Flying across borders Erasmus Project

General information for the Flying across borders Erasmus Project

Flying across borders Erasmus Project
July 7, 2020 12:00 am

Project Title

Flying across borders

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 2017

Project Topics

This project is related with these Project Topics: Migrants’ issues; ICT – new technologies – digital competences; Pedagogy and didactics

Project Summary

Over the last years, Europe has seen a substantial number of migrants fleeing from war in countries like Syria, to find safer ground in Europe. This has widely affected many European countries and really challenged our societies. Unfortunately, we have also seen an increase of xenophobia, which is a worrying fact. We belong to the European Union, “that offers citizens a space of liberty, security and justice without internal borders”. The preamble to the Treaty establishing a European Constitution recalls, among other things, the cultural, religious and humanist legacy in Europe and appeals to the self-determination of the European peoples to overcome their former divisions and build up a common future, still feeling proud of their own national identity and history.
The aims of this project were to compare migratory movements of humans (migration, refugees, working mobility…) and birds (natural movements), to assess the value of borders in the contemporary world. We wanted to approach the topic of immigration from an ecological, humanist and social point of view, emphasising the fact that all of us (not only human beings, but also animals) share a world which has no natural borders. Borders are a human invention.
With this project teachers and headteachers have found tools for organising the learning environment for students with different backgrounds. They learnt about how to integrate (approach and methodology) students with different cultures in class.
Observation of methodology used in other European schools, for example the study of Cooperative Learning.
We have raised awareness of the fact that migration is both necessary and natural for humans, in the same way as it is for migrating birds. Through this insight, we have increased the understanding of all humans’ equal value, regardless of their origin or background and thereby diminish xenophobia.
We have raised awareness by working with a wide variety of subjects (English, Geography, Art, Biology, History, Ethics, Music, Digital tools …) with a global perspective, and made students reflect on the world they are living in. Having in mind that our students are digital natives we had use of modern tools such as web 2.0 tools, augmented reality and different types of devices (smartphones, tablets). In addition, we have travelled across Europe as the cranes, in their migratory movement from the cold lands of the North of Europe to warmer locations in the South, to help students in the partner schools to study the natural and human environment of the different countries which are visited by the cranes in their migration.
The Eramus+ project went on for three years and it was integrated into the syllabus of our schools, which involved a great number of teachers and students into the project. As this project has been carried out by schools located in distant parts of Europe (North, South, East and West of Europe), we have enriched each other and shared different points of view about this topic.
In this project we have taken on a comprehensive view on education. This means that the students developed their tolerance and empathy as well as their ability to cooperate internationally both in real life situations as online. They have gained a wider understanding of what it is like to be a migrant and to be forced to leave your country.
This project was also innovative because we have included activities from different subjects (Literature, Social Sciences, Biology, Arts, Languages…), and we consider that this interdisciplinary nature is especially valuable.
We also conceived this project as an opportunity to experience transnational cooperative work but also a possibility to learn about everyday life in the partner countries.
Even though our project was interrupted by Covid 19, we are convinced that we have gained experience and the school environment has improved for all students, especially our newly arrived migrants irrespective of their academic background.

EU Grant (Eur)

Funding of the project from EU: 93555,52 Eur

Project Coordinator

Fäladsgården & Country: SE

Project Partners

  • 2o Epaggelmatiko Lykeio Xanthis
  • Zakladni skola Brno, Bakalovo nabrezi 8, prispevkova organizace
  • FEMDL. Colegio Santa María del Pilar – Marianistas