This project has been funded with support from the European Commission.
This web site 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.
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.
Factual Background
Homepage > Guideline > Factual Background
Factual background related to the challenges encountered by secondary school teachers in managing multicultural classes.
Factual Background
Chapter 2: Diversity in the Classrooms (Results of IHR Survey)
2.4. Concluding Remarks
The data collected in the six partner countries confirm that most, if not all schools are multicultural and that a large majority of students have classmates born in another country. The survey reveals a certain open-mindedness on the students’ and teachers’ part, who have good relationships in and outside school with people of foreign origin, and express openness to cultural differences.
Teachers are aware certain skills are necessary to teach to multicultural classes, but they have not always received the training to provide them. Intercultural projects and discussions about racism and discrimination at school also seem to be lacking. The most worrying result is the consensus among teachers and students in all six countries that school is the likeliest place where children are vulnerable to violence and abuse. This comes along with the students’ apparent mistrust of teachers to deal with these matters, as they more willingly report cases of violence to other students or their family.
Those results let us conclude teachers need to be better prepared to teach to multicultural classes and to address questions regarding children’s rights and violence at school with their students. The fact that teachers acknowledge it can let us hope they will seek to fill this gap.
Teachers are aware certain skills are necessary to teach to multicultural classes, but they have not always received the training to provide them. Intercultural projects and discussions about racism and discrimination at school also seem to be lacking. The most worrying result is the consensus among teachers and students in all six countries that school is the likeliest place where children are vulnerable to violence and abuse. This comes along with the students’ apparent mistrust of teachers to deal with these matters, as they more willingly report cases of violence to other students or their family.
Those results let us conclude teachers need to be better prepared to teach to multicultural classes and to address questions regarding children’s rights and violence at school with their students. The fact that teachers acknowledge it can let us hope they will seek to fill this gap.
Online Resources
- Human Rights and Intercultural issues in Partners’ CountriesSection of the “I Have Rights” Project that includes the transnational report and the six national reports produced by the IHR partnership (Belgium, France, Greece, Italy, Lithuania and Portugal).
