Following in the Footsteps of others – Migration in Europe Erasmus Project

Project Title

Following in the Footsteps of others – Migration in Europe

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 2019

Project Topics

This project is related with these Project Topics: Intercultural/intergenerational education and (lifelong)learning; Teaching and learning of foreign languages; Migrants’ issues

Project Summary

At a time when scepticism about Europe and the reception of refugees in some EU countries has grown or is about to grow, it has been particularly important for us to promote understanding and acceptance of migration movements, to raise awareness of the values that make up Europe, and at the same time to re-establish the idea of Europe. As an example, we took the countries of Germany and Spain, since 2012 due to the bad economic situation a large number of Spanish migrants came to Germany to find work and a prospect of a better life, but also German migrants move to Spain in search of work. We thought the project was useful because it allowed our students to look beyond their own country, their own culture. Within the scope of the project “ In the footsteps of others”, the pupils (SuS) have expanded their intercultural competence, which is a topic of “horizontal priorities” / social inclusion, which is of great importance in today’s globalised world and which may become increasingly important. For the development of this key competency, stereotypes have been reflected among other things (What is typical German / spanish?). In doing so, and in answering the other questions raised, the students’ ability to reflect was expanded, a key competence that needs to be promoted among the adolescents. At the same time, prejudices were dismantled, nationalist ideas were prevented, and understanding and acceptance of the “other” and of migration were promoted. Last but not least, the project promoted the improvement of language skills, a “promotion of a comprehensive approach to the teaching and learning of so-called “school education priorities” languages. While the first mobility largely went according to plan, the second mobility had to be changed in terms of content. However, close consultation with teachers, school management and pupils made it possible to implement the project in line with its objectives. The average age of the participating pupils at the time of the project was 14 and 15 years. We felt that this age was appropriate, since the young people are “old” and linguistically fit enough to travel abroad in the context of a school event – without parents – and, more importantly, to deal with the issues described in the project. The participating teachers have knowledge of English and Spanish at the level B2-C2. This ensured good communication before, during and after the exchange. They steered the project objectives and supported the students in the preparation and follow-up of the results. As part of the project, the participating students produced posters and power-point presentations for an exhibition, which included introductory general information on the subject (e. g. What is the proportion of migrants from Spain in Germany and vice versa)? On the other hand, the portraits of immigrants were processed and presented and the individual push and pull factors of migration were presented. In addition, the pupils has developed a questionnaire in advance to interview (Spanish or German) migrants in their own country. The interview and project results were presented in a presentation / exhibition at both project schools in Spanish and German at the end of the exchange period. In order to achieve the project goals, we have exchanged views with the teachers via e-mail, telephone and video conferencing. The aim was to discuss emerging problems in the implementation of mobility and activities and to develop solutions. This was especially necessary during the second mobility, because Corona made a return visit to Germany impossible. All activities had to be converted to video conferencing formats and some had to be re-planned. Preparatory meetings with the pupils took place as far as possible between the two mobilities. Exhibitions were prepared, materials were researched, and organizational issues were clarified. We made our project work available to the interested public in the local media (news, websites) and published it on our school websites. We also participated in the project dissemination at Erasmusdays 2020, on the one hand to provide information about our project, but also about the exchange program. The results of the project will have a long-term impact in terms of using them in the context of values and standards and geography education when dealing with the issues of flight, migration and work in Europe. Preparation talks are currently underway with the aim of involving more partner schools in Europe with the aim of attracting more partner schools for the topic of migration in Europe.

Project Website

https://iesberlanga.org/proyectos-de-centro/erasmus/

EU Grant (Eur)

Funding of the project from EU: 26592,4 Eur

Project Coordinator

Gymnasium Anna-Sophianeum Schöningen & Country: DE

Project Partners

• IES Luis García Berlanga