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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.
CEF campaign against school bullying
TEACHER INFORMATION
Name of the teacherIkram Ben Addi
Email:Country:Belgium
Subject taught:Technical courses and pharmacy
Years of experience:8 as a teacher, 2 as a pedagogical delegate for a youth organisation
SCHOOL INFORMATION
Name of the School:Currently pedagogical delegate for the Committee of French-speaking students (CEF)
School Typology:Lower Secondary School, Upper Secondary School, Vocational School
Country:Belgium
City:Brussels and all French-speaking Belgium
Web site:CASE STUDY
Background and Context:The Committee of French-speaking students (CEF) is a youth organisation officially recognised by the French-speaking Community of Belgium since the 1st of January 2011.
Created as a non-profit since 2009, the organisation currently includes CEF sections in many secondary schools of all types and networks (i.e. public, Catholic, private).
CEF members get organised to become active and citizen students. CEF is the union of secondary school students, it brings them together to develop democracy and to defend and disseminate their rights through training, debates and actions that concern them.
The head office is located in Molenbeek (Brussels) but the members come from several towns of French-speaking Belgium and several schools with several audiences.
Created as a non-profit since 2009, the organisation currently includes CEF sections in many secondary schools of all types and networks (i.e. public, Catholic, private).
CEF members get organised to become active and citizen students. CEF is the union of secondary school students, it brings them together to develop democracy and to defend and disseminate their rights through training, debates and actions that concern them.
The head office is located in Molenbeek (Brussels) but the members come from several towns of French-speaking Belgium and several schools with several audiences.
Factual Description:The main project I have worked on for two years at CEF is the fight against school bullying. The project started in 2014 and I took over in 2015.
In this framework I organised awareness activities that include the notions of stereotype and discrimination.
In this framework I organised awareness activities that include the notions of stereotype and discrimination.
Activities carried out:• Movie & debate: the impact of words and bullying on discriminated students.
• Training/activities: school bullying.
• Training: caricatures and freedom of speech based on the “Media Animation” tool (http://www.media-animation.be/)
• Support to students’ projects to fight school bullying.
• Creation and distribution of key tools about an anti- school bullying campaign, addressed to students and the support of the Ministry of education.
• Training/activities: school bullying.
• Training: caricatures and freedom of speech based on the “Media Animation” tool (http://www.media-animation.be/)
• Support to students’ projects to fight school bullying.
• Creation and distribution of key tools about an anti- school bullying campaign, addressed to students and the support of the Ministry of education.
Assessment and lesson learnt:The results CEF currently has are mostly feedback from supports to the school bullying campaign.
CEF has no specific information about students of foreign origin. My opinion is that campaigns against school bullying foster coexistence and contribute to a better climate in schools, which foster the integration of students of foreign origin by their peers.
However, I believe institutional racism exist and campaigns against bullying have little impact on it.
The strategy applied is valid for all topics that concern citizenship and coexistence in schools.
CEF has no specific information about students of foreign origin. My opinion is that campaigns against school bullying foster coexistence and contribute to a better climate in schools, which foster the integration of students of foreign origin by their peers.
However, I believe institutional racism exist and campaigns against bullying have little impact on it.
The strategy applied is valid for all topics that concern citizenship and coexistence in schools.
Description of the Case Study in National Language: