Rainbow Schools Erasmus Project

Project Title

Rainbow Schools

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 school education

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: ICT – new technologies – digital competences; Inclusion – equity; Gender equality / equal opportunities

Project Summary

Homophobia, biphobia and transphobia are structural problems of our society that the education system must face. Gay teenagers have a rate of suicide attempts three times higher than the average, not in vain in all schools we find effeminate boys who suffer insults, isolation or rejection, in many cases without being homosexual. Something similar happens, although in a less visible way, to lesbian girls and transgender boys and girls. Likewise, a student who lives in a family structure different from the one considered traditional, may feel excluded when his / her classmates and even the teachers themselves convey that their family is not normal.

The main reasons that impel us to work in this line is the lack of material resources to work on the affective-sexual and family diversity in the educational field. Therefore, we believe that the development of educational resources that allow working this reality in any educational center of the European Union is a priority.
In our center, as in the rest of the Spanish and European educational centers, there are more or less aggressive measures almost daily to students linked to their affective-sexual diversity, gender or family. Therefore, through this project we intend to have an impact on three large dimensions:

-The diversity of affective-sexual orientations.
-The diversity of gender identities and expressions.
The diversity of family models.

Faced with this prevailing reality in schools, this project aims to address the following objectives:

In relation to teacher training:
-Train the participating teachers in the subject of affective-sexual and family diversity.
-Increase teacher’s empathy towards homophobic or transphobic aggressions that students may suffer.
-Improve their skills in relation to the inclusion of affective-sexual and family diversity in teaching practice.

In relation to intellectual products:
-Develop educational resources that allow teachers to work on education in respect of affective-sexual and family diversity, either in a preventive way or as a solution to possible conflicts arising in the educational center.
-Apply the educational tools developed in the classrooms of each of the participating centers and assess their effectiveness.
-To disseminate the educational resources elaborated by various means, so that the teachers of other educational centers, in addition to the participants in the project, can know and make use of them.

The development of this project of two school courses of duration would have three phases clearly defined in each of them:
– Initial phase: The training of the participating teachers. Before embarking on the development of any educational material, it is a priority that the teachers participating in the project receive specific training in terms of affective-sexual and family diversity. This initial training phase, which would take place in the first trimester of each course, would be developed in the country of the coordinating center and would be in charge of speakers specialized in the subject, with whom we have already been able to count in our school on several occasions.

– Intermediate phase: Elaboration of intellectual products. This phase would be developed during the second quarter of each school year. There would be two intellectual resources or products that would be designed and developed throughout the development of the project:

Trans-educate: It would be an educational tool that would allow students to compose and decompose different characters from a base figure. By choosing elements of different categories: hair, eyes, genitals, gender identity, clothes or accessories, students could create both cisexual characters (people who identify with the sex assigned at birth) and transsexuals (people who do not identify themselves with the sex assigned at birth). Likewise, the resource would allow them to choose a name for the character, according to their identity, as well as the gender expression they consider.

Diver-families: Through this computer tool, students could compose different models of families, either following the instructions of their teacher or independently. Thus, combining different characters could form a traditional family (with a father, a mother and children), single parent (with a father or a mother and a son / daughter), homoparental (with two parents or mothers and children) ), extensive (with grandparents, grandmothers, uncles, aunts, etc), intercultural, multifunctional, couple or unipersonal.

-Final phase: Application and dissemination of intellectual products: Once the educational resource is designed and developed, teachers will begin to apply it in their classroom, thus evaluating its impact on students. When we obtain the definitive version of the educational tools, we will proceed to promote their diffusion and sustainability.

EU Grant (Eur)

Funding of the project from EU: 81930 Eur

Project Coordinator

CEIP Blas Infante Jerez & Country: ES

Project Partners

• Diferencia2 Consultora SL
• SCHOOL OF PALEKASTRO
• Zespol Szkol im. Integracji Europejskiej w Nowym Miescie