Leading Lights Erasmus Project

Project Title

Leading Lights

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 : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; Migrants’ issues; Inclusion – equity

Project Summary

The main aim was to challenge our students to contemplate on identities and prejudices, to raise awareness on equality and racism, especially in the light of the 2015 refugee crisis, to learn about the forms of discrimination, and to become active citizens by collaborating to combat this in all its forms. The project brought together schools who are right at the edge of Europe and some that are experiencing the refugee crisis as a daily reality and those that are very far removed from it in a unique collaboration. Our eight partner high schools in Italy, La Reunion, Portugal, Spain, Wales, and in Finland, involved as many students in the project as possible, including those from refugee and migrant backgrounds and those with special needs and disabilities. The key objectives of our project were met: a) by creating opportunities for all students to develop as active, autonomous citizens; b) by broadening teachers’ professional development by sharing and adopting innovative pedagogical approaches. Bridging the gap between school and the outside world, through partnership work with NGOs and parents, our students’ engagement in the project contributed to the promotion of a positive stance towards school and learning, thus playing an important role in their personal and academic growth. Our students were active participants in all phases of the project, developing essential skills and attitudes to succeed not only in today’s economy and modern society but also in their personal lives. We focused on: 1) the ability to speak foreign languages, 2) sense of initiative, 3) social and civic competences, 4) IT skills, 5) capacity to learn to learn, and 6) cultural awareness and expression. In the first year our schools gained knowledge and understanding of the refugee crisis through first hand experiences in Italy and Melilla. Investigation of immigration past and present were shared through presentations on local migrant and refugee backgrounds. Project walls were established in each school to feature logo, imagery and pledges to combat discrimination. Our students researched specific equality problems in their schools and cities and collaborated to propose solutions. Portuguese coordinator’s research article on “Pedagogy for autonomy and educational success” was introduced and agreed to contribute to in the partner schools involved. TwinSpace website, blogs and Facebook group were created to share information on equality associated resources. In the second year, students and teachers met in Portugal emphasizing the role of disabled people and different religions and beliefs. “Pedagogy for autonomy and educational success” was further acquainted through mutual lesson observations. The best ideas to improve integration of disabled children in regular education were discussed and learnt from. Teachers’ meeting in Reunion focused on the heritage of slavery and on gender equality. The use of contemporary art was shared as a way of sensitizing to mutual listening. The cultural diversity was introduced through the exploration of religious practices, sanctuaries, festivities and musical performances. In the third year of the project students and teachers met in Wales. The focus was on the impact of racism and sexism in sport and ways of combating this. Students also shared their experiences and views of sexism homophobia, transphobia and discrimination. Equality video presentations challenged our students to shine a light on either difficult equality issues or equality advancements in each partner country hence bringing the issues out into the open and seeking solutions for them together. At the final meeting in Finland innovative use of IT in math lessons was introduced. A living library panel discussion introduced local minorities such as Romani people, Swedish speaking Finns, immigrants and sexual minorities. Student presentations on Best Equality News Videos from Europe ended our three-year-project with a positive note for a better future. The quality of teaching and learning in all schools improved through the sharing of pedagogical approaches. The ability of teachers to embrace the increasing diversity of our school populations was enhanced. The project supported all to examine different identities and cultures, and raise awareness of the consequences of unconscious bias and prejudice. After tackling the problems in our countries, in partnership with the “Leading Lights” high schools, we introduced an Equality Act to ensure protection from discrimination, harassment and victimization on the grounds of specific characteristics. In our schools it is unlawful to discriminate against students or treat them less favorably because of their gender; race; disability; religion or belief; gender reassignment; sexual orientation; pregnancy or maternity. This was agreed upon and signed by all the eight partner schools.

EU Grant (Eur)

Funding of the project from EU: 182010 Eur

Project Coordinator

Laanilan lukio, Oulun kaupunki & Country: FI

Project Partners

• LPO Antoine de ST-EXUPERY
• Ysgol Dyffryn Taf
• Agrupamento de Escolas Sá de Miranda
• I.E.S. JUAN ANTONIO FERNANDEZ PEREZ
• Ysgol Y Strade
• Skolgarantiföreningen r.f.
• LICEO SCIENTIFICO STATALE ARMANDO DIAZ