Harmony, Innovation, Variety, European heritage: Multiculturality In New Dimensions Erasmus Project

Project Title

Harmony, Innovation, Variety, European heritage: Multiculturality In New Dimensions

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: EU Citizenship, EU awareness and Democracy; Creativity and culture; ICT – new technologies – digital competences

Project Summary

“Misunderstanding arising from ignorance breeds fear, and fear remains the greatest enemy of peace.” Lester B. Pearson. The aim of the project is to create an awareness and understanding in students and teachers that our cultural similarities far outweigh our cultural differences. Research has shown that knowledge of peoples and cultures increases one’s tolerance towards other cultures. According to UNESCO “Education should aim at countering influcences that lead to fear and exclusion of others, and should help young people develop capacities for independent judgemnent critical thinking and ethical reasoning.”

HIVEMIND (Harmony, Innovation, Variety, European heritage: Multiculturalism In New Dimensions) is a project in which schools work together as one ‘mind’ to achieved results that cannot be achieved individually. This project aims to educate young people about their own and other cultures in order to facilitate understanding between cultures on issues like race, religion, identity and cultural heritage. By using new and innovative ICT skills, students broaden their horizons and learn skills which will be an advantage throughout their lives.

The project involved 54 short term mobilities plus 20 virtual activities. Students aged 12-16 were involved in the projects in school and staff that taught lessons abroad and supported students.

The main project activities were:
1. mini projects at partner schools
There were 4 different projects throughout the exchange period.
Project 1: exploring my cultural heritage
Project 2: a cultural comparison
Project 3: art and culture
Project 4: literature and culture

Each school designed a project that fitted in the curriculum and includes contact with partner schools. The completion of the four mini projecs has increased student’s knowledge and awareness of their own cultural heritage as well as their own culture and heritage.

2. Project meetings with short term mobilities
The project meetings enhanced the effects of the mini-projects as students got the chance to put into practice what they had learnt during the mini-projects. Students have had the opportunity to experience cultural differences and similarities and realise that a different culture can be interesting rather than a source of fear.

3. Long term mobilities
The project involves 40 long term mobilities of students aged 14-16 old.
The long term mobilities offer a unique opportunity for students and teachers to experience another culture for 2-3 months. The length of the stay offers students a chance to go beyond stereotypes and immerse themselves in a new culture for an extended period of time. The cultural experience went beyond school limits as they were given the unique opportunity to immerse themselves in a new culture. Not only did they to learn to appreciate the differences between their culture and the new culture, but they also developed an appreciation of their own heritage.
Long term mobilities apply the immersion method in which students completely immerse themselves in another language and culture which leads to great learning results in a relatively short period of time.

Throughout the entire project, students worked in transnational groups with collaborative and inclusive methods. This enhanced cultural understanding. Teachers participating in the mobilities practicde job shadowing and teaching abroad with innovative ICT skills.

Lessons were taught according to the methods ‘Design Thinking’ (Case method) and ‘Cooperative Learning’ (Inclusive school method). According to the Case Method, students were proposed a case based on real life. It was the task of the students to find a creative solution to solve the problem case. In order to find a solution, students discussed with peers, used a team-based problem solving approach, and convinced others about one’s proposed action. This matches with the Collaborative Learning method (Inclusive School).

The project results are:
* Three lesson units from each school about their mini-project that other schools can use
* A compilation of good practices from the meetings including an innovative ‘digital element’ such as a new website, app, programme.
* A digital project magazine about the complete project with input from students, teachers, parents,
* Long term mobilities in which students spend 2-3 months in a partner country and host a peer for the same period of time

All results have be posted on Etwinning, the European Results Platform and a Google Sites website. (https://sites.google.com/view/erasmushivemind/homepage )

The mobilities, especially the long term ones, have a lasting impact on the students involved. They will always remember their stay abroad and the impact of an immersion in another country. Not only will it impact the students, but also the parents, families, sports clubs, new classmates. The mini projects and project meetings reached multiple classes, but also the wider school community. In this way, the schools disseminated their international character and showed the community the value of cultural acceptance.

Project Website

https://sites.google.com/view/erasmushivemind/homepage

EU Grant (Eur)

Funding of the project from EU: 98359,1 Eur

Project Coordinator

RSG Slingerbos|Levant & Country: NL

Project Partners

• IESO QUERCUS
• The Weald Community School & Sixth Form
• AGRUPAMENTO DE ESCOLAS DO CRATO