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SPAIN - "BRINGING CULTURES TOGETHER"

1. Information on the School

» Type of school: Primary school (age 6 to 12)

» Number of pupils: 450         Number of teachers: 26

» Existing school policies concerning equal opportunities:

The school policy includes: education as an integral process, an integrating and open school, promoting respect for the social and the natural environment, and education in which methodic clarity is considered. The school is a UNESCO school.

» Social characteristics of the school environment:

The pupils at this school come from two residential areas. One of shows different characteristics: loss of its village character, unregulