In the past, education was given on an equal social basis, a school for everybody, promoting justice to diminish differences and targeting social integration. Today the major issue in our society is how to deal with difference? How should we recognise and valorise cultural differences and, at the same time, promote the authentic cultural integration and integral development of our students, first at school, and, later on, in society?

General principles of intercultural learning

Intercultural principles concentrate on openness to the other, active respect for difference, mutual comprehension, active tolerance, validating the cultures present, providing equality of opportunities, fighting discrimination. Communication between different cultural identities can appear paradoxical in the sense that it requires recognition of the other both as similar and as different. In this context, according to Ouellet (1991), intercultural education can be designed to promote and to develop:

:: a better comprehension of cultures in modern societies;
:: a larger capacity of communication between people from different cultures;
:: a more flexible attitude to the context of cultural diversity in society;
:: a better capacity of participation in social interaction, and the recognition of the common heritage of humanity.

The principal aim of intercultural education is to promote and to develop the capacities of interaction and communication between pupils and the world that surrounds them. Among the consequences of this, according to Guerra (1993), we should ensure that:

:: pluralism has to be a component of the education given to all pupils
:: minorities are not obliged to forget their cultural references;
:: every culture is to be equally valued;
:: support mechanisms are in place to guarantee similar success rates for the children who
belong to minorities as well as for majorities.

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Approaches in intercultural learning

One of the challenges associated with intercultural learning is that there is no clearly defined educational discipline known as “intercultural learning”. Nevertheless, if we adapt or create methods, we will do it in an educational framework, maybe created and influenced by ourselves, the circumstances, the trainers team, the participants.

Some relevant educational approaches...

Confidence and Respect
Building up confidence is a cornerstone of intercultural learning in order to achieve the openness necessary for a mutual process. It is a prerequisite that we feel comfortable to share different viewpoints, perceptions and feelings, to arrive at acceptance and understanding. It requires a lot of patience and sensitivity in order to create such a learning atmosphere which enables us to listen to each other as equals, to empower each individual’s selfconfidence.

Experiencing Identity
The departure point of Intercultural Learning is our own culture, which means, our own background and experience. It is in our roots where we encounter the obstacles and chances of this learning process. Trying to understand ourselves, our own identity, is a prerequisite to encounter others. We might change through the encounter, but not necessarily the reality around us. This is challenging.

Constructed Realities
The thesis, that everyone constructs their own worlds, that every reality is its own construction, is one main factor in intercultural learning processes. The variety of different dimensions in many theories which describe cultural difference show how differently we can perceive reality. But still, we all live in one world and that affects our lives. Consequently, the learning process should be accompanied by some efforts: to respect personal freedom and decision, to accept other views equally and seek the reconciliation of different viewpoints, and to be conscious of our personal responsibility. The difference will and shall persist as constructive.

In Dialogue with the Other
Intercultural learning places “the other” at the heart of understanding. It starts through dialogue, but yet is a step further. This experience challenges us, it creates something new, and requires creativity for new solutions. The process towards such an intercultural sensitivity implies – understood as a process towards the other – to touch and change our very self. It can enable us to experience and learn real solidarity, believing in the strength of co-operation. Intercultural learning in this context is as well a way to discover our own capacity for action.

Comprehensive Involvement
Intercultural learning is an experience which involves all senses and levels of learning, knowledge, emotions, behaviour in an intensive way. Language as element of culture is a central aspect in intercultural communication, and at the same time limited, often a source of misunderstanding. It must thereby not be used as a means of dominance but as a tool of communication. All other signs – like body language – have to be equally respected. Since we are fully involved in this kind of learning, we should allow ourselves to be completely part of the processes happening.

The Potential of Conflict

Key international documents related to cultural diversity

The ability of everybody to participate in the cultural life of a community is a universal right. All people have the right to express themselves and to create and distribute their work in the language of their choice, particularly in their native language.  One of the founding principles of the European Union is respect for its diversity. The upheavals of European history show the importance of protecting national minorities and allowing different religious, cultural, linguistic and ethnic identities to flourish. The peace and stability enjoyed by the EU over the last half century is largely due to this pluralism. : More

Source:”Intercultural Learning T-Kit”, Council of Europe and European Commission, November 2000

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