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.
Teachers for an Inclusive School
Homepage > Guideline > Teachers for an Inclusive School
Acquisition of intercultural competences based on understanding human rights and non-discrimination values
Definition of Skills Required by Teachers
to Become Agents of Change in Inclusive Schools
Chapter 1 – Definitions and Models of Intercultural Competences
1.3 Deardorff’s Model of Intercultural Competence
In this section Deardorff’s model of intercultural competence will be presented. The choice of Deardorff’s model depends on the number of citations that the author received by other scholars writing on the same theme. A search in Google Scholar on the author’s 2006 article entitled “Identification and assessment of intercultural competence as a student outcome of internationalization” revealed that it was cited in 1490 works. Deardorff’s model is also “the first attempt to reach a shared definition among experts of intercultural competence” (Baiutti, 2016).
In 2006 the author defined intercultural competence as “the ability to communicate effectively in intercultural situations based on one’s intercultural knowledge, skills, and attitudes” (pp. 247-248). Moreover, she develops two graphic representations of intercultural competence: the pyramid model and the process model.
Both models present attitudes, knowledge and abilities that together produce internal outcomes like adaptability and flexibility but also external outcomes that allow individuals to communicate and behave effectively and appropriately in intercultural situations. Baiutti (2016) states that Deardorff’s models have two main characteristics. The pyramid is a graphic representation of the fact that the concept of intercultural competence is built on personal attitudes, often considered less than knowledge or skills in other scholars’ conceptualizations. The second model represents a continuous process, a lifelong learning competence.
Both models present attitudes, knowledge and abilities that together produce internal outcomes like adaptability and flexibility but also external outcomes that allow individuals to communicate and behave effectively and appropriately in intercultural situations. Baiutti (2016) states that Deardorff’s models have two main characteristics. The pyramid is a graphic representation of the fact that the concept of intercultural competence is built on personal attitudes, often considered less than knowledge or skills in other scholars’ conceptualizations. The second model represents a continuous process, a lifelong learning competence.
Online Resources
- Darla K Deardorff (2009), The SAGE handbook of intercultural competence The SAGE Handbook of Intercultural Competence brings together in one volume the leading experts and scholars from a variety of fields (e.g., education, communication, psychology, social work, health care, conflict studies, etc.) and from around the world who work in the field of intercultural competence.
- Joseph Trimble, Paul Pedersen, and Eduardo Rodella, The Real Cost of Intercultural Incompetence, An Epilogue, in: Darla K Deardorff (2009), The SAGE handbook of intercultural competence, pp. 492-503
