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Newsletter pinokio 3 relift

  1. 1. N°3 – JUNE 2010 P.IN.O.K.I.O. Pupils for INnOvation as a Key to Intercultural and social inclusiOn Foreword by Pier Francesco Bernacchi, Fondazione Nazionale Carlo Collodi Focus on Learning and Training in Madeira towards the Development of Intercultural Skills The Mosaic Art And Sound, a committed and dynamic education provider1HZVOHWWHU 3LQRNLR UHOLIWLQGG
  2. 2. N°1 – FEBRUARY 2010 P.IN.O.K.I.O. newsletter Pupils for INnOvation as a Key to Intercultural and social inclusiOn FOREWORD “Pier Francesco Bernacchi co-ordinator of P.IN.O.K.I.O. project” Dear P.IN.O.K.I.O. partners and friends, With some pride, I would like to present the third edition of our P.IN.O.K.I.O. newsletter and announce that our project has a new partner - The Mosaic Art And Sound from UK. After the decision of the Brothers Grimm Association to withdraw from the project, followed by some discussion among the partners and the first face to face meeting of the Scientific Committee Members in Collodi last April, the Scientific Committee has unanimously agreed to accept Mosaic Art and Sound as the new project partner. P.IN.O.K.I.O. project is also pleased to announce a new associate partner from Palermo, Italy: Officina Creativa Interculturale. The P.IN.O.K.I.O. project has been displayed during the Anna Lindh Foundation Forum 2010 in Barcelona at the Intercultural Fair organized at the Forum and the project has been presented at the dedicated session “Children Literature as an Intercultural Tools’ organised by: Children’s Literature Programme. More than 1500 organisa- tions from 43 countries were present at the Forum. The next appointment for displaying the P.IN.O.K.I.O. project is May 20-23 at the European Economic and Social Committee Biennial Conference in Florence Italy where the National Carlo Collodi Foundation has been offered a stand to present its activities. This three-day conference addresses the issue of education as a fundamental tool in combating social exclusion of all kinds. The conference and the debates in Firenze will bring together Italian and European personalities and the President of the European Commission, Josè Manuel Barroso will participate in the closing ceremony. The conference addresses the issue of education as a fundamental tool in combating social exclusion and the results of the debates will be used concretely to feed the EUs institutions’ work in responding to the European citizens’ expectations in this domain. Despite some delays in planned activities, all the project partners are totally commited. The implementation of the project shows that they have all worked extremely well together and the team has been very effective. The Scientific Committee has decided to create a specific ‘Glossary’ to identify and use a common language concerning the project topics and children’s literature terms: the Glossary will be an added tool to support teachers’ training. A special thanks goes to the team of UMa University who has taken part in the training session in Venice despite the severe problems caused by flooding in their country. More information about the P.IN.O.K.I.O. project can be found at: I wish you pleasant reading Pier Francesco Bernacchi Co-ordinator of P.IN.O.K.I.O. project Secretary Fondazione Nazionale Carlo Collodi www.pinocchio.it1HZVOHWWHU 3LQRNLR UHOLIWLQGG
  3. 3. N°1 – FEBRUARY 2010 P.IN.O.K.I.O. newsletter Pupils for INnOvation as a Key to Intercultural and social inclusiOn FOCUS ON LEARNING AND TRAINING IN MADEIRA TOWARDS THE DEVELOPMENT OF INTERCULTURAL SKILLS In this sense, it is essential to develop intercultural skills and strategies in teacher training programmes. These aim *UNIVERSITY OF MADEIRA (PARTNER 2 - P.IN.O.K.I.O.) Alcina Sousa, Aline Bazenga, Luísa Paolinelli, Paulo Brazão. at promoting an intercultural dialogue against social exclu- sion, in the pedagogic context, by involving pre-school and The agenda of the multidisciplinary project, PINOKIO, ad- school children and their parents (stemming from diverse dresses current concerns with intercultural education and contexts) with fictional characters from children’s books, as social inclusion in multicultural settings. Actually, mobility a ‘way’ of communication besides bridging the gap between has changed patterns of interaction among people, not only cultural stereotypes. Classrooms are perceived as privileged in the European context but also on a global level, necessar- sites in subjects’ identity construction in the line of Gee’s ily reflected in the pedagogic context. Several studies have secondary discourses fostered in formal settings. analysed this complex issue with a focus on cross-cultural differences, perceived in a multidisciplinary approach across A literature-based project is meant to develop teachers’/edu- periods. These aims have also guided the action research un- cators’, children’s and parents’ intercultural skills and make derway, run by a set of researchers at the University of Ma- them aware of various patterns of behaviour, thereby help- deira (Portugal), who have also invited educationalists and ing them to understand situations and different backgrounds teachers, to ground their approach, under the guidance of towards tolerance, solidarity and mutual cultural respect. the Secretary of Education in Madeira. Project The joint venture fosters the ideal forum to present inno- vative undertakings having Education (Pedagogy, Language The contact with literature is essential in children’s upbring- Policy and Curriculum), Linguistics (Applied Linguistics) ing, development and education, since it is fundamental in the and Literature (Children’s Literature) at the core, along development of their personality, affective, emotional and in- with Visual Arts and Psychology, towards intercultural and tellectual growth as well as their understanding of society and social inclusion (Figure 1). citizenship. Literature allows children to identify themselves Multidiscinary Approach with the world and provides them with tools to cope with their Promoting An Intercultural Dialogue own feelings and also with the world around them (Figure 2). Language Psychology Policy and Pippi Curriculum Alice Children’s Literature Children’s Applied Literature Pinocchio Visual Arts Linguistics Emilia Designing training/learning multimodal and interactive packs to promote intercultural communication skills. Sinbad Figure 1. Action Research Focus – University of Madeira, Figure 2. Promoting an Intercultural Dialogue through Psychology Characters’ Interaction1HZVOHWWHU 3LQRNLR UHOLIWLQGG
  4. 4. N°1 – FEBRUARY 2010 P.IN.O.K.I.O. newsletter Pupils for INnOvation as a Key to Intercultural and social inclusiOn Because of its capacity to communicate and “speak” to chil- dren at a period of their lives when their values are being constructed, literature can be seen as a valuable tool to pro- pose different ways of approaching the ever-changing world and facilitates children’s contact with people from differ- ent cultures in the same context: from the school setting to their close community, or their own neighbourhood. Furthermore, “because learning occurs in a social con- text”, to borrow from McCarthey (2001: 126), reiterating Madeira island, UMa has to be a comprehensive university Vygotsky’s claims ([1938] 1978), “classrooms are cultures which offers degrees in major areas: Arts and Humanities; that are continually being constructed and reconstructed Social Sciences; Earth and Life Sciences; Physical and Engi- through day-to-day interactions of the teachers and [learn- neering Sciences. ers]”, learners are likely to strengthen their identity and heritage. In the process of providing opportunities for iden- The University of Madeira is situated in the Autonomous tity construction, “issues of social justice and… stereotypes” Region of Madeira, which is an archipelago of two inhabited come across, concludes McCarthey drawing on a wide range islands on the North Atlantic Ocean, Madeira and Porto Santo, of research undertaken within identity construction and and the desert archipelagos of Desertas and Selvagens. Madeira the role of classroom culture (Harris 1992, Au 1993, Atha- island is 660 Km away from the African coast and 980 Km neses 1998, Young 1998, among other)1. from the Portuguese mainland. There are daily flight connec- tions with the mainland. Madeira island has about 250,000 Main focus: inhabitants, half of which living in the capital, Funchal. The island has one of the highest population densities (300 inhab- itants/Km2) in the country. In recent years, a growing number petence by interacting with literary texts. of foreigners (in 2006, 7404 foreigners from 91 countries) has set residence in the region. These are mainly immigrants multicultural dialogue. from Eastern European countries and Brazil along with a large number of families returning from Venezuela (not considered materials bearing in mind the promotion of multicul- as foreigners since most of them have Portuguese nationality). tural and multilingual skills. The University of Madeira is located in the city of Funchal. national and international children with integration The rectory is situated at the historical College of the Jesu- problems (bibliotherapy). its. The Campus of Penteada is located 2 Km away from the centre of Funchal and it is part of a complex named Tech- nological Complex of Penteada, which includes the Madeira Context Technological Centre. (1) BACKGROUND Setting up the criteria for the selection of children’s stories (3) WHAT DO INCREASINGLY MULTILINGUAL AND has come in the line of the specificities of the context of MULTICULTURAL CLASSROOMS LOOK LIKE? the project implementation, i.e. Madeira Island. With a Following Miller et al. (2009: 3) “one of the most critical long historical connection with the English-speaking world, realities of contemporary education in a globalised world is Madeira Island has also evidenced the presence of other lan- the growing cultural, racial and linguistic diversity in schools guages, having played a role in Madeiran Portuguese. and the problems involved in educating large numbers of stu- dents who do not speak the dominant language as their home (2) UNIVERSITY OF MADEIRA or heritage language.”2 As such, the design of activities and The University of Madeira (UMa) is the youngest of the approaches to stories in the pedagogic context, particularly in Portuguese State Universities, affording both university and the pilot project involving six schools in Madeira, the follow- polytechnic education. UMa is a small teaching/research ing issues/variables should be taken into account: university, with approximately 3.500 students. Located in 1 2 Sousa, A., 2005, Developing Reading Strategies Based on Literary Texts. Miller, J., Kostogriz, A. and M. Gearon (Eds), 2009, Culturally and Linguistically Madeira: University of Madeira [Unpublished Ph.D. Dissertation]. Diverse Classrooms: New Dilemmas for Teachers. Bristol: Multilingual Matters, p. 3.1HZVOHWWHU 3LQRNLR UHOLIWLQGG
  5. 5. N°1 – FEBRUARY 2010 P.IN.O.K.I.O. newsletter Pupils for INnOvation as a Key to Intercultural and social inclusiOn (I) Nationality Cultural According to data issued by the Secretary of Education of Awareness Madeira there are more than 50 nationalities in the school setting. A great majority of the students come from Venezue- la (former destiny of emigration), European countries (UK, Interacting with Switzerland, Germany, Norway, etc.), the United States of Personal / Ethic IDEATIONAL Literary America and South Africa. Growth Aesthetic Awareness Involvement (II) Languages spoken People speak other languages rather than Portuguese, the native language, for instance: English, German, French, Speaking / Listening / Reading / Rewriting Italian, Croatian, Romanian, Ukrainian, Polish, Chinese, and Language Development Russian, among other. Motivation (III) Major foreign communities: the Brazilian community; people from former Portuguese colonies, such as Cape Verde, Angola, São Tomé and Príncipe (PALOPS); and people from Figure 3: Ideational Texts and Human Values Eastern Countries (i.e., Ukraine, Russia, Poland and Roma- nia). Minorities, such as the gipsy one, are hardly evidenced All in all, the project is intended to trigger children’s emo- in Madeira and there are but a few Islamic immigrants. tional development, their creativity and imagination, their adaptation to a world made up of contrasts and different Relevance of the Approach values. In so doing, story telling / sharing is meant to im- prove participants’ knowledge and respect for other peoples’ In teacher training sessions, academics /researchers intend cultures / languages as well as interaction in/between cul- to work collaboratively by resorting to stories from differ- tures and linguistic codes. Along these lines, literature is ent authors and nationalities which represent quite differ- also meant to enhance the ludic dimension (enjoyment) as ent worlds/world views from the ones children are used to an artistic object (aesthetic value). interact with. Differing stories allow children to express their own feelings and anxieties towards a world displaying diverse aspects and situations as well as easily identifiable characters who allow children to use their imagination and develop both a sense of safety and self assurance (Figure 3). Hence, it is of utmost importance to involve parents who share their narratives from their home countries, to be col- lected by children in their home environment and shared with their schoolmates, thus fostering the dialogic process.1HZVOHWWHU 3LQRNLR UHOLIWLQGG
  6. 6. N°1 – FEBRUARY 2010 P.IN.O.K.I.O. newsletter Pupils for INnOvation as a Key to Intercultural and social inclusiOn A COMMITTED AND DYNAMIC EDUCATION PROVIDER The Mosaic Art And Sound is a private adult education provider based in London, UK that shares with many other contemporary institutions the drive to reach new targets in education and new horizons in the development of social and personal skills. MULTI-DISCIPLINARY The Mosaic organizes seminars, conferences, in-service teacher training courses, performing arts events and special ACHIEVEMENTS projects on socio-cultural subjects. In 2005, The Mosaic coordinated a Grundtvig project look- ing at the effects of sound and music on human beings and Since its foundation in 2003, The Mosaic has built a col- the environment. This experimental research included ele- laborative network in different geographic contexts and a ments from a wide range of disciplines including psychology, variety of activities, undertaking projects with various Euro- sociology, anthropology, philosophy, music, mathematics, pean universities and research centres. Contacts and cultur- physics, cymatics, biology and neurosciences. The project, al/operative exchanges have naturally evolved that provide which was carried out in collaboration with several univer- sources of growth and transformation and facilitate the sities, produced a 19-session training module for teachers of development of shared applications. any subject to enhance listening skills and intuitive ability. This module is included in the European Union Comenius- The Mosaic’s research and educational projects are continu- Grundtvig Catalogue and is in demand across Europe. ously evolving in both content and delivery, yet it continues to keep in mind the aspiration it has always held of nurtur- Another example of a multi-disciplinary project initiated by ing a society that puts human values first: a society in which The Mosaic is a study on ecovillages in Europe. Ecovillages individuals, from childhood, are helped and stimulated to are perhaps the most comprehensive antidote to depend- thoroughly fulfil their potential and creativity, are happy to ence on the global economy. People are building communi- serve their community, and are able to think in terms of the ties that offer alternatives to the waste, pollution, competi- whole and not only of their own personal interest. tion and violence of contemporary life. There are now many examples of ecovillages in Europe, and these are a tangible demonstration of the links between the social, ecological and economic aspects of life and a synthesis of the most innovative current thinking on human habitats. Over the last few years, The Mosaic has focused much of its attention on children’s education and is currently coordi- nating a Comenius project to promote children’s literature and love of books while enhancing their appreciation of various cultures and languages. The Mosaic works in liaison with councils and primary schools in the UK and is devel- oping courses for children that will enhance their listening skills and empathy.1HZVOHWWHU 3LQRNLR UHOLIWLQGG
  7. 7. N°1 – FEBRUARY 2010 P.IN.O.K.I.O. newsletter Pupils for INnOvation as a Key to Intercultural and social inclusiOn and P.IN.O.K.I.O. AND (d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equal- SOCIAL INCLUSION ity of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin. IN THE UK P.IN.O.K.I.O. is addressing these educational needs and does so in a way that expands creativity, imagination and the love of lit- erature. It is promoting contemporary methods, on the cutting edge of socio-cultural transformation of our European societies. In the UK, groups of immigrants from all over the world are continuously being added to the existing society. In a 2007 report4 the London School of Economics and Po- litical Sciences noted that London has certainly figured promi- nently in the upsurge of immigration to the UK over the past 20 years, typically receiving about 40% of the gross inflows (three times its population share). In net terms the concen- tration has been even more striking – indeed until the late 1990s London effectively accounted for 85-90% of additions A society that is able to guarantee for its children harmonious to the UK’s migrant stock, coming down to 55-60% in the last and happy development, and in which both respect for diver- 5 years, as migration has started to take off in other regions. sity and the value of the contribution that each child can give The impact on London’s own population over the last 20 years the group are cultivated, is certainly an ideal society to aspire has been dramatic, both quantitatively and qualitatively. The to. The reality is that in Europe, even though young people chronic population decline of the previous quarter century has may be in privileged positions compared with their contem- been replaced by net growth (of around 50 thousand p.a.); the poraries on other continents in respect of their societies’ com- share of foreign born in the population has almost doubled mitment to democratic development and policies, this does over 20 years, reaching about one-third of the total, and the not reflect the ideal society, but is only a process of growth. number of nationalities heavily represented among its resi- dents has grown enormously, with a much larger proportion Education is the means to change societies. now coming from non-English speaking countries. Promoting educational initiatives connected and identifi- Overall, immigration is expected to play an important role able with the concepts expressed in the UNCRC (United in the UK’s future population growth. It is recognised that Nations Convention on the Rights of the Child) sections as well as bringing diversity, entrepreneurs, labour and other on education, or with the bold vision of the European resources to local areas, immigrant concentration also plac- Union concerning multicultural issues, is not only desired es additional demands on local services and education. It is by many, but is urgently needed. a challenge to ensure immigrants’ sustainable growth and social inclusion. Exploration of the cultural background of In Article 29 of the UNCRC3, States Parties agree, among other the new immigrant child and provision of an area to foster points, that the education of the child shall be directed to: intercultural dialogue amongst all children are urgent tasks. (c) The development of respect for the child’s parents, his Serious consideration also needs to be given to children’s or her own cultural identity, language and values, for the psychological and psychosocial well-being, bearing in mind national values of the country in which the child is living, that the UK ranks very low in all six dimensions reported in the country from which he or she may originate, and for the UNICEF Overview of Child Well-being in Rich Countries5. civilizations different from his or her own 3 4 United Nations Convention on the Rights of the Child, 1989 The Impact of Recent Immigration on the London Economy, London School of Economics and Political Science, July 2007 theImpactofRecentImmigrationOnTheLondonEconomy.pdf 5 Report Card 7, Child Poverty in Perspective: An Overview of Child Well- being in Rich Countries, The United Nations Children’s Fund, 2007 3LQRNLR UHOLIWLQGG
  8. 8. N°1 – FEBRUARY 2010 P.IN.O.K.I.O. newsletter Pupils for INnOvation as a Key to Intercultural and social inclusiOn This comprehensive assessment of the lives and well-being of children and young people in 21 nations of the industri- alized world includes the dimension of ‘Educational Well- being’. Its purpose is to encourage monitoring, permit com- parison, and stimulate the discussion and development of policies to improve children’s lives. In 2007, the BBC held an opinion poll, ‘Is the UK failing its children?’ The ‘Yes’ response was 79.47%. Although steps have been taken to address the issue at local, regional and national level, there is still a long way to go. Is the UK failing its children? The Mosaic has just been approaching various pre- and pri- mary schools in the UK and there is a remarkable interest in piloting the new training proposed by P.IN.O.K.I.O. The Mosaic is very pleased to be involved in the P.IN.O.K.I.O. project and believes that its creative and innovative aspects are essential elements: we need to turn to the past, so that we do not repeat our mistakes but are given wings to enable us to explore new horizons. Dr Teresa Dello Monaco, Music Consultant/EU Projects Manager, The Mosaic Art And Sound.1HZVOHWWHU 3LQRNLR UHOLIWLQGG
  9. 9. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Lifelong Learning Programme1HZVOHWWHU 3LQRNLR UHOLIWLQGG