (emergency care center). They tried to get political asylum but it’s very long. After, Nadeem was sent to a shelter for teenagers in Quim-per. He began to work in the building trade. Nadeem says “sometimes it’s difficult here, because my mother is so far and I don’t know if she’s alive...” For three months, Nadeem has had a flat in Quimper and he works and lives normally but he still waits for an answer from the government for his papers.

MiLa froM argentina by MathiLde & agathe

Mila Alimenti, a 17-year-old young girl from Argentina is experimenting a school year in Brittany under the Rotary association. Mila lives in the province of Río Negro and in the city of Cipolletti.

Mila arrived in France, not speaking a word of French, but little by little she saw that Spanish and French are alike. Mila has decided to come in France to discover a new culture, a new language and to open her mind to new horizons.For this she will stay in three different families in the year. Discovering this country, Mila did not think that people would be so different, that making friends is for example more complicated than in Argentina « it takes more time». Mila felt excluded initially because it is difficult to get into groups of friends «but this is the way the French work «. She is spending a year in 1ES1. She also confided us that the French culture is very different from that of Argentina, but it is interesting to study. When she left her country, she felt that she was going to live a very big experience. She was sad when she left her country. And her objective was to end it. She still has to stay in France for a long time, and this means outside her country, without her friends. Everything is new for her. She was surprised, but now that she is here she realizes all the beautiful things which her country has to offer. Things which she would never have been able to discover if she had stayed over there. Brittany is very beautiful, it has many landscapes. Mila had difficulty to get used to the climate, in the rainy days, which is very different from her city. Mila now likes the rain as well as Brittany, she also likes spending time in the nature, which makes Brittany even more special.

This interview of Mila allowed us to discover that from one country to another, certain things change, but that all the cultures are very interesting. And it’s sometimes diffcult to integrate a group in another coutry. It will have allowed us to see, that the language is not so much of a problem to become integrated

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Hi, Summer ! Can you introduce yourself, please ?Hi ! My name is Summer, I’m eighteen years old and I come from Auckland, in New Zealand.So, why have you come to France ?Since I was very young, I’ve had a passion for France. I passed my exams just after I left high school, and so I tried to have a trip to your country. My wish came true last January, when an organisation which plans stays abroad allowed me to go to Brittany, as an exchange student, put up in my pen pal’s home, a girl who has been in the class where I’ve studied, at Brizeux High School.Have you enjoyed the way France received you ?Yes ! I’ve been superbly welcomed in my host family, as well as in the classroom ! And I find you, French, quite gifted at English and curious about strangers and foreign cultures !Why have you decided to learn French ?As I previously explained it, France has fascinated me for many years...When I was little, it represented to me royalty and princesses. Now, it’s the idea of beauty, elegance and refine-ment which remains in my head. Then, your language is magnificient, which has made me want to study it and to visit your country in order to discover it as it is in reality, out of the caricature, and to improve my French. I hope that, into a few years, I will go back to France and, why not, settle down and work here ?What vision of France do New Zealanders have?Our view on your country is very caricatural and unrealistic ! Maybe you already know that Australia and New Zealand have good relationships with Europe, this continent which fasci-nates them ? So, in our opinion, European countries - above all France and Italy- symbolize the beautiful mixing between modernity and old times, then romanticism. On my island, France is viewed as very chic, and that smart side is developped through fa-mous brands like Dior, Louis Vuitton, Chanel, etc... Anyway, we could believe that you French all wear scent, berets and designer fashion ! (laughter) But on our archipe lago, France is also well-known thanks to its gastronomy, like the « baguette », cheese, delicious pastries and... wine !!! In New Zealand, we have vineyards far med by French people !

suMMer froM new zeaLand by justine

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What differences have you noticed between New Zealand and France ?First, France is obviously colder than New Zealand!Secondly, landscapes differ ! For exemple, Breton beaches know a very small swell, comparing to New Zealand ones, where waves reach gigantic sizes ! Thirdly, high school is more demanding in France than in New Zealand. However, I prefer following lessons in your schools, they’re more interesting.Would you introduce some cultural elements, proper to New Zealand ? Like sports or cooking ?Well... New Zealand is one of the most sport-orien-ted countries in the world. We are the kings of rugby, thanks to our national team, the « All Blacks ». We’re also very gifted at surf, or netball (a feminine sport including a ball you must throw over a net) . Other sports are very renowned, such as swimming (we must learn at school), snorkelling (submarine diving), canoe, hi-king, snowboarding, cricket... and even the most unusual or extreme ones, like sandboarding (a kind of surf practised on a sand dune), or the bungee-jumping.About cooking, gastonomy isn’t our national speciality at all, because most of the recipes have been impor-ted from England or the U.S.A. Nevertheless, we can mention the « hangi », mixing vegetables and meat ; ot the « kina », a bowl into which you put some sea urchins... The most famous elements from the Maori culture remains tatoos. Tribal tatoos called « moko »

Now that you’re talking about Maori people, would you speak about their presence on the archipelago ?Even if Maori people still have difficulties to be totally accepted, their presence is more respected than Abo-rigine’s ones in Australia. Maori people represent ten percent of New Zealand’s population. Their language, as for itself, is threatened with disappearing. Fortunately, Maori traditional schools work the same way as Breton Diwan schools to preserve tradition. Besides, at school, I learnt some Maori words and songs, and thanks to my high school I discovered the Native history.Is New Zealand cosmopolitan ? If that’s the case, would you tell us about communities living here ?Yes, New Zealand is very cosmopolitan, above all in Auckland which gathers one quarter of the national population. There’s a lot of cultural diversity, between Europeans, Asians (who come working here because of the unemployement in their own countries), Australians, Maori people and other Polynesians. We have a unique national identity : half- Maori, half-« Paheka »(White), quite well established ! (laughter)How’s the relationship between New Zealand and your Australian neighbours ?I think that this relationship is certainly better than the one which unites France to England, seeming a bit contentious because of your respective histories. For us, New Zealanders, sport is a good way to unite ourselves to Australians, then simultaneously to show our competitive spirit.Would you sum up lifestyle in New Zealand ?Well... It’s clearly different from here. In France, schooldays are longer than ones in New Zealand. I even remember I could go to highschool with flip-flops (laughter), whereas in your country, rules are more se-vere... And we don’t have enough time to go outside enjoying the (cloudy) weather (laughter), while in New Zealand we often work tanning under the sun. That’s the coolest, the most relaxing way of life.Finally, what have you thought you enjoyed the most during your stay in Brittany ?I’ve enjoyed everything here ! Almost everything ! Landscapes, which are magical, a bit mystical, sometimes... I’ve also liked the old Medieval BrEton cities and villages because they’re completely picturesque and exotic to me, then I love eating your food which is absolutely gorgeous ! And your people who is quite simply hospitable ! Long life to France ! Auckland, the most populated city of New Zealand (1 million inhabitants)

Lourdes froM braziL to sweden

What’s your name? - Lourdes Frojdh.Where were you born?-Sao Paulo, Brazilien in a hospital.Where did you live?-Sao Paulo.How was your childhood?-My childhood was very fun. I played with other kids outside. We didn’t have any computers so we played outside. I went to school in the mornings and came back around lunch time. I played, watched Tv, had din-ner and so on. After school we got to go in groups and we met each other, played music, danced and so on. We didn’t go shopping like teenagers do now, mom bought what we needed.On sundays we went to church. -Why I came to Sweden.My boyfriend from Sweden had asked me to marry him, he wanted me to visit Sweden and see if I enjoyed and liked Sweden. I moved back to Brazil for some months and moved to Sweden after that.How me and my husband met.-My friend worked at the same company as him. I went with her to a party and got to meet him there.

How it was to move to Swede.-It was nice to move cause it was colder and I was tired of the hot air in Brazil. Its was nice with fresh air. I lived of course in Brazil first before I came to Sweden. The flight to Sweden.-The flight to Sweden was *hard*, it took a long time. When I came to Sweden it was light and quit beautiful but it was night time. I went to sleep and the day after Mats, my husband was going for work and he came back at 4 when i had woken up. I had slept all day, for many hours. I was 25 years old when I moved to Sweden.How it was to live in Sweden at first.-It was boring, I didn’t understand Swedish. It was cold and I didn’t have many friends. But I did fly to Bra-zil much. 1-2 times/year.-First friendMy first friend was when I was pregnant and came to the center for pregnant mothers. The Portuguese inter-preter was very nice and we became friends. I got to meet her other friends and that’s how I got friends.What I miss from Brazil.- I miss the hot air now, the sun, friends and family.Do I still want to live in Brazil?-No, I still want to live here in Sweden. Maybe in the future I want to move back to Brazil. Sweden is a good country for children so I will stay in Sweden at least 1 more year.

Bad/good things about Brazil..The bad thing about Brazil, I think, was that you had to have like hundreds of ID-cards. At least 5-6 cards depending what you do. Here in Sweden you can just have one card for everything and that is very good.The good thing about Brazil is that people aren’t afraid of people. Everyone talks to everyone, everyone is very social. We say what we think without people getting angry. We don’t do things behind people’s backs. We say what we think.

Good/bad things about Sweden..Sweden is the best country for kids, teenagers and families. You feel safe, it’s also a good organization and everything is working well.The bad thing is that people aren’t as social as in Brazil.

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sari froM eL saLVador to sweden

Sari came to Sweden when she was 9 years old with her sister Natalia and her mother Elizabeth. She came from El Salvador, that is in central of America. She can talk Swedish, Spanish and English.

Her parents are divorced and her mother decided to move to Sweden. Her aunt lives here so that’s the reason they moved. They thougt they would have a better life. Her dad still lives in El Salvador and sometimes he send things like clothes or money. They see each other about every other year. First they meet in Sweden with his friends, since he used to live here. Next time they meet at his place in El Salvador. ***She usually goes abroad every now and then. Last time she was in Brazil was about a year ago. When she came to Sweden she began in her cousin’s class. It took one year for Sari to learn Swedish. The most difficult thing she did was learn å, ä and ö.

Her first day at school was pretty embarissing. It was very scary to just come to another country and not knowing a word. There were very many who tried to talk to Sari and teach Sari Swedish so it helped her to learn Swedish. Sari´s cousin went to same class as her and she can speak Spanish so she was the one who was with Sari and translated everything for her. ***Sari´s aunt and cousins taught her some Swedish the night before the first day of school, so that she would be able to introduce her in Swedish. Sari´s first friends were her cousin´s friends. Since she spent much time with her cousin, her cousin’s friends became her friends.

PaoLa froM eL saLVador to sweden

My name is Paola Lopez and I’m 12 years old. I’m from El Salvador. It’s a small country in North America, and it’s hot there. They are 4 in my family. My mom, little sister and my step dad. My mom and my real dad have separated when i was little. My dad has a son and he’s my half brother. They live in El Salvador. My little sister’s dad, became my first step dad for a while but he and mom have separated. So my little sister is actually my half sister. She is half African, and she is six years old. Now I have a new step dad. Mom and he is quit newly married. He is from the Dominican Republic. He works there so usually he isn’t at home. We are going to visit his family. My childhood was fun, I used to play much. It was good weather and I did many funny things. We often vi-sited my cousins. There was this place with many games, it was real fun. I was only 5 years old and I barely went in kindergarten. I lived with my grandparents in a house in San Salvador.

When I got to know I was moving I was sad, because I was leaving my family. But it wasn’t hard to learn Swedish or find new friends. Sweden is beautiful and cold. Sweden is a safer country but I still think it’s more fun in El Salvador. At home we speak mostly Spanish but a little Swedish also. It’s quit easy. I live in Gothenburg. I always take the tram and the bus to my school in Gothenburg. It’s quit near.Pupusas is a national dish in El Salvador. It’s a corn bread that is filled with different things like for example beans, cheese and something else. We eat pupusas sometimes at home.

El Salvador is quit dangerous because of the people. You can’t ride a bus alone without being afraid. People pray so that nothing bad will happen to them. The earthquakes are really dangerous too. We had to run out so the house wouldn’t collapse on us. Once when I was little there was an earthquake going on. I was asleep and didn’t wake up even though everyone tried to wake me up. They had to carry me out of the house so no accident would happen. The last time I was there was in December 2012. I visited my country and family. It was fun. There were very beautiful beaches there.

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sofia froM iran to sweden

My name is Sofia and I´m 49 years old. I originally from Iran but I came to Sweden in 1986 when I was 22 years old. I moved to Sweden because I wanted to study and there weren’t any obstacles on the way to be that I wan-ted.

When I came to Sweden most people thought I was exotic and special and told me about my looks in a good way but some just thought I was an immigrant and told me that I didn´t belong here and I should go home to Iran.

I remember that the nature was very clean and beautiful. I wasn’t used to that in Iran. I also remember that the summer wasn’t so hot it was about 20 degrees which I wasn’t used to. In Iran it was around 40 degrees every day and we sat in the kitchen with the AC on the lowest degrees.

Nowadays I don’t miss my parents and friends so much like I did before. Of course I miss them but before it hurt when I thought about them and what we did before I moved. The feeling to don’t now what they are doing and if they still are alive is terrible. My best memory is when I think about our garden where we had orange and clementine trees. I used to take the leaves and make jam and place the leaves in the tea to seaso-ning.

What I think people do wrong in Sweden is for example on the news, when they talk about what people don´t do or should do instead of what they really do. I also think that the neighbours should talk to each other more, the only thing my neigbour say to each other IF they say anything at all, is ”hello”.

I have lived in Sweden for 27 years and I have just been to Iran 6-7 times and my family has just been in Sweden a couple of times. If my parent should go to Sweden it has to be prepare for months with papers, passports and things like that. It is also very expensive. The government is scared that they should stay in Sweden with me thats why it´s so hard to get in. When I go to Iran it´s much easier but it´s pretty hard then too. It dosen´t cost so much money but it´s still pretty expensive and it´s hard to find the time when it works for all of us. I have a daughter but she hasn´t been to Iran because there is a risk that she gets stuck.

In Iran we did´t celebrate Christmas of course but we do it here and we celebrate all the Swedish traditiones here and I like them all very much. Most of them are very exotic and it´s sad that there is just one lucia in the lucia procession.

But in the whole I like Sweden very much and I feel satisfied here.

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case studies As a class activity in English a few groups os students from 1èreL studied cases of xenophobic or anti-xenophobic campaigns from various media around the world and then staged fake interviews of journalists involved ...

case n°1

Zimbabwe immigrants in South Africa

Our journalists come from South Africa and Zimbabwe to fight against xenophobia. For two mounth, our journalists have observed the life of people. They have learned to live with them, with their culture, and their conditions. Violence and demonstrations were their daily. Conflicts have occurred due to lack of work and poor living conditions. People from Zimbabwe migrate to the state of South Africa, and take their jobs.On their coming back, we have interviewed them, and the situation is startling.They said that there was a lack of hygiene and lot of disease. And stop complaining here because the population in very poor , the children were walking on the street without shoes. As early has four , five, they must work.This is what they said in their testimonies. Marion & Erell

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Lilliam Thuram’s visit to KosovoLilliam Thuram created a foundation against xenophobia and discrimination. For his project, he went to Kosovo which is next to Serbia. In this country, there are people who have a lot of different nationalites. To fight stereotypes and unequalities, Lilliam Thu-ram used soccer because it’s an international sport and that brings people together. So, he played soccer with children because they represent hope for a better future. He was interviewed by a team of journalists. In this interview, we learnt that he seized the opportu-nity to sign autographs and take photos with his fans and exchange with young people about xenophobia.

I have interviewed two reporters who went to Kosovo to get informations about Lilliam Thuram’s project. One of them wasn’t really professional so she thought that Kosovo is in Africa. Well, the other reporter was very interested in the project and she explai-ned a lot of things about this. She said that they had been chatting with Lilliam Thuram who is very involved in his foundation.

Alizée & Flore

case n°2

Blood Strawberries in Greece Thirty imigrants mostly Bengladeshees were beaten They worked as strawberries pickers in fields of Manolada in Greece. They protested because they haven’t been paid for six months, they did a demonstration to claim their pays when foremen assaulted them. Men who do this have been arrested but it did not satisfy web users.Videos of the event were taken, and been posted online. It shocked a lot of consumers and stars like the Canadian astronaut Chris Hadfiel. Immigrants workers live and toil in horrible conditions. It rises concerns about racism against foreigners. A world wide call was made to boycott strawberries from farms of Manolada which employed immigrants illegaly. Activists named the event « blood strawberries ». Last week, we met two reporters of Reuters who interviewed people about the event « blood strawberries ». Reporters of Reuters saw workers’ conditions which « were very unfair ». They said that they had Seen thousands of illegal immigrants to work illegaly for a low salary. They also said that they were treated as slaves, the situation is said to be very tense and the policemen might stay on the site for several days. Capucine &Flavie

case n°3

On october 2010, questionable posters were displayed on walls of Swiss streets, arousing varied feelings among passers-by, going from the most complete indignation to delight and understanding, towards the ideas expressed on these campaign notices, created by the CDU to accumulate the greatest possible num-ber of votes in the country. Pictures of these posters spread on the Web as well, in particular on the CDU’s Facebook page, benefiting of the support of many members of this political party and followers of extreme right-wing movements.

First thing we could wonder : « What’s the CDU ? ». The CDU (in Romans Swiss dialect written « UDC ») has been created on 1971, in order to aim at denoucing immigration in Switzerland. Since the day of its birth, the party has never ceased making immigrants the new scapegoat of the economic crisis and the impoverishment of the population, looting wages and jobs ofSwiss citizens. Alas, in 2012, this party managed to obtain lots of voting intentions in the country. What would the keystone of that success be ? Two of our reporters interviewed bystanders to answer that question, asking them if they could support the CDU, and why.

Clothilde Bertrand, a passerby aged 60, declared « Immigration is stealing our country, and destroying our national identity. Because Switzeland is one of the richest European countries, immigrants allow themselves to settle and to work here, simultaneously thinking they can bring back money to their own countries, where they reside and pay their taxes, never wondering if it should be better choosing one nation to help. It’s really unfair and shameful. That’s what I call : « behaving like thIEves ». Then she confessed : « It’s not surprising that the CDU’s rising up. We’re fed up with all those incompetent poli-ticians who lead that governement unable to define real problems of our society, and to point out who is guilty of our system’s collapse. »

Lots of people have done like Mrs Bertrand, starting aiming their voting intentions (formerly dedicated to quite moderated parties such as the Socialist Party) towards the CDU, hoping they could show their anger and revolt against the so-called policy’s laxity. The CDU has chosen as goal to send back Frontier Wor-kers in their respective countries, in order to « preserve Switzeland’s peace », and to keep every job for Swiss citizens.

Nevertheless, the economy has needed a substantial workforce to boost competitiveness between compa-nies, which would be a failed bet if there were no strangers, knowing that Swiss people aren’t numerous enough to ensure this target which only can be realized thanks to immigrant’s volunteering. Plus, the unemployment’s rates has reached its PEAK at 4%.

In this way, members of the controversial party created one of their most discriminatory posters ever, representing on the « Bala i ratt »’s campaign (meaning « Rats are Dancing ») notice, three mice pecking a very big Swiss cheese (symbolizing the national wealth) by two Italian mice and the biggest mouse wea-ring on his top a European Union’s flag.

Through their pictures and their assumptions of positions, CDU’s followers have flaunted their hatred of immigrants without any complex . They even have stigmatized their border neighbours.They’ve blamed every French or Italian settled within the national territory stealing and appropriating the country. Unfortunately, the CDU has received about 30% of votes. Does it have chances to win next fede-ral elections, expected on 2015 ? Justine

case n°4 - xenoPhobia in switzerLand

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- Project Meeting n° 5 - in LindoMe- MöLndaL (sweden)

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- ‘diffusion’ through gaMes & cLass actiVities

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gaMes froM hounsLow

gaMes at the fete de toutes Les couLeurs - QuiMPerEvery year a group of associations organises the ‘Fête de toutes les couleurs’ in Quimper . This year Anne-Claire Lucas, from the CICODES was the team leader and game master ...

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the notting hiLL carniVaL - London

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the gothia cuP in gothenburg - sweden

During the tournament Gothia Cup hosts big discos to bring the kids from different countries together outside the football field. Every year about 10 00 teenagers attend the disco, a lot of them don’t ac-tually play football in the cup.

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the whiPaLa fLag in gothenburg - sweden

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-More traditions in brentford ...

Although Christmas is a Christian tradition many people that are not Chris-tian also celebrate Christ-mas. Many of my friends are different religions however they still celebrate Christmas just not the reli-gious side of it. I, myself, am not Christian however I still celebrate Christmas with my family

EVIE’s traditions

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Manasa’s traditions

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My name is Marwa.I am a Muslim.

This is me !!!!

As you can see I wear a head scarf,

.The religion of the Muslims, a monotheistic faith regarded as revealed through Muhammad as the Prophet of Allah.

. The Arabic word 'Islam' means submission and obe-dience, and derives from a word meaning 'peace'.

Like other religions Islam has many celebrations like....Ramadan: The ninth month of the Muslim year, during which strict fasting is observed from sunrise to sunset..Eid: A Muslim festival marking the end of the fast of Ramadan..Aqiqah: Islamic practice of shaving the head of the newborn male and contributing the weight in silver for charity as well as 2 lambs. One lamb is slaughte-red for a baby girl..walima: Walima or the marriage banquet, is one of the two traditional parts of an Islamic wedding.

The holy ninth month of the Islamic lunar ca-lendar (the Hijra), during which Muslims fast between sunrise and sunset; they also refrain from smoking, and various other desires (such as eating, drinking etc...).In my family, when we break our fast we sit at a table all together. We normally have a big meal

to make sure everyone has eaten properly.

To pass the day we sleep or do activities.

Normally we go out at night because there are no jinns out.

During Ramadan there is special day called layla tul quadar. on layla tul quadar all Muslims pray and make duaa, by doing is as if you have prayed for a whole year and all your sins from that year are forgiven.

There are two types of Eid: Eid-ul-fitr, Eid-ul-adha. .Eid-ul-fitr: Eid al-Fitr "festival of breaking of the fast"), also called Feast of Breaking the Fast, the Sugar Feast, the Sweet Festival and the Lesser Eid, is an important religious holiday celebrated by Mus-lims worldwide that marks the end of Ramadan, the Islamic holy month of fasting (sawm). The religious Eid is a single day and Muslims are not permitted to fast that day. Eid al-Adha ("festival of sacrifice"), also called Feast of the Sacrifice, the Major Festival, is an important religious holiday celebrated by Muslims worldwide to honour the willingness of the prophet Abraham to sacrifice his young first-born son Ishmael as an act of submission to God's command and his son's accep-tance to being sacrificed, before God intervened to provide Abraham with a Lamb to sacrifice instead.

.According to the Koran, marriage is a very serious act, and is more a family oriented act than a private one. Men and women are permitted to marry whomever they want as long as the mate is approved by the family.But there are some people who have an arranged marriage. Preparation

Food begins being prepared weeks prior to the wedding. In Algeria the more money spent on the wedding, the more proud the family can be. The wedding meal will include couscous, meats and vegetables along with desserts such as baklava. The more plentiful the food, the more generous the family is said to be.. The CeremonyThe guests are all seated first. Then the bride will appear and is seated at a “throne” in front. She wears an intricate wedding gown and is adorned with makeup, much jewelry and henna designs on her hands and feet. A little later the groom dressed in ornate but traditional clothing joins her and sits in his throne. A holy man conducts the ceremony and the bride and groom then walk out as husband and wife.

Marwa’s traditions

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Nicole’s traditions

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Primrose’s traditions

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Sofia’s traditions

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Souita’s traditions

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Tamanna’s traditions

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art Projects - cLass actiVities in QuiMPer

Portraits Gallery made by students of the art depart-ment 2012-2013

IN ARTS

An exibition that keeps changing changing ...a sunny day, in the morning or at the end of the day ...you will notice those colourful shadows spots ... you will experiment and appreciate effects produced by the portraits.

To do these portraits students used UNESCO member states’ Flags (183) and the graphic world of the artist Keith Haring (1958-1990). An art activist for all and a commit-ted artist. Beyond his childish style (limited range of colors, pictograms) his work ex-presses love messages, tolerance and liberty

Then, an interactive time allowed the stu-dents to get a deeper idea of the project and develop an idea about a physical and sensi-tive citizen’s experience

To put this life style into action, students portraits were displayed on public places in the highschool. We can stop men but not ideas. To stress the experience these portraits are made of paper stained-glass windows to represent the inside in the outside.

THIS YEAR’s PROJECT About multi-cultural influences , this year’s project will use collages inspired from Cubism and suggest different ways to look at a ‘perfect face’.

Projet esquissé: 12 avril 2014Ce projet résulte d’une recherche et d’un travail d’équipe (1ère et Term L): comment illus-trer l’histoire du métissage d’aujourd’hui sans pour cela la représenter humainement?Réalisation envisagée: globe terrestre à partir d’un assemblage de circuits imprimés récupé-rés sur des ordinateurs hors service: métissage sous l’angle de la communication virtuelle. En relief, apparaîtra une mappemonde: contours des continents réalisés en cerne doré per-mettant de dire que rien ne remplace la préciosité de la rencontre physique avec les gens. Bien qu’aujourd’hui, les échanges sont facilités par les réseaux, la surface d’un circuit est lisse, les dialogues demeurent virtuels, immatériels, sans aspérités, sans reliefs… à l’inverse des rencontres « in situ »

Draft of the project : April 2014This project involves research and collective work made by the students of the Arts depart-ment in 1ères and Terminales : How can we illustrate the history of multi-culturalism wi-thout using human figures ? The outcome will take the shape of a world globe made of electronic plates from used computers , symbolising inter-cultural virtual transmission .The super-imposition of a gilded world map will express the fact that nothing can replace physical meetings . Although today’s communication is facilitated by networks, dialogue remains virtual, immaterial and without relief, unlike physical meetings experienced through travelling ...

Art project for 2013-2014

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During the post-war boom

The post-war boom was studied by Jean Fourastier and refers to a large economic growth experienced between 1945 and 1973 by the big majority of developed countries. In the aftermath of the second world war in 1945, France was in ruins, approximately 9,000 bridges, 115 stations, 91 000 factories as well as 550,000 houses needed rebuilding . It takes labor. At the same time, the aging of the population was rising together with the imbalance of male/female (91 men per 100 women in 1946). The era of the post war boom iwas that of mass consumption. The growth of wealth benefited the households and material conditions improved. The middle classes triumphed looking for household comfort..., by different modes of consumption, mass distribution, and multiplication of services. Advertising pushed to consumption.

I - Immigration under the thirty glorious years.

France seduce foreign nationals who saw it as a modern country and a democratic Republic. As early as 1945, to rebuild the country and support economic activity, immigration started again. From the 1950s, economic growth increased the need for labor force , as the war of Algeria deprived France of about 500,000 young people gone to fight in 1956. In this context, the call to the workforce was considered by the State as an imperative.

Indeed, the national Board of immigration signed agreements with many countries like Italy in 1946 and, in the 1960s Spain, Portugal, Yugoslavia, Turkey and former protectorate of Tunisia and Morocco . The State lost control of immigration. In 1945 rules did not apply to immigrants of the French Union. Over the post-war growth called for still more numerous workforce. The immigrant came in without employment contract and that fact was regularized afterwards. In 1968, Spanish immigrants wer the most numerous , followed by Italians. Tens of thousands of Portuguese crossed the border without papers fleeing the dictator and conscription in the colonial wars. 70

IN HISTORY & GEOGRAPHY

We interviewed our history teacher to find out how she organized the chapter of Kermoysan. Firstly, she had to look for information about the city which is a priority development ( ZUP = Urban Development Zone ) . She had to enquire from various organizations as the Local Authorities of Quimper who gave docu-ments. She met elected representatives who worked on the renovation project of Kermoysan. She stu-died various types of documents such as street maps , maps, photos, and texts that present the project.

We worked in groups to share in Kermoysan to follow a chronological outline : presentation of the original area, from the 90’s to the 2000’s , the goals of the renovation, actors, urban and social achieve-ments, chart and film.

Our secondary school is situated near Kermoysan . So, it was very interesting to understand the evolu-tion of this area.

Mathilde

In 15 years from 1960 to 1975, the number of Spaniards rose from 50 000 to 750 000, they were the most numerous, to which are added the Yugoslav. Most immigrants went into industry, where they occupied unskilled jobs(hand-workers in car factories...), poorly paid and dangerous jobs ( building). But they were also present in services (small business, personal services for example “charwomen”, and agriculture (including Spanish seasonal workers in the South of the France).

2- The difficulties of the foreign population.

The first difficulty is that of housing: a majority of immigrant workers live in the outskirts of large cities, and in difficult conditions. In 1956, a national Society was set up for the construction of housing for Algerian workers and their families , to solve this problem. But it was unable to handle the influx of new workers, plus the rural exodus. Thus, in the mid 1960s, more than 40% people from the Algerian community in France lived in slums, such as that of Nanterre. In all major cities, sensitive areas tend to form, especially in the neighbourhoods of the ZUP (area of urban priority), created from 1959 to 1967 to deal with the housing crisis. These estates, built in a hurry, could eliminate or upgrade slums , but they quickly isolated the populations that lived there, in particular migrant workers. The inequality between developed and developing countries persisted when they it didn’t even get worse. African countries sank under the weight of technological delays, the weight of demographics but also of the imbalance in the terms of trade. Also, corporations have their forms of excludsion. The middle classes benefit from growth, at the expense of small entrepreneurs, merchants who suffer from slow growth. The end of the 1960s saw the beginning of unemployment, deficit, poverty.

To conclude many Moroccans, Algerian, Maghrebans, Portuguese and Spanish came to France especially in the big cities, during the post-war period because economic growth and the need for labour were important. But the countries tried to regulate the flux of these migrants. Indeed, from 1950 to 1960 large buildings were built with rooms, dormitories, shelters, barracks, but still slums.Finally the integration was extremely difficult, they only felt they were away from their family and their salary was sent to their native country.

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A CONFERENCE IN 1ERE L , BY VALENTINE , a former student now a university student

- UKIP AND IMMIGRATION IN TODAY’S UK

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andy froM Madagascar to france by coLoMbe & constance

our MuLticuLturaL identities & LiVes

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zakari froM Morocco to france by antoine & jacQues

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thierry froM Lorraine to brittany -france a story of inter-regionaL Migration by Lucy and jeannne

To illustrate the Comenius project about xenophobia we have decided to interview Thierry Broche, Lucy’s Father, a French Citizen. He came from Lorraine, in Eas-tern France.

We decided to interview him about his own story, his family, his childhood in an other region.

After, he moved to Paris in order to find a job and his own life.

He found a job as well as love. Now he’s still a postman, a husband and a father. And he feels fine in Brittany.

20 years in Lorraine16 years in Paris 14 years in Brittany

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Thierry was born on December 31st in 1963, in Metz. He’s a « Mosellan », « Lorrain » and « Messin ». His whole family came from Metz, like his parents and his grandparents. He lived for 20 years with his family.During this time, he grew up with his 2 brothers in Metz. His father was employed and his mother was a cleaning lady.

He said « he is Lorrain by the heart but Breton by adoption ».

He said, have no really difference between Lorraine and Brittany because it’s the same country. But maybe culture are little bit different.

We don’t have the same food, like in Lorraine they have « Sauerkraut », « quiche Lorraine » « hotpot » or « Kneppes » and different Alsacian dishes. And in Brittany it’s different, we don’t find all these ingredients to cook like in Lorraine.

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We don’t have the same culture,In Brittany we can’t see « Celtic dance groups » or Breton people , and hear the language with old people or at school. But in Metz for example, it is really multicultural because Lorraine is at the border between France and Germany. In this town , different people live together because of the immigration (German, Italian, Spanish or North African).In Lorraine , we can hear different languages (french, local lingos, …) or see different types of architecture, because of the German influence. On the contrary, in Brittany the Architecture is more traditionnal than in Lorraine.

Bretons are really proud of their culture, they are like a family

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tyPhaine’s grandMa froM Madagascar to france

« Je suis née à Landerneau mais ma grand-mère est née à Antananarivo, à Madagascar. »

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Mia froM Martinica to brittany -france

Par Raïane, Tiphaine & Titouan

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aubert froM caMbodia to brittany -france

He does not feel French because he doesn’t speak French very well and it is difficult for him to adapt to the

French culture.Thus he does feel different with re-

marks and clothing style

Where we were at the Junior high school we met Aubert who came from Cambodia that year. At the beginning, he did not speak French.

We met Aubert each week in PE. He knew everyone and everyone knew him but yet he was not really integrated into a group. It’s in se-

nior high school that he opened up.88

charLes froM rwanda to brittany -france

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After this very interesting interview, I have learned that we have a duty of remembrance of the great people who fought against Racism, Intolerance, Xenophobia but also all the people that have been

the victims of those. And in addition to this duty of remembrance we also have to continue this fight ourselves and together because it is true that it’s only if there is a lot of people to get into action that

we will be able to move forward and make things change. It has also made me think about being open to all kinds of culture even if at first sight it is repellant for some reason.

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oscar froM PortugaL to brittany -france

For him, xenophobia is a real problem because even if physical and cultural differences are strong and many, it doesn’t justify judging because of them and being treated differently.Oscar doesn’t feel different from the others and even if people make remarks on his differences, he doesn’t worry because they are not nasty and he is the first to laugh about it.Arthur, Bastian and Maxence

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aLan froM scotLand to engLand -uk

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Victorio froM the PhiLiPPines to the uk

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hannah’s MuM froM scotLand to engLand- uk

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jennifer & jessica froM nigeria to the uk

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kajaL’s dad froM india to the uk

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nargi froM afghanistan to the uk

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sutkhanueng’s grandMother froM thaiLand to the uk

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- Project Meeting n° 6 - in brentford - London

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art Projects - cLass actiVities in brentford-London

Multicultural influences in Holland ( Exchange with Christellijk Gymnasium Utrecht )

The whole class group observed multi-cultural influences in the lives of their host families during the exchange with Utrecht or their own families when they didn’t take part in the exchange . Here is a patchwork of their productions ....with snapshots from the group and the newly opened section of the Amsterdam Maritime Museum dedicated to the memory of teh abolition of slave trade with Surinam .

- «I was surprised to see their way of life is pretty much the same as mine in France . They obviously do some typically Dutch things , like speaking Dutch at home, eating specialities from Holland and using their bikes to move around . Renske goes to school by bicycle everyday and she also uses it to go dowtown with her friends and to move around in general. Because of that she is a lot more inde-pendant than I can be in France . I also saw bikes evrywhere in Holland . But even if Renske and her family have in some ways a typically Dutch way of life, they are also in-fluenced by other cultures . They also speak English and I think they can speak German too ...Moreo-ver Renske and her sister wear clothes from American brands like Hollister, most of the time, like me .Furthermore they listen to English and French music . There was a party at the school on the evening we left and they were listening to Stromae and American or English songs too . Another example of multicutural influences is the fact that we ate Mexican food one day and they told me they were used to eating Mexican food very often . To conclude Renske and her family are influenced by a lot of different cultures like me ...» [Jeanne ]

«In my host family in Holland I noticed the culture of the Dutch is the same as mine . For example my penfriend listens to American singers or looks at American series. It’s the same for food: she eats French food sometimes , like ‘quiche lorraines’, or for breakfast she drinks tea like the English . ..[Chloé]

«In Holland we saw a lot of multicultural food like pizza or fast-food shops like Mc Donald or Star-buck . They buy American clothes . My correspondent practises rugby and soccer is the national sport . At home the family only has one car and it is a French one .. There is a Moroccan street near the school ...»[Antoine]

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«The scale of multiculturalism in Canada versus in France is barely comparable . In France you can have a pure French cuisine , however in Canada ther exists no pure Canadian cuisine . This is clearly shown in the food available in the supermarkets . In France a supermarket located in Brest or a supermarket located n Lyon will have a very similar food in stock. However in Canada the type of food can vary from neigh-bourhood to neighbourhood . For example in my area there is a large stock in the supermarkets of Greek yogurt and heavy meats , while a supermarket 15mns away has a large section of halal meats . This sort of variation prevents the formation of any definite cuisine in Canada. However it does mean that food from all over the world is available in Canada .... [Alexander , a student from Canada who spend part of the year in the class ]

In my host family in Holland they speak a lot of different lan-guages. It’s a little country and for business they have to learn different languages like French, German, English...Students have a different lunch from ours : they eat sandwiches, orange juice and biscuits .. One thing caught my eyes: my correspon-dent and her sister brush their teeth before eating breakfast . It’s a littel detail but very strange to me ...Classes in Holland are very different too : ther is no hierarchy between students, teachers and teh headmaster ... They use a system of autonomy in class with the students ..»[Constance]

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«Vivian’s family have Chinese origins and they have kept customs like the way they eat , the decoration of the house and the language. When I ate with them several dishes were put in the middle of the table: meat, vegetable,sea food ..We took what we wanted and when somebody had finished eating he or she left the table . He or she didn’t wait for the others . Vivian’s brother explained that it was a Chinese habit . On the walls of the house, there were Chinese paintings and there were flowers in each room .It looked very Chinese . Between them they speak Chinese and the mother doesn’t speak English . Moreover Vivian told me har mother has many Chinese friends but not many Dutch friends .The family go back to China every summer holiday but likes travelling all around the world too . Further-more Vivian’s uncle lives in Paris so she had already been to France . Vivian eats Dutch breakfast and like all the Dutch, she is used to cycling to go to school and move around ...» - [Colombe]

«For my look I don’t care for the brands I wear. I obviously like more American or English brands because I find them pretty and hip . Sometimes I look up on English sites fro new things and for American looks because I really like fashion ..Sometimes on sundays I like eating brunch with my family. Also my mother likes ccokingand makes me discover new flavours or cultures . For example now she loves Indian food; we often go to Indian restaurants. But she also likes Chinese and Mexican food . In fact she loves spicy meals . For months , by fads, I have been eating new things constantly ...» [Léa]

Multicultural influences in our Breton families

«In my everyday life there are multicultural in-fluences which have an impact on my actions an on my way of life . The principal influence is the influence of my region on me: my parents speak Breton and my father works at the radio France Bleu Breizh Izel. Maybe I’m not an expert on the history of Brit-tany and maybe I don’t speak Breton , but still, I’m proud of my culture and my patrimony . The Breton influence appears with the food although it’s mixed with influences from all over the world : the traditional food of my region ( crepes, cakes ..) mix up with food from China, Italy and a lot of other countries .» [Timothée]

«My grandmother doesn’t speak Breton to me , but she does with her sister . But my grandmother is happy to speak Breton because it is the language of her childhood and she doesn’ forget this . My grandmother exchanges about her culture with me when she makes Breton cakes, the ‘far breton’, crepes ...She is happy to share this with her grand daughter ..» [Apolline] 109

MuLticuLturaL fiLMs in sweden

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Multicultural snapshots from our cities’ museums

from Gothenburg

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from Quimper

Fruits du Surinam & reptilesVALKENBURG DirkNationalité : HollandaiseAnnée de naissance : 1675Année de décès : 1721

Edward Calvert:A Migration of Nomads: Arcadian Shepherds Mo-ving Their Flocks by Dawn c.1860-80

from the Tate Gallery London

Richard Redgrave:The Emigrant’s Last Sight of Home 1858

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Erskine NicolThe Emigrants 1864

Leon UnderwoodThe Ember (Italian Immigrant) 1926

Ford Madox BrownThe Last of England 1864-6

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Jenny Holzer[no title] 1979-82

Andy WarholBirmingham Race Riot 1964

Guerrilla Girls[no title] 1985-90

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from the London Museum

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EnTWINed,2010The Singh TwinsEnTWINed uses the de-signs of the O’Neil pain-tings as a starting point from which to explore the interlinked histories of In-dia and Britain. The artists include many historical subjects such as the first In-dian War of Independence and the Indian influence on British culture and society

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PubLishers’ corner

Here come a few books we have used at some stage of the project

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DVDs

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Une histoire de l’immigration en Bretagne Angélina Etiemble et Anne Morillon,

La Bretagne est terre d’émigration plus que d’immigration. Et pourtant ! Depuis la Bretagne portuaire des siècles lointains jusqu’aux travailleurs migrants de notre après-guerre, la région n’a cessé d’ac-cueillir des populations étrangères. Jamais en vagues considérables, mais au gré de circonstances ponc-tuelles (guerres, chantiers, etc.) qui mises bout à bout constituent un flux significatif.C’est cette histoire aux milles visages, cette histoire méconnue, qu’Angélina Etiemble et Anne Morillon, deux sociologues rennaises, racontent aujourd’hui. Il s’agit d’un travail pionnier dans la mesure où il rassemble dans un ordre chronologique des données ou des anecdotes, jusque-là dispersées donc peu visibles.La Bretagne est au cœur du monde maritime. Mais on a gardé peu de traces des 8 000 Espagnols, hommes du roi Philippe II qui viennent occuper le sud de la péninsule à la fin du xvie siècle. Non plus que des milliers d’Irlandais catholique qui à la moitié du siècle suivant se réfugièrent ici pour fuir Crom-well. Pas plus que des centaines d’Acadiens chassés par les Anglais qui vinrent trouver refuge à la fin du xviiie siècle…Les pâtissiers suisses…Première moitié du xixe siècle, voici que la Bretagne accueille des populations réfugiées issus de l’échec des révolutions nationales : Piémontais, Italiens, Allemands, libéraux portugais… Ces gens sont regrou-pés dans des dépôts : Dol, Hédé, château de Fougères. Ils sont contrôlés par l’Etat mais aussi aidés par des comités de soutien. Moins reluisante, vue d’aujourd’hui, la vogue colonialiste consistant à exhiber des peuples indigènes dans les expositions de Brest, Rennes ou Nantes. Parallèlement, des artisans ou commerçants spécialisés s’installent dans les villes : « chocolatiers et marchands d’allumettes espagnols, tailleurs allemands, plâtriers italiens », pâtissiers et confiseurs suisses, facteurs d’orgue polonais. Dans l’industrie aussi, les étrangers offrent leurs services : ainsi, c’est un Écossais qui construit et gère l’éclai-rage au gaz de Brest. Citons aussi les mineurs anglais du gisement de plomb argentifère de Trémuson (Côtes-d’Armor)

Un premier recensement en 1851, dénombre 1870 étrangers sur une population de 2,3 millions de Bretons. Cinquante ans plus tard, cette population étrangère a doublé. Mais l’étranger n’est pas toujours bien vu à l’heure où le travail manque et où l’on dénombre 50 000 mendiants dans le seul département des Côtes-du-Nord. En 1905, au casino de Saint-Malo, le chansonnier Théodore Botrel chante un « Sus et mort aux Anglais ».Pendant la Grande guerre, les prisonniers allemands vien-nent combler le besoin de main d’œuvre. « Ils représentent plus de 90 % des ouvriers aux carrières Perdriel à Guichen ». Mais la guerre engendre aussi un afflux de réfugiés ou de coloniaux dont certains resteront sur place.Italiens et réfugiés espagnolsAprès-guerre, la population étrangère augmente, tout en res-tant au-dessous du seuil des 1 % de la population totale. Ce sont les Italiens (2 500 personnes) qui désormais dominent en Bretagne, avec les Britanniques. Bientôt les Républicains espagnols arrivent un premier train de femmes, enfants et vieillards entre en gare de Rennes en 1937. Les réfugiés espagnols servent de main d’œuvre par exemple pour la construction de l’aéroport de Saint-Jacques de la Lande.Turcs et Portugais en tête

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Après-guerre, la population étrangère augmente, tout en restant au-dessous du seuil des 1 % de la population totale. Ce sont les Italiens (2 500 personnes) qui désormais dominent en Bretagne, avec les Britanniques. Bientôt les Républicains espagnols arrivent un premier train de femmes, enfants et vieillards entre en gare de Rennes en 1937. Les réfugiés espagnols servent de main d’œuvre par exemple pour la construction de l’aéroport de Saint-Jacques de la Lande.Turcs et Portugais en têteAprès la guerre 39-45, l’heure est à la reconstruction : les travailleurs étrangers arrivent et s’installent dura-blement. Les Espagnols prennent la première place bretonne. Quinze ans plus tard, ce sont les « Musulmans originaire d’Algérie », selon la terminologie officielle qui représentent la plus grosse part des étrangers. Une des grandes affaire de cette période sera la construction de la Zup Sud de Rennes réalisée en majorité par les Marocains et des Portugais. Et l’on arrive à aujourd’hui : la moitié des étrangers recensés viennent d’Europe (environ 20 000) et 30 % du Maghreb. En termes de nationalité, ce sont les Turcs et les Portugais qui repré-sentent le plus fort effectif avec 5 000 personnes dans chaque communauté.

