This project has been funded with support from the European Commission.
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Towards the Recognition of
Non-discrimination Principles at School
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Case Studies
60 case studies identified through Europe focusing on intercultural issues, integration, non-discrimination values and human rights at school
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Best Practices
12 best practices have been identified throughout Europe on intercultural competences and human rights at school
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Reports
6 reports presenting the main findings related to the survey on human rights and intercultural issues carried out in the partners' countries
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Factual Background
Guidelines on the challenges encountered by secondary school teachers in managing multicultural classes
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Teachers in a Multicultural Environment
Guidelines on improving teachers’ skills in dealing with multicultural environments
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Teachers for an Inclusive School
Guidelines on the acquisition of intercultural competences based on understanding human rights and non-discrimination values
Global Citizenship Education Multiculturalism and Social Inclusion in Europe
The publication focuses on the Integration of Immigrant Students at School.Events
The I Have Rights project has been promoted trough conferences and articles.
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Conferences
The I Have Rights project was presented in a number of events in order to report about the activities carried out and the results achieved
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Training Activity
The training activity 'Expert in Multicultural School Environment' was organised in Siena (IT)
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Press Review
The I Have Rights project partnership made contacts with web sites focusing on the fields of education
Partnership
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Contractual Partners
From this section it is possible to access to a description of each contractual partner of the I Have Rights project.
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Schools
From this section it is possible to access to the information about the schools involved in the I Have Rights Project in the 6 European countries involved.
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Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
This section of the I Have Rights portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Case Studies
Homepage > CaseStudies > Case Studies
60 case studies have been identified. The case studies focus on intercultural issues, integration, non-discrimination values and human rights at school.
Life Skills and Peer Education
TEACHER INFORMATION
Name of the teacherRosamaria Agostino
Email:Country:Italy
Subject taught:IRC
Years of experience:12
SCHOOL INFORMATION
Name of the School:ISIS “Da Vinci-Fermi”
School Typology:Upper Secondary School
Country:Italy
City:Castel del Piano (GR)
CASE STUDY
Background and Context:Our High School located in the city of Castel del Piano is part of the great reality of the I.S.I.S. “Da Vinci Fermi” that has a number of 197 students came from nearby towns. The approximative number of foreigner students is 10, born by foreigner parents and/or born abroad. The students included in the various classes go from a number of 1 to 3.
Factual Description:The project was developed during school year promoting welcoming and educational activities within the class groups. The interaction between national and present migrant students are not always easy, even if there are no discriminating events.
The project, started with a residential campus, produced evident benefits for the whole classes with direct results on the motivation and relationship of them. The project impact on the involved teachers is very positive, in particular, for what concerns the relationship with the young people.
The project, started with a residential campus, produced evident benefits for the whole classes with direct results on the motivation and relationship of them. The project impact on the involved teachers is very positive, in particular, for what concerns the relationship with the young people.
Activities carried out:The project started with a residential campus of three days, it has addressed to two classes’ students of the first year of the High School of Castel del Piano.
The structure located in the San Rossore Park (in the city of Pisa) was chosen both for overnight place and for developing activities, with the objective to creating the most favourable situation for the relationship with itself and with others, then facilitating the creation of the class group.
The activities of visits and excursions undertaken during those three days have been interchanged with working moments on the life skills, using the typical methodologies such as circle time, brainstorming, problem solving, critic sense, decision-making, role play games in order to learn how internalize the emotional competences and the relationships needed for managing efficiently the own interpersonal relationship, both in the school and out of it.
The structure located in the San Rossore Park (in the city of Pisa) was chosen both for overnight place and for developing activities, with the objective to creating the most favourable situation for the relationship with itself and with others, then facilitating the creation of the class group.
The activities of visits and excursions undertaken during those three days have been interchanged with working moments on the life skills, using the typical methodologies such as circle time, brainstorming, problem solving, critic sense, decision-making, role play games in order to learn how internalize the emotional competences and the relationships needed for managing efficiently the own interpersonal relationship, both in the school and out of it.
Assessment and lesson learnt:During the stay, the young people have demonstrated a great co-operational and communicational ability and, when they came back, they continued the experience, started in the campus, within the class.
During the year, other moments were planned, in order to get back the issues emerged during the campus, to enforce the faced life skills and to individuate the figures of the peer educator.
The experience already replicated every year from a pretty long time on the first year classes, it had immediate positive results on the relationships among all the young people, but also between these and the teachers, with consequences on the profits and on the managing of faced difficulties.
During the year, other moments were planned, in order to get back the issues emerged during the campus, to enforce the faced life skills and to individuate the figures of the peer educator.
The experience already replicated every year from a pretty long time on the first year classes, it had immediate positive results on the relationships among all the young people, but also between these and the teachers, with consequences on the profits and on the managing of faced difficulties.
Description of the Case Study in National Language: