Young people facing difference

Some proposals for teach ers

• • • • •

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• • • COlmeil of Europe Pubhshing

Ed,tions du CanseI! de l'Europe

French edition:

Lea jetmfJs cooll1lntéa" la difMtence: dea propoaiIions de 1ilmI8!i)n

ISBN-lO: 92-37\-2883-9 ISBN-13: 978-92-871-2883-6

lhe opftona expteawd In thls ...",.. e .. lhe .. ,sponsibó*ly 01 lhe /IUIt>I;n end do lIOt necesssri/y..nect lhe otridaI poIicy 01 lhe CoondI 0/ Europe.

AI tlghls reserved. No part 01 Ihis publicallon may boi lranalated, reproduced ar lransmitled. in any foon ar by any "-ns. eW(W1ÍÇ (CO-Rom. IntemeI, etc.) ar mechanlcal. IncIuding photooop~. recoroing ar eny lnfarmatIon alorage ar ,eble41 ayatam, wiIhout prior p."oJuion In _ng from lhe PubIic InIormation _ P\lbIieII~

0MaI0n. Oiledoiate 01 CommunicaIion (F~7075 Strnbou'll Cedex ar publishing@c:oe.Int).

CounciI 01 Europe Publisl"ing F~1075 Stnasbourg Cedex http://book.COfI.1nt

ISBN-lO: 92-311-2884-7 1SBN-13: 978-92-871_28&h3 C Counci01 Europe.1995 ReprWJted May 2006 PrWrted ai lhe Courd 01 Europe

TABLE OF CONTENTS

Prerace_~'_'~_'_'~LL~ •• •• •• • ~ • . •.• . • . • .•..•. •• • • .. ••• .... • . 5

lntrodoctioD _ _ _ ._~._. __ ._~_.~~_. __ ._._._._._. __ ._u~_._u_~ . . ... .. .. ... ---....J.

1 General ~ÍI1lcs . .. ..... .. .. . ... . .. . . . ........ . ..... . .. . .. . s

.............. .. .... ... .. ... .. 9

3 Otherness as ~niUon oi radical diftmnce bel_ cullUrt$ • • ••••••• 10

5 Principie for an approach 10 raising awllmle.55 or OIhemcss . .. ... , . . .. .. 14

6 Processes oI IeaChins and kaming • ••• • •• • ••• •• • • • •••• ••• •• ••••• • 15

1 PlOl'oolll' for teaching ......••••.. . •• '- ' . '-'" L . , '-. " L ' , L ' ... •• Ig

s Usins Ihese aclivities . • ..•••••••••••. •• .• • .• •••••••••••••• .• • 18

9 Findins flJther documenlS ••• •••••••••• ••• ••• • •• • •• •• ••• •• ••• • 19

Aclivi!)' 11' I : ATITIlJDES TO LANGUAGES ANO DIALECTS (KnowinS how to identifr one's own an4 Olhcn' ~ auiludes) • ••••• •• •••• ••• • ••••• • • 21

Aclivi!)' n' 2 : MOMENrS OF EMBARRASSMENT (Knowins how 10 recognise a cultural misunderslardins) . •. ..... ... .. . . . .... . • . .. ... . • , . 2S

(Knowins how 10 n:late 10 othaness) . ••• . .. . •••..•• , •• 29

Activity n' 4: HOW OlHERS SEE US ~ognisin8 lhe influencc of IClIlbooIt imagcs) . ... . ... ••• 33

Aclivil)' n' 5: A COMMERCIAL RFl A.TIQtlSll1f ~in8 how 10 anaIysc media presentations or 0Ihers) .", 35

Aclivity n' 6 : SONOS OF UNlTY ANO AGGRESSION (Analysing lhe symbols of national Mienlily) . . , • .•.... , .. 37

Aclivity n' 7_: lDSTORICAL RE..ATIONSHIPS .... -'_." '_'_'" ",_. ', '_', ' . ,,3,1

Activity n' 8 : THE MEDIA ANO IN1ERNATIONAL RE..ATIONS ..... 45

Activity n' 9 : THE SYMBOLlSM OF THE FROtITIER .",. ,_,_,_, ,_,_,_,_, 47

Al;:liv~ li' 10 : EXPLAINJNG CULTIJRAL DIFFERENCE " "" " . • . " 51

Aclivity n' 11 : EXPERIENCINO A roRElON LANGUAOE . , , , , , .. , " 53 (RcfJecting on the power Df Ianguage 10 creaae anel ova-come distance anel dirrerence)

~x A (I) Acli~ N' 4) • ' , , •• • ' •• , •• , , • , , , • , , ' " •• , •• , , " 57

hPPcndix B (to Acti~ N' 5) , , , , , , , , , ., " ' " , , , "" , , ,, ' '" , " 59

~ix C (to Acúvity N' 8) , , , , , , , , .. • , , ,. , , , , , ,. , , , " ' " , , ,. 61

~~jx D (to Aclivitl N' 10) , , , . , , " , , . , , , , , " . , , , , • , ,. , . , , , , 63

""0«

This brochu:re lias becn pmducod in lhe framewofk oi lhe Modem Languages Projecl oi lhe Council oi Eumpe "Language Le3minS for European Citizenship· as a contributioCl 10 lhe European YQlM:h Campaign against Rocism, Xenophobia. Antiscmitism and IntoknrK:e.

The Cooncil of Europe anaches greal importanr;:e 10 heJping young people in ilS membcT counuies 10 undcmand and icspect othet pcopIes' W3ys oi dlinking and acting, based on othet be1ie6IlD1lJl1ditions. Consequentl)', i, seeks 10 pnxccl and promOle ... ido" knowledge anil use of its diverse languages anil (:ull= as a souroe or muwal enriclvnent 115 aclivities in lhe fldd of modem 1anguages are designed 10 make a distinctive oontribulion 10 lhe reaJisation of these princ:ipks. Their sim is 1(1 promote

more efTective axnmunicalion. cspcciaIly in direct intaperSOOal cootact, among ali seaions oi lhe populalion or its memba countms, as a basis for closc:r imtl'TUllional cooperalÍoo bascd OI! beua mutual undc:rslanding.

