Migration und Flucht im 20. und 21. Jahrhundert – Problem oder Chance? Erasmus Project

Project Title

Migration und Flucht im 20. und 21. Jahrhundert – Problem oder Chance?

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: EU Citizenship, EU awareness and Democracy; Migrants’ issues; Intercultural/intergenerational education and (lifelong)learning

Project Summary

Migration and flight at the beginning of our 21st century are a phenomenon that affects all European cities and towns. It obviously alarms European citizens of all countries alike which becomes evident in the success of right-wing populist parties. The four countries involved are bound to each other through migratory movements of then and now: Turkish Dutch and Polish ‘Gastarbeiter’ (guest/foreign workers) who came to Nordhorn in the 20th century, Polish workers seeking employment in Germany and the Netherlands in the 21st century and last but not least Turkish migrants returning to Turkey from Germany and the Netherlands. Our project links four towns which have known migration ever since the last century and afore. They are affected by the present refugee situation and/or migration of their resident population. Our project therefore aimed at raising awareness of the historical and global dimensions of migration amongst the participating students and also the wider (school) communities in Nordhorn, Malbork, Gouda and Izmir. They concerned themselves with migratory movements in their hometowns and compared these to those in their partnered places. The students knew and realized not only the problems but also the chances migration and flight can hold and, what’s more, developed their own awareness of Europe through direct comparison. Our project was connected with the Paris declaration of 2015 which will foster the education of disadvantaged children and young people and wants to promote intercultural dialogue. Therefore particular encouragement was offered to students with a history of migration in their families as these have not always been able to achieve their full potential in school. Therefore this project challenged and supported disadvantaged pupils and their parents who traditionally may not play an active part in the school community. The realized interviews with migrants of different countries and generations as well as the performance represented the different experiences of frequently fringe groups of our populations and gave them the necessary esteem. So we supported integrating education, intended by the Paris Declaration of 2015. In contrast to previous Comenius projects with an emphasis on junior pupils, we included senior school students and therefore expected commitment and results at a high level. Furthermore the students’ advanced knowledge of English aided independent and successful work in cooperation among the four, later three schools involved. This time not only a few students of one school year was involved but 54 pupils took part in the project.The students examined the history of their hometowns, especially the population change. They took photographs representing the migration of the last century and of the actual migrants and their living conditions. With oral history methods, they asked contemporary witnesses, examined documents like photos and used partially the data with statistic programs. Besides that, they brought their results to public attention and translated them into a creative play. Apart from the analytical research, there was a more artistic approach resulting in measurable and visible outcomes. This included an exhibition of migrants’ credentials and a performance. All participating schools put much emphasis on cooperation with agencies from within the wider communities such as libraries, museums, and neighboring universities. Additionally, experts from a wide field of expertise were involved such as photographers, historians, drama teachers, and IT-specialists. This in turn not only advanced the students’ proficiency but also raised awareness in the wider community. The results of the project are published and the project intensified the cooperation with the local partners of the schools involved.

EU Grant (Eur)

Funding of the project from EU: 85240 Eur

Project Coordinator

Gymnasium Nordhorn & Country: DE

Project Partners

• I Liceum Ogolnoksztalcace im. Henryka Sienkiewicza w Malborku
• Vali Vecdi Gonul Anadolu Lisesi
• Antoniuscollege Gouda