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Developing intercultural competence
Start date: Jun 1, 2015, End date: May 31, 2016 PROJECT  FINISHED 

On account of the rapid augmentation of our school's international student profile, there has been a significant increase of prejudices and experiences of latent or explicit discrimination based on ethnicity among our student population. In some classes up to 60% or 70% of students belong to immigrant families, many of whom stem from a European background. The envisaged project is geared at improving intercultural competences and knowledge as well as practising preventive and reactive approaches toward occurances of racism and other forms of discrimination. To that end, it combines both theoretical approaches and more interactive forms such as role plays and simulations. Beyond that, participants will be enabled to experience first-hand local solutions to the problem by visiting local schools. The two participants that our school would like to send to the project are highly competent, motivated and dedicated colleagues who have been placed in various key positions pertinent to dealing with the issue of racism and discrimination, e. g. student senate, crisis-response team, disciplinary conference, form teachers, school pastoral care. On top of that, their professional background as teachers of Social Studies, Religious Studies and English allows them to have a clear-eyed view of the issues involved in this measure. As chaperones of international student exchanges and, currently, as organizers of an Erasmus+ student project with two other European nations, they have a lot to offer to the project, while also being able to profit most effectively from the theoretical foundation and practical training provided there. Another reason for choosing said teachers is their fundamental dedication to the European idea and to the free exchange of ideas and pedagogical concepts particularly within the European context. Our school hopes to profit from sending these two highly qualified colleagues in manifold ways. We would like parents, teachers, students and external partners to come together in forwarding an anti-racism, anti-discrimination agenda both at our particular school and in its environs. Our two participants shall be well-equipped to serve as multipliers in all of these contexts and facilitate the systemic processes needed to make our school even more welcoming, even more interculturally adept than it is now. To document the school's progress in this regard and to ensure quality management a thorough evaluation will be carried out at least once a year. Ideally the development outlined above will be one with a strong longevity. To that end, we will encourage the two participants we should like to send to this measure to keep in touch with other European participants to share the progress they have made and to keep learning from each other to the mutual benefit of our school and those of the other partners.
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