La « Baraque » du BlosneEn conclusion, les auteures appellent de leur vœu un approfondissement de la recherche dans ce domaine. Elles se préoccupent notamment de la mémoire enfouie de cette immigration, de l’oubli de ses lieux et de ses symboles : « Par exemple, dans le Blosne à Rennes, quartier souvent perçu comme celui de la « diversité » et accueillant effectivement le plus grand nombre d’immigrants de la ville, des lieux sont particulièrement révélateurs de l’histoire de l’immigration. C’est le cas de la « Baraque », ancienne cabane de chantier utili-sée par les ouvriers pour entreposer le matériel pendant la construction du quartier entre 1960 et 1975. Dans les années 1980, elle devient le local d’associations culturelles marocaines. Or ce « haut-lieu » de l’immi-gration dans le quartier n’est pas forcément perçu comme tel par les habitants, notamment les plus anciens vivant dans le quartier depuis sa construction. Il est repéré dans le meilleur des cas comme l’association des “vieux Marocains qui jouent aux cartes” et, bien souvent, comme un bâtiment particulièrement laid qu’il faudrait démolir. »Ce dont on prend conscience à la lecture, c’est que derrière la sécheresse des données, des statistiques, des dates, des catégories ethniques, sourd une infinité de romans : des histoires de souffrance, des aventures d’hommes et de femmes expulsés de leur terre d’origine pour voguer vers ce monde inconnu qui est le nôtre et qui devient le leur. Ajoutons que cet ouvrage est aussi un beau livre qui peut se feuilleter comme un livre d’images grâce à ses photographies insolites et exotiques, si lointaines et si proches.G.G.

Angélina Etiemble et Anne Morillon, Histoire de l’immigration en Bretagne, chez Le Temps éditeur, à Por-nic, 224 pages, 25 €.Les deux auteures appartiennent à Topik (collectif de recherche et d’intervention en sciences humaines et sociales). On peut télécharger sur le site (www.collectif-topik.fr), leur étude de juin 2007 sur Histoire et mé-moire de l’immigration en Bretagne, un travail commandé par l’Agence nationale pour la cohésion sociale et l’égalité des chances (Acsé).

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How to contact our partners : * CICODES : www.cicodes.org* DROIT D’ASILE : www.droitdasilequimper.org* MEMOIRES DES ESCLAVAGES: www.memoiresdesesclavages.fr * LIGUE DES DROITS DE L’HOMME: ldh-quimper.hautetfort.com* COLLECTIF TOPIK : www.collectif-topik.fr* Abbaye de DAOULAS : www.daoulas.com

You may also see articles about our activities on our schools websites :* Brentford School for Girls : www.brentford.hounslow.sch.uk==> contact : Karen Floyd : KFLOYD@brentford.hounslow.sch.uk* Almasskolen : www.molndal.se ==> contact : Malin Strand : malin.strand@skola.molndal.se* Le Likès Quimper: www.likes.org==> contact : Lionel Poiraudeau : lioelpee@wanadoo.fr* on Facebook : https://www.facebook.com/groups/119447228176474/

1800’s

Jews arrived from Russia fleeing religious persecution and poverty.

1940’s

Polish community came to Chiswick, fleeing communist government after the 2nd world war.

1960-1970

Kenyan and Ugandan Asians fled and settled in Hounslow

1915

Refuge centre was set up in Bedfont in 1915 for Armenian girls rescued from the Turkish persecution of that country.

1950

West Africans and Somali men travelled to Britain as economic migrants.

1990’s

Somali refugees fled civil war. London hosts the largest Somali community, with Ealing/Brent being one of the largest areas of settlement.

Immigration to Hounslow

1950’s 1915

1800’s 1940’s

1990’s 1990’s

1998

Albanian and Kosovans fled the conflicts in Bosnia and Serbia.

1990’s

Irish, Asian, African and Polish economic migrants, finding work in Hounslow.

2000 – Present day

Men, women and children asylum seekers, escaping crises and armed conflict from Iraq, Iran Eritrea, Afghanistan and Zimbabwe.

1998 1960- 1970

2000 – Present day

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2014 in QuiMPer : we ceLebrate the aboLition of sLaVery with our Partner

Jean-Michel, a teacher in the industrial technology department in Le Likès has coached a few students

Each school has received one copy of the model

tiMeLine

1800’s

Jews arrived from Russia fleeing religious persecution and poverty.

1940’s

Polish community came to Chiswick, fleeing communist government after the 2nd world war.

1960-1970

Kenyan and Ugandan Asians fled and settled in Hounslow

1915

Refuge centre was set up in Bedfont in 1915 for Armenian girls rescued from the Turkish persecution of that country.

1950

West Africans and Somali men travelled to Britain as economic migrants.

1990’s

Somali refugees fled civil war. London hosts the largest Somali community, with Ealing/Brent being one of the largest areas of settlement.

Immigration to Hounslow

1950’s 1915

1800’s 1940’s

1990’s 1990’s

1998

Albanian and Kosovans fled the conflicts in Bosnia and Serbia.

1990’s

Irish, Asian, African and Polish economic migrants, finding work in Hounslow.

2000 – Present day

Men, women and children asylum seekers, escaping crises and armed conflict from Iraq, Iran Eritrea, Afghanistan and Zimbabwe.

1998 1960- 1970

2000 – Present day

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with our Partner ‘MeMoires des escLaVages’ and wiLL keeP working with theM

They have produced 3D small-size models of Max Relouzat’s project of a memorial to be erected in Brest

Celebration in Quimper on May 10th

with the new mayor of Quimperthe Prefect

and the brass band ‘A bout de souffle’

This collective production would not have been possible without the help and support of all the teachers and partners

involved . We thank them all warmly for their help and we are convinced they helped students develop new perceptions of the world and new abilities to take and bring their share in its diversity .

Lionel Poiraudeau