The Council of Europe believcs that teachers ar Janguagcs (8Ild also of ~ subjects sueli as history anel cdnQltion for citizenship) have a central role 10 pia)' in preparing young people for full and aclive demcxralic citizenship in the new Eumpe. The Modem Langllllics Projea lias given high priority 10 IeaCher uaining anel has organiscd Ove!" 60 worbhops for ItaCher trainc:rs and other key multiplien. A number ar these have cxplorcd lhe theme or 'ineerculturlll competente', a key concepc 10 tbe funber developrnent of which lhilI brochUJe is intended 10 conuibute.

It is hopcd mal lhe issucs and concepu cxpltRd here. togeIher wilh lhe pnctical activitics jOMoposed for helping young people 10 rdlecl on Iheir attitl.l(les and practices willl 1t$pCC\1O lhe Iinguistic and cultural dimensi0n5 or '~', will provide leachus anel lhe yoong peopIe themselves ""Uh a ricb resourte anel a stimulus for furthcr WOlt. In this way wc hope W offcr !hem practical suppon in their cootinuing efforts w p-omOle and suengthen pcacc in OU!" multilingual and multiculullliIl Europe as wc app" ...... h lhe new milleooium.

s

IDtrod~

YOUNG PEOPLE FACING DlFFERENCE s-e Plup"''' rIM' Taoelotrs

This InIchure is 1m invitalioo 10 teachcn and youlh worters, 10 conside:r how )'OUIl1I people ieam about, rcspond 10 and refIccI. ~ Othemess. From tIlis poirot on we shall use me Ienn 'teacher' and 'shc' as a short·hand desillnatlon fOI" alllbose who wort witll )'OUI\J pcoplc, just as 'school' will serve to mer 10 all instilUtims in wtoich Ihose who wort wilh yGUnll peopJe have lOmC ccb:Mional JlUI1IOSCS and functions, in youlh clubs. excllanJle orpnisations lIld 10 00. Thc brochure is written from a pcospeclive 01 ao:epting Ihat 10 encounler wilh Odlcrne$s - whclhcr oacial. religious. elhnic or nationaI - is cxpcricnced as a chaUenge 10 lhe .aken-rOl"-gran1Cd 'naIural' belief$, values and beharitxD-5 whldl $I$lIin (!UI" everyõay cxislence. Thc challcnJle can ka:I 10 a confrontational and conflicwal rdationship wilh lhe omer, in which ''NO 'naluraI' 0I"ders • lhe oIhcf and ooe's own - .-e expcoiencc:d as incornpalibIc. 1I can also Icad 10 a relaIionship 01 .cceptano:e and mu.uaI cmichmeJIt when cach is willing to accepl diffcn:nce anil lhe ~nl relalivisalion 01 one's own principies, such Ihat lhe 'narunol' is recognised 10 bc 'culll.lIal'. This is wtoy we bclicvc thaI 'tolenonce' canllOl be thc immedialc anlidocc 10 'inlOlcrance'.

Tbc: brocluore ~ suggestions as 10 how tcachen can belp }'OUJlg people 10 undc:rsland bener Ihcir own ruponses and feelings when cmfronted wido Othemcss. 11 bIS t'It'Q main purptlICS: 10 provido teachcn andOlhcrs wilh an overvicw of lhe issues and cmccpIS through which lhe complcxily of lhe encounlCr wilh Otbcmess can be unckrslood:; SCIXIIIdIy, 10 C1CTDplify how thcy CID inuoducc lhe issoes inlO lhei!" wut. wilh younll peopIe. II is a InIchln f Cf ali teachcn and llOI just lhosc who lC:Ich foreign Ianguap.

Thc fitst JlIrl of lhe brochure is thus inlellded fOI" lhe 1Cachet. This fll"Sl pan may be used as lhe basis f Cf disoJSSion with oUIeI" tcachcn, in 8fl in-scrvk:e cducation prognunme for cxampk:. II inchxb a dbc11SSion of lhe issucs and oC lhe role of lhe cd'lcalioo SYSlem and lhe tcacher in helping young peopIe to cstabIish appoepiatc relationships wilh Others. The second put of lhe InIchure conlains eumplcs 01 malerials. and lU&8cstions oI tIow they ÇI\II bc uscd. Where and when they migh. bc used win dqlend on lhe COIlteltl within which lhe lCachet 'NOfks, 001 any siluation in which lhe teacher can spcnd half an hour or 50 in diseussion lo'ilh young peopIc will sufftce.

The bmchure cannot be cxhaustive, neithc:r in lhe inlrOduction to lbc issucs and concqxs, nor in lhe cxamplcs of matcrials anil awroachcs. 1I is inlellded 10 stimulalc inleI$, and 10 SU&8est how f~ materials and appoOlLhcs mighl be dc't'eloped.

7

A ~prion oi relationships beI_ cullUla introduces pbellOInc:r. oi grc:u moral. political anI1 MieoIosical ~ily. Any pcdIaoaical4'P..::h which under~ Ihis compIe1il}' wouId run con...,. 10 lhe FIImII objecthoes 011 which il ia: bued. lbe lIICIhodoIogica chalIcnae wilh which lhe ae.:her is confronlCd is lhe followini;: ali acbinS based 011 lhe priIIeiple of s:implif)CMjon of lhe COIIImt k) be --&lU. osuaIly preseaIed in tenns d '"Ibe eaIeIIIial must be I8UJhI" • is fundamentaIll' Il odds wilhlhe raisins oi ..... UItA which is implicd by lhe anal,. 01 lhe Jebúon8bip 10 odIer ' How c.. lhe lCICber besI; copc wilh thcsc ccntradictions in hei' clisso ........ p:a:tic:e1

0n1inary diSl"OJflC Ibout lhe 0dItr. ÚIIl ia: diIcour3e whk:h ia: prodIlCCId in dlily imencdons. wilhout bcinS lhe objcct 01 dircct OI' indina evallllDon in -=hooI.. <*I be chara:taised in lhe foUowinS way:

- disI:ourJes abouI lhe odJez" seneraUy confuse diffctenl leveis oi 1Niysis. From In ec·_1r ,.. 01 riew.lhe olher is pen;:ei.vW posidvdy j{ he is. poce:ntiaI pwd1aer for lhe xlJinS COlIDir}'. On lhe other hand, the ciliuns oi a roreign COIIIItr)'

who migrMe inlO • counlfy are paceiYCd a compeliton 011 • job marttt which is limiled. From lhe .............. paI poIat 01 rirIr. il ... bem aped dn;:e lhe beginDint; oi Ihis CUllury ÚIIl aD culturcs are cqual in scicntiflC u:rms. 11Iis does IlOl IW'" ily mean tbat Ihey are Ihdicd usina lhe SImC C01CcptS aad lhe same mclhods.. From lhe poIitk:al poiIIl 01 rirIr. differall ~ hl.Ye diframl etQIlOIIIic and poIitical importance. which mcans Ihey ae not cq.WIy pIaced in in1Cmalional ncpialions. These three viewpoints from diflerent disciplines _ based Of\ different lIId iXlilllwljccory raOOnaIes. The pedaaogicaI ",obtem iXIiISisu in disentaRstins thcsc ways of talkinS. whkJl ae olIen mixed '41 in daily Iile.

- Sl.lCh dboourIes fun:tion a binary auesOOsadons (l / lhey : clcIn I dirty) which bis lhe dJect of dislancing lhe ochec whiIst rernov1nS lhe marb oi idenUIy on whkJl Ihis principie oi classiflCldon is bIrIsed. In othc:r WOIlIs. when speakins oi lhe Otbcr. every community rnls • iXIiIIMSUI 011 lhe way of speakins which acates indireclly cultural, moralllld idMIogicaI rer~nca: til nIIrII: ita idenlily. IIS rd"UUICQ 10 lhe othc:r may be fonncd 011 the basis 01 • positive ~ of diff~ (wilich Iherd~ impIies lhIl lhe smup bis • rathtt ncprive pa~ of its OWII

marts oi idenDIy) OI" vice vau.

- ta1k about lhe othc:r is lhe produI;:l of lhe $OCÍlti .. "im Df In individual in • siven communily anil is always for Ihis reaon poccntia1ly ethnoctntric. TM edulottlltric ""dcnhlp te lIte odte:r is realised in lhe deniaI d lhe diYU"lily oi cultures. by the '"duustinS outside culture. inlO nane, everythins whicII doca IlOl coaCorm 10 lhe norm by wbich onc li'o'CS~l, by situMirIJ lhe forei," cuI.ture oulSide time (for eumple by alIing it. "primitiYe culture"). by tnIRlfonninS observabIe l"ac1S into vaIue juI;\semaIl1 The edwIoI;emric inltl"p"CWion oi diffc:re1lCC is lhe resuIt of vallle$

"CI1Ude lbi.s-. Roa ft 1IisIoW. I,,, .... ~ __ '* 2. P.u, PbI Im . • 313

•

which have bceIl ....... bed, lha! is Ihey llave bceIl k:amt withoul thcre beinS any e~jl Icamin&, in ao UIIIXJIIacious fasItion. The pocess of soeilljSlljon can be seen from rwo differ~1I .. idp:JioUS. From lhe poinl 01 Yiew 01 lhe memben 01 lhe culture to which an individual beIonp, it is JCIeII as a social pbenommon whieh gulI1IIUCeS lhe membenhip of lhe individual in lhe gtOUp anil thezd"ore lhe ooha~lCe. cf the group. From lhe poliu d view 01 lhe person who lias lhe ...... rarinNJ Iims of bringina opennes$ to lhe OIha:, sociaIisaIion is a handap ............ ti oonstituleS. fi/ter which is ao obsIaclc 10 sceing lhe values of lhe toreign communi!y, as Ihey function within dtat communily.

Tbe Cact of residing in. comrnunity inlO which ao individual. Iw not bcen soeiaU ..... does not suffice 10 guaranlCe knowkdte 01 lhe corIImunity. R_~-.:e la • torelp _..., doa _ ~ lbdI pradllU p<IdtI~ ~.'"'' ri tUt c:o..try, gcognphic mobilily is not suffident 10 tnnsform .cpCk!i.1llions which are li rust negative intopJSitive.cp Icnwions. The knowlcdge.cquired Ilboot.given eulture às not J)'stemaieally popouion.110 lhe length 01 ra:~ TheIe princqMes suggest a relativisatinn d lhe imporunce d the metlIods, qImItCd on • grand scaIc, which are meant 10 pn:!duoe bIowlcdge 01 others (lhe argumenl on wlúeh lhe tourist indusuy is based), and a beUtt undersIanding of Otheo: (lhe tlisis of twinning arrangements, sehool visilS anil exc:hanges ele.).

AlliWdes lOWards eulwnl diffaenc:e are cJoseIy tied. 10 lhe pocess of lhe -oon of one's own identily. Tbey eannot Ihcrerore be ut:aaed from a peda(jOlical poim of view as attilUdes which have 10 be erw1icated lf one ....::epcs lha! lhe function 01 evuy ...n. .. Mion system is 10 soei'!iselhe indiviWal inlO lhe eultIR in which he finds himself. thca lhe lCEhtr wbo introduccs 111 """' ..... h lOopenness 10 othemess. is 'NOIDng in lhe rnidst of a COIIUa.tictinn. On lhe one hand, she is ICaChing pupils in wIIat w'YS lhey are members of a given eommuni!y anel theiefOle descnbing lhe other by rneans of lhe repesen&alioos which IR eurrenl within lhis communily. On the Olha: hand. she is teaching pupiIs 10 distance themJcl~ from the community 10 whic:h Ihey belong and to discover a system cl vaJues which is poICntia11y diffaent trom. even conuadictory 10, lhe one into which lhey liave bceIl soci"li .....

:I Co!M:tnIq dIe ._tlve "!ISIIIf ri 101M ec:.n_.ly.sm coaceplS for descrlblq ope_toodt_

The foIlowin. conr.:epQ suUCSlIhal the n:lationship 10 lhe other should be Ihought oi in sySlCltWieally positive lCmIS and leIId 10 under-estimalc lhe polCntially eonfiictual relatioosbip 10 odIc:rncss describa!. abovc.

1be COIICe!" al.-.tut com~ lftSUPPDSe$ • dualrelaliooship bctwccn two culheS. The j!Iocess is usually envisaged in lhe framework 01 a bi-... ional pannersIlip, anil j!IIlS lhe empbasis Oi"! reciprocity of views.. r...e.nins 10 IInderstMd the other mcans being willinglO study lhe ethnooentric view that lhe 0Iher lias 01 lhe euLb,iI'C 10 which onc belongs onc::self. suspending ali value judgemenlS abOIIt the tnCIIlbcts of lhecukwe whid! produccs!his unsetlling pc:rccpIion. Oi"! condition however that the other is ready

,

mochanism and on di.svusl of situationS ""henl cuItUl1ll borrowing would Iead 10 lhe ~ oi lhe culllftl particuJaritieI of lhe minority poup. 1I is a consequcncc of lhe foe. which cdcbrMes diffc:JellCes. mall.:es cultunl dÍSIlIICC unbridgeable. and Ieads 10 symbolic OI' physicaJ vioIence.

The conccpt of dilc:rimiulioll crtaIeS an absoIule break between ""O groups wIlich are cululIlIlly differenL usuaIly on lhe basis of crileria ""hX:h are said 10 be ~nat.nr when in facl they are cuitunIlly deleilhined: skin coIoor. social practkes 5UCh as housing. hygiene, ""ays of eating. 1bis concept had a poIlticaI fonn - apart/lc:id • boi Ii also justirllCd lhe co1onial policies of westcm Europcan oountries until lhe middJe oi this cenl~. Whenevtt a --racist Mtillde8 is mentioned lhe implicit n:fc:Jencc is in principle 10 1hls deftklpmenl

The concept oi e.lhlre sIIodo describes lhe difflCullies of adapution 10 a country experienced by individuais er a small group oi individuals wbo ha~ lcft thcir own comtry ""iIlingly OI' as a conscquencc of cconomic OI' political events. 1bis concepl was deve10pcd in lhe 19505 in academic research 10 accounl ler lhe diffecenl 5tages which ~ req~ in gra:.IuaI integration inlO a given sociely. 1I UIkes a positive anel chronological view in which there is a gradual reOOction of lhe psychoIogic:aI düflCUlties encounlend during settJement in a fon:lgn coontry and reintegntion inlO lhe country oi 00,,".

EduCalion syslems ha~ IaCiI purposes in lhe sociaIisation of young people into lhe society in their immediate environmenl The curriculum as SIated in OOcuments anel guidelines rdlects chokes made 10 ensu:re that young peopIe are introduced 10 a 'comIOOl' cuhlU'e' ofhislorical and geographical knowledge, and 10 lhe gencnl Culnue of artistic e:ndc:Iivour • its classic lilCnllure, pailllings, music - by ""hich a society defines itself and its identity. The "* required of lhe 1eaChcf" is thcn 10 be lhe agenl oi implementation oi lhe otrx:ia1 curriculum. AI lhe same time lhe IeaCher makes judgemenlS, on bebalf of sociefy. about appropriate behaviour. The realisation of lhe values evidenl in lhe rewards and sanctions undetpins lhe unwnt1en er 'Ilidden' curriculum. The ""bole curriculum. ""hetber hidden OI' not. embodies lhe pro;:ess of sociaJisation and lhe a-ealion of klenlities in young people whido are in Ilarmony with lhe self-definitions of lhe society in and for ""hich lhe teaChcr and lhe sc:hooi wort:.

FIIIIhe:mlofe, lhe sell«rtnition 01 a society is no! in a vacuum. 1I depends in pu! on contrasl with 0Ihemess, with lhe charactcriSlics of neighbouring societies. The represenWions oi tbose 0Ihers are dctcnnined by a socicty, in lhe dttails of curriçula planning, in lhe accounts given by poIiticians anel lhe media.. CiUzens of lhe society are c:oo:pcctaI. 10 accepI lhe images of others in lhe proccss of defming lhe self. Teacllers are llOI exempl from thesc innuenctli anel miJSI themselves be aware or bow their OWII ~of 0Ihers. acquired in a klng and gradual pnXe$S. an: signirlClllll in their OWJI implicil defmitions anel discussions of lhe relationships bet_n SlXieties anel cultwes.

11

Therefore whcn lhe achcr racilillleS an encounlCr wilh othemess for youtIlI people, she fmds hendf in I p"'''ion d pude ... and lellsion, Ir she wishcs dW cncountc:r 10 be _lhan I reinforccmenl of ethnooenaic inlCrpmllion$ oi Olhez" jtlc:ncilies and culllnl pbeoomena. she hIIs 10 cIIaJlenJIC )'OUI'I1I peopIe'l uiJtinll iep ...... ~ oi odJen and inWce tIIcm 10 disWJce tIIcm!dves from and relativise their repesclUlions d themsetves. as meznbc:rs oi I pMicular socicty. Ali lhe Olhez" u ....... ions 011 hcr are pm:itely lhe opposilt: 10 sumglhen )'OUn1l peopIe" identity as membel'S oi their own lIXiely. wilh I t'ocus on lhe vaJues and beliefs wllicll nm through lhe .::tiviliel: lJld behaviours of lha 1IXicty. Now she has 10 invite younll peoplc 10 relaúviJe and qomion what thcy lIIyt hithcrto taken for granted.

Wbat is upcetcd oi lhe 'eachcr in this sitUllion is vay demandilll: ÍI (:ali be beaer undastOOd wilh lhe be1p of lhe followinll:

• The sinJlUJ..- concept of todl" doa lIidcs lhe complculy ar eYer)" JOCie!y and lhe power relaóons exislinll between difTerent social JII"OUPS within it. The individual cllild may eu:owur diffmnll vaJue sysIe!iIs and behaviounl notms as SI1le passes from family 10 school, ar from scllool to wc:d:.. each determinai by diffezml putpC 1:3, origins lOd self.oerlllitions. The curricolurn of lhe scllool may bear lhe labeI of 'nItionaI' but refIta in essenoe lhe values Df I domillllll social gmup deunnined by ecolIOlluc, raciII or other factors. The belieCs and nonns of lhe farnily may derive from quire diff~ mgins lIId rdlect lhe value l)"SlCIII of I difI"=: .. social IIJOIIP. The mil)' mto I tradc or profession lVill brilll )'ti 0Iher nomu and expcclllions.. EacII individuallhus acqum I number of idc:ntities from ea::1I of lhe ~ widJ wlliclt SI1le identifics and lhe P' II continues Ilwooghout lhe Ufe cyçle. S,obe rMy have nciaJ.. clhnic, 1I8lioRa1, prticS5iollll, family, rtSional and other identitics. cacll of which can dominlle in pwticular Cirtlll1lSllllCCS.

- Sociali ... ion mto I ulioul Ideality dlJs contrasts wilh cthcr possiblc JOCi'liArion pm-cs.... For examplc. in I muhi-cthnic society, mioorily eCUlc idelltIüa are creued. 1bcse are visibIc and differen! from the majority'l cthnic idcntity. 100-1. lhe ~Iy may believe it does noc have IR cthnic iõentily, bec" .... il coincides witlt Its JlIlional identily, defme4 by the domillllll groop and cnaclCd 1hrough lhe political. inslitutions Df lhe "* OI" lU COMtitDnl parti. The school curriculurn may Ikill(lwiedJlt dIC pre!lCIICe of other ideIltitics by inll"Oducinll clcInents cC minotily cultures. boI lhcsc remain insignificanl in lhe JOCiaIisation cC lhe ~ty and are toIeratcd UOIicisms wilhin an cssenti.a1ly unÍtlry culture.

- National identity Is promoICd tkoollhout lhe curriculum btit Is particu1arly linked witlt utioaallorndal ...... _). Teachas of lhe nationaJ. 1an~1) oCtm finei lbemtelves 11 lhe centre ofpublic debafc bec.''''' lanJlUftJlt is I symbol - as poIIeIII as lhe DItional flas or anthem - ar identity, of nationhood and. in lhe senice of poIitical institWons. cC swc indepcndcncc. Thc: perceived tbreat to SIIle indepcndeuoe by greatc:r Euiopta"l inteJl1"llÍOll has ied to jealOll.s defenoe d naóonallangUlgeS in itttIIt times. Socialisarion is I poc !I:I of inlmll:lÍOII witlt uistinll mcmbc:rs 01 I K!Cia1 JIfOUP, and cruciaJ.ly consisu ar anulll l1tt ........ of lhe groop tIIrough tltis inlerltbon. LanJlUftJlt lcarninll is synonymous wilh aequisirion of thc eonccpa and valucs of lhe

12

weJJ· fOlMdcd way. In panicWar, lhe ~ who KeepCI !fie iCSpOIlSibilily 01 expolÍna youDg poopk 10 111 upcticllce of omcmcss .... sjde lhe clasitoom and beyond 1hc: fronticn 01 lhe $!ale' lbmugh. youlh dub hoIiday •• a::hooI exchMge visil, '1pDI1S Irip •• class joumey • needs I) dcvcIop • iiICIhodoklo whkh takes aceounl of boch eCJ8IIitive and affoctive kaming in immediate, pct ... 1IIi ClIpCIicllce.

We have emphasiscd herc I CG8fktul cIeiIcriptm of 1hc: rtlabonsbip between diffen:nl cultures which lIkes inlO oonsideI'aóorIlheif rclative '-plllilllIity: havinl bem lOCialiJed in10 hitJhcr counlty'J lIItioCIII conwnunity, every individual _ qucstions and doubts when confrmled by culrunI differente. Our view iI bacd 011 lhe followintl .. ÜI.", qkal __ ptIou No culcure axepls lhe princ:ip)c 01 divmity in lhe cultures wilh wllich it iI in contacI unlca thiJ divmity oonfonns 10 lhe OOiiiCCJllS of their identity heId by il own menthets.. 1beir poinl of view on • cullUrC mIJA thelefOie not be confuscd wilh lhe viewpoint wtticb is fundamenW 10 lhe iciencity 01 Ihose wbo li'C rnen'lbers oC dIII culllR. 'lbesc .ccip.....al vicwpoinlS.e difJen:nt,"" somelimes oppused 10 eadI other.

lhe COiICqlI d ~European citiunship" add<i • poIti&:aI d_ d ... 10 our 1$SWIlpti0n5 .,I\ich CII1 be uplaincd in lhe foUowinl way. A European c:itizen may bc faocd wilh vaIue sys&cms oC I rdcaI1y diffen:nt odII:mess when s,obe is in coo*' wilh iCligions and of lifc diffcent fum hWher own or ~IC simply when rJhe is in contact with everyday situations .,herc hiSi1Ier normal points of refmnce (SpIIiIJ. tempOnl. linlUÍSoc. monI, tcljpJus) li'C 0\I'ertIJmed and Iead 10 • iCjcction 01 diffm:nce lIId • bi kdown in ~. ThiI kind oi contact IN}' ..e pIace beyond. EuiOjOCaI f'rontic:rs, but may liso hIppen in lhe country wherc one Iives. 1'hcse dysfunctions iUIY evenlUllly consúl\llC IIhrealIO lhe westrrn defmition oI dettIocacy. fundarrN:Dtal. 10 lhe noIion of E .. q 111 idmlity, if they conailxllC 10 lhe margiillliaalion 01 immiJDilI conununities and lhe non-natives oC I country who IIC !*'ticipatlnl in lhe eeonomic developmenl oI Europe.

Thete is in differenl ocgions oC lhe work1 • ICtw;Iency 10 wantlO ~ poIltical and ccooomic hannony (lhe Cltpni.sation for African Unity, lhe European Union), wicb woukIlI rll'$l sighl imply a cmsensus-lilCC:king pcdaaogy. Wc p:opoae rather, preciatly • dw ... e 01 ~ __ poItk:aI ud ec_k lillerall wIIidI _ ........ co.ept, 10 ippi ....... lhe iClaUonship bcl1il_l cultlft accon1ing 10 lhe foDowin& luidelincs:

- 111 1IPP000h 10 lhe reIalionship bctwcen culttlra' whieh is MIl IdeaMet 001 on lhe COi"'.y pna--tk, and whicb lIkc:s IICalUIII ol lhe known lCSi$WICC 10 pnEticaI. evcryday upaience 01 Olhemess_ This lIppIWCh wl\ich we SUgesl for sdcntific reasons. ~IJd coincide orrith lhe objeaive intereslS d pciitical and coonomic sector1 of saciety. Sincc thcy are confronlCd with lhe sociallllld idmtily probJems con-

14

coosequenlon geoanphic mobility. thq IR soekina echra'innII a>lutions whidl reduce lhe dysfunctions ... hich cJassic methods han:I.Iy bqin 10 handk.

• lhe relalionship bef'NCel1 çoh~ is dealt with 11m fmm f'NO dimensions: an IlItd\edIaaI proc:a. .00 11 considcnlion oi pe.--aI UperieIlU. Thc inlcUeetual ploocss is iMcnõed 10 providc lOOIs for handlina lhe rtIationship with odJemess as a consttuctcd. not a sivm objcct. i.e. it must be disünct f'rom ordinuy di5l:.OUnC and imlllCdiatc: experience. 11 is bIIsed l!OIII:theJe$S on aclUaI tApa iClllcc oi othemc:ss irtside and oulSide lhe schooI. contelL

• lhe c:dUCllional dimension coosists oC ~idina li .5~ for nIIectioII aad dilc: __ , betlllc:c:n Clperience oi conlaClS ... ith c;atIClIiICSS and t.hc unconscious pI'.' .... oi socialisation, lhe value judgements and lhe rejcclions lhey frequently cnaerw.kr. 1I shouk1 providc tooI5 for lIIIIIIina and Ocscribina, in li sc:neric ,...y (i.e. inôcpendcntly oi lhe rdalionship bef'NCel1 onc specific culwre and anodIer). lhe phc:&lIOItliCllI whio(:h IR characlCrisric <:I lhe rdationship to odJcmess. 1I shouk1 c:ncourage li ret'ItctIft appl'(llldr, ... hich cnable:s )'OUfla peopIc to beco",c conscious oi the modes oC socialisation anti lhe 'Na)'S oi classifyina phenomclll ... hich influcnce lhe functioning cf their ttplcscntations oC lhe Olher.

The school anti il'l leaChers ~ aoxustotnc:d 10 derme thcir airns and purposes in bolh cognitive and affeelive lenJIS. The affectivc: dirnension 01 lhe IeMting proccss is hovievc:r mquently lef! to develop as 11 consequencc: oi te3:hing plamlCd on coaniuve principies. In lhe challengc to existing identities and valuc systems .,..hich lhe confrontation with othemc:ss neecssari1y creaICS. lhe affective. lhe lIllCOIISCious, and lhe anitudinal cfreelS are CI'IICiaI . A tcacJting mcthod. ... hcthec formally rcalis...t in a CbssiOOlll or infomlal. in thc organisation oi ao Clchangc for cnmplc. has 10 tal:c accounl oi yoong people's devclopmcnl as indivi4uals and as manbcn oi a society. For c""pJc. in lhe suggcstions anti rnatcrials JIIUIlOSCd latc", thc age faclOr wiJI be takm inlO a;:count.

Thc followina prirK:ipk:s anti jII'OC"S9'S need 10 be considered in lhe planning oC te3:hing whidl wiU stI'UCIure lhe encountcr ... ith othcmcss:

· ne psydlokJPcal develop.e.t of lhe individual is signiflcant in his rcsponse to an cncoontcr ... ith othcmess. Youog pcoJpIc begin to acquirc a sensc 01 thcir O'WD national OI" othc:r ethnic Xlenlity ano:! begin to rccognisc lhe sianirlCllllCe oi national Jymbols bcIore~. Their subsequcm ClplCity 10 uudaSWld another pcttpcctive on and intcprttaôon oi reality BJO'ft'S ai Vllf)'ing raleS for differenl individuais; any group oC )'OUng pcoplt will conta.in individuais with difTerenl caplCities for going beyond an cgoeenuic vicw oi 0Ibcrs' cxpcrieacc. and acoepWta 0Ihers' valuc sysItm$ .00 judgemcnlS abOIIl appopriate bchaviour. In grouplI 01 yoongcr pcopJc. lhe u:achcr may be best advised to cmploy mclhods whidl rely Icss upon cognilivc anaIysis and more upon affeetive responsc.

"

• The kaming pocess neccsPrily involves yoong pcqjc in (0.,..... since whenever we etIOOUlIlCt lhe unknown we IIttmpt 10 undeh1ald iI in tenns whicb are part cf our familiar worid and our undemanding oi iL In lhe flrSl instance we tf)' 10 assimilalc lhe _ 10 lhe okl, lIId will. even distoI't our paeeptioo oC lhe new to t:IL'I1lI'e

lhIt it filS lhe familia:. Comparison lherefore needs 10 be pan oi lhe !taCher's expüc:il meIbods 10 rtduce dis&Mion anel to question lhe IlIlUJlIlness oC lhe familia', rdativising il anel making Yisiblc its culun-spccific chaw:ter.

• Teachers' infIuence upon lhe ronnalion lIId modiflCalion oi prej.dked attbdes b: aucial lhouJh difficull 10 identif)' OI' measure. Some individuals will mainlain IIIICb wlUdes apinst aI1 infIuences. beca .... lhe)' serve lhe intcrests oi lhe indiridual anel bis pacepóon oi bis OIVII m:urity. Many 0Ihen are aIr*Y f1exiblc ~ thcir chancIeI". lIId othe:rs apin IR rooIICd in their immcdiate experience buI nonethcIc:ss $IISICCplible 10 changc.. Alliludc$ towards lhe oven COl'ut:n( oi I tcaclting lIId leaming process IR affcctcd by r.:tors in the enviroamcnt, from lhe: physical comron oi lhe: classmom 10 lhe ~ of the IeS:her and the l\alIR of her ~lationships witl1 young people. Where lhe individual enoounen idcas anel opinions whicb IR at ockIs witb bis OIVII. lhe aüemJX 10 inlt:lTlllise confticting vicws causes a st:nIe of discomfort. SJbe will c::qX:Cl1hose SIbe Iikes and lSSOCiales witl1 • whicb may include lhe teacber • 10 shate bisibcr Yiews. anel wiU s:d:; 10 eslabHsb a sense oC balance anel ...eU-being w~ Ihis is naI lhe C&'Je. One option is to dislOrt or s~ tIw wlUch is dissonant witb estabIished views.. ar more w,terest 10 lhe leaCher is lhe straIegy oi changing .uitudes anel aceepting mullÍpIe viewpoints on 'tbe _. phenornena. The u:acher who offen I I31ge oi viewpoinlS and estIblishes I tcIationsbip oi .espott wilh young pcople can justifiabl.y hope 10 ôevelop positive auilUdes in those w!lo encounlCl' 0IIv:mess througb her.

· Wherever anel "benever 1t:8C~ begin,)'OIIIIg peop1e have aIready KqUirat panicu" views of thcmselves anel others. The deveIopment of Âln:utypes is I

consequence oC lhe necd of &I)' social JlOI4' 10 escablbb its OIVII idenlÍlyanel cohe.teilce by contn5I "itb those wbicb IR adjacenl 10 iL National and ocber edmic sterf.OCypeS are paticu1arly strong manifeslllitions of ste:\UJtyping.and!lave t'NO aspccls On lhe ODe

hand lhe group defines itse1f by COIIIr3SI • sometim~ witb I negatíve lIetmJstereolyp of others. compk:mentcd by a positive autosIeIeocype cf itse1f. and sornetímei: vice vena, for exanple in lhe cue oi dominlled minorilies. On lhe ocber hand !bis ~ 10 lhe individual's general need 10 simpliry in onler 10 manage anel tq'It: wilh tbe complcxity of _ eJlperiencc. However. lhe desirable process oi diffm:ntialion and dismanding of gc:iIClaIisatíons does naI happen in lhe C8$e of naôonal anel c:tI1nic stcreotypeS. unJess there is a posilÍve per$O!iaI eJlperience involvcd.

• Learning which is formal anel bBscd in 111 instltution such as a school. is lniditionally stnIClUI'ed in lemIS of cognitive lcaming lIncI. lhe devdopnent of anaI.ytical skills. The ICIChcr "tio provides young peopIe witl1 11'1 ...."...1lItIity 10 etICOIIIIIeI" 0Ihemess in lhe classioom m\lSl rely mainly upon Iheir cognilive, anaIyticaI ability 10 decentre anel 10 tate 111 unaccUSlOmed paspe<:tive on tbe workI. Sbe lias nonelhea 10 be aWll'e that tbedeveJopmenl of t.padli, wilh that pe.spa;live CIiI be inhibitcd by

16

7 .......... ror "*_1

The pop;:osals f« ItaChirg givm belo", In: bascd m lhe fol1owi1l8 hypodleses:

• lhe Ic:aming o( • Coreigr Iangllq(:, dcrmed as lhe maslely oi • linguislic sysICrn diffetall 10 tIIat oC lhe mother Imgue, is no( sufflcicnt m ilS OWJI I)

comballhe ~jeçtion oC culnaal dlffermce: leamirg lhe Ianguage oC lhe enem)' « oC lhe COIqUClOl durins « afler ao intemalimal conflia ma)' be lhe vdJicte for • raclsa iõeoIog)'

• pmonaI, dirtct uperience of anodIcr counlr)' «communiry and. its diffezenl culbnl realities does not, oC itself, Iead 10 aoceplInCC oC diffaence; il mI,)'

increasc existirg ~ncies 01 rejection and. willldrawal inlO • úmilw idenóry and cullure

• a rejeclion or 0Iherne$S as a consequence of dir= experience cannot be countertd onl)' ir cognitive ten11S; direa uperiencc ci a diffemu country or commuriry brings inlO operalion ali lhe ptJysicaJ senses. non·vubIl communicaDon, individual rt:laóonships ol gendcr, genenUon. ellmidry. ali ci w1tich can stimulale eonscious and lI1IConscloos llboos, lInd undcnninc even a $lIIed lQt\iness 10 ergase ",ilh 0Ihemess

• ao attitude oi rejcction should no( be confuscd with negaúve iqHCSeUlM10ns 01' lhe fon:ign Ianguage bcill8 IaUghl and te.nt

• such ao anitude is bascd m misundcrslanding and ignoranee oi culwral diversiry. on a mistaken conceptual ....,... ..... h 10 phenornena oi social I.lI'pIlisatioo, OI! sociaJ icp nwions 01' lhe odieT ",hich are experialced as • ~ 10 onc's identiry.

11 Ui in lhe spiril oi thls brochure lha! users $hould undcrslllld that what is proposed are p.,... .. ls for lIdapcatim 10 citeumstances rathc:t tMn modcls 10 be foUowcd absoonety. 11 is for tIIis JCaSon lha! we suggest lhe foUowing:

- approach these ac:óvities ",itllin lhe framework ol mullidiscipli'*Y wort, 'Nhich rnighl include. in addition 10 lhe fon:ign Ianguage. disciplines such as history, geograph)'. social scienccs e1C~ « other languages than those suggested bere as examples (1.e. English and French). 1I is Ihis l1Ue disciplinary ~ip which WOIIId be lhe mo:st desirabk: developmenl from thesc suggestions. which in themJclves can mly iIIusaatC some 01 lhe combinations oC disciplines possible in each c:ounlr)' and cach educational institulion.

• adapt lhe egnpk:s giver in accordance with doc:umcnlS which are avaiIabIe kx:aII)'. However, tIIis does ror. mean ignoring lhose documcnlS which 60 no( ~late immediatel)' 10 lhe contexl kno..n to stodents. On lhe COIIIrlIr}'. il is our belief that a documcnl .... hich relates to a contexl familiar 10 SludcnlS is potentiall)' 'more difficult' than. docurnc~ aboIIl ar untnown country. Thus. it is lhe capacil)' for surprise IM I$IOI1.ishmenl .... hich is a principie f« creating • dc:grce ol questioning UPCeiUÍllry in

18

students' view of mIIity. talha" lIIan 1jljli.......ru1l8 il as if il ....cre tlken.fOl"-gnnted and natunli. We $Uggesl tIw lhe guiding principk should. be thal an unllSlllli doculilent should Ihen Iead 10 lhe Iftal:ysi$ oi, documml relating 10' mllity which is pm:civcd as setf-evideDt by SQII;Ieru. In Ihis WIIy. there is no 10pk which is Q prlori 'imlevllu' in 'given aln1CltL

Finding fUJlher OOcumcnl$ can bc lhe ~bilily of lhe ICII:hcr, but il is also possiblc for StUlSenI$ 10 be docmncnl coIleclOrS. o.ce dtty bYe ndtntood tIIe olIjec:d.es 01 ,. ntrti:R. In this cae lhe coIlcction 01 matcrials mUSl be secn as, oomiooation ol lhe cxcrtise. not as, pcpawory scagc.

I1 wiU also be evidcnl that lhe facl lhal , documenl is in , foreign IMguagc, is !lO(

suIflcÍCllI justifJCation for its use. Nor is it lhe quality of infonnation aboul lhe foreign cu~ which is lhe besis of choicc suggcs1Cd~. In ordeI" 10 Wz furthcr lhe suggcsóons TTIIde bclow. il is preferable 10 choose:

- doclllllCllt:s .mkh are intended 10 play , medialing role, a-cating rtlationships belwccn IWO cullunl communitics. dcscribing me 10 hclp IIIIIk:ntanding by lhe othc:r (travei guilies, joumaIist rtporu etc.)

- documtnlS which bonow elements from onc comml8'lity for lhe bcncril of lhe othc:r (for examplc, fasllion rtportS. oooking ICCipcs, advertiscmcnt:s. etc.)

- mx:uments wbich auempl 10 prcscribe knowledgc aboIIl &IlI,lIheJ" culture (guilies on how 10 beh.ave, advicc from ~ who have rravcllcd (li" lived. in a particu" oountry, SChoollCltlbooks etc.)

• mx:umcnts which dcscribe siwaóons oi passing from me culturc inlO anotbcr (criticai incklcnls, f!le1S whlch are sem as exccptional or astonishing)

• mx:umcnts wbich cmphasisc lhc specifIC nature of a nation (boliday catalogues from ll'ave! ~ncies. national anlhcms. rradilional postcaAis, hllllKlrOUS drawinp etc.)

- documt:nts describing a oountry (swdcnts' o"'" or a foreign country) which are used for lhe SlX'ialisatÍOQ ol children (childrtn's books, scbooI books used in prinwy cducalion. rum;cry rhymcs etc.)

- documents aboul a given oountry which are 001 of date ('fOrtign poIicy' column in old IIC"Ispaptl5, oul-(lf-date childrtn's books, gcograp/lical maps which are 110 Ionger vaIid etc.)

\9

ACllVln N" I:

Objtclhes

AI illUDES TO LANGUAGES AND D1ALECTS (K., ..... lMrw to IdeBdl) _'I OWII ucI otbers' sleitOf)'pe amludes)

10 raise ltudcnts' a~nes:!I oi lhdr own ueruxyping altitudes 10 mate !hem ~ oi lhe role 01 lhe SIaluS oC languages and diakcs in lhe fonnation of SIt:rtOtyptS 10 make SlUdents rdlect on tbeir own languaae lUId language idcntity as secn by-'

Reler m lhe dUcus:Pon of p~jDdIeed .tdhldes and $leftGtJpe5. This exertise demonsualcs how tbesc lI"e IIltachcd 10 languages and diakcs, and bow identities ~ carried by language, evm though 51udents are .,.oo.bIy not Iw.-e oi how tbesc aff~ lhdr vicws oi ochm. and 0Ihers' vicws 01 !hem.

Attitocles 10 peopIe are inf1ueoced by stmotypes 01 Janguages and diaIects. ltalian is sakI 10 be. musicallanguage and ltalian peop1e ~ thmfon pleasanllO lislen 10, and lbcnfon are plea.oialll peopIe. German is said 10 be a Nnh language and Gmnans are thenfon unpJcasant to li5Ien 10, and lherefon are unpIeIunl JXIOPIe. These anitudcs 10 language are supponcd by SlCmll)'pes aboul national anil other elllnic groups, and it is easy 10 soe how prejudice is expresscd in attitudes.. Sucb SlCmll)'pes also exist withln national boundlries, and are expresscd in altilUdes 10 particular IICOCnts anil dialecu. RunI dialects co: lhe acccnts o( people from particular gcographical tegions are said 10 be tbe language cf unsophisticalcd and stupid peopIe, lherefon anyone wbo speab wilh such .. acccnt ml1Sl be unsophisticated and stupid.

An nercise wIlich aims 10 challenge tbesc prejudiccs might swt wilh young peopIe's own ellvirmmenl,!he attitlllks trOUnd.!hem 10.xc:nts and dialecIs witlLin lhe counuy. 11 might begin wilh attiuxlcs 1OW8I"I1$ others' accents and tben move 10 how Olhers pereeiw lhe accent in tbe young peopk's own tegion. As. alhird stage.1be eJlercisc can be tepeated ""ith respecllO other languages: how they perceiYC other languages and ~w 0Iher people perceive their Ianguagc.

21

This b'oehu'e iS ildd,es\.ed to teache,s and othe,s who a,e mle,<"Sled m helpmg younl! people 10 ,ellec! on how Ihey lea," abaul and ,npond lO olhe,"esl lhe Councol 01 Eu'ope attaches pa,t'cula' ompor\.ionce 10 lhe prot«1Ion and p<omollOn Df hngu"t>c: and (l,llu'al d'~rsoty IS a sou'ce 01 mulual ennchmenl SI) Ihal we may understand IInd 'espect olhe' wllys of th'nk'nl! and aCI,ng, olhe, behef. and t'ad,lrOns In th~ contexto lhe concqJl of ,n!efCultu'al unders\.iond,ng os e ... m'ned and ptlclocal IICIMI'H a,e SUggHted as 11 way 01 helprng )'OUng peopIe ,ellKt on lhe" alt,tudes aOO prachCH In retat,on to d,Herence_ lh~ broehu'e has been produced In lhe hamewmk of lhe ModNn languagH p,Oj«! of lhe Councd of Eu'ope "languag .. l .. a,",ng IOf Eu,opean C'I,zensh,p" and lhe Eu'optan Vou!h Campa,gn aga,ns! Ra,,~. I<enophobia.. ""t,·Sf'm.usm .00 tnto\fiance

~ ...

· . · . · "

TM , .... ",,101 f_ /Yj ""'PIO ,......,Nr ú.Olft. ""''''''1 _""I,., IM ."1,,., _1.-.101[_ ff ...... 10 ~ ,..-.- Mmou~1H _ k~ P"~

_ "" fhf f'''''p .. n ' .... _1_ .... _ I!.ph .n<J _ .. ko .. "r Ir.h

on ,hr "01«'''''' 01 md,,,doJ.I, h .. "n'. 1I w •• loundtd In 1949. ,n ,h .. _1'rlm_lh oI 11>. o.eond wo<ld .... r. 11>. Coune,' 01 fu'_ h •• 'rml>oh'td -,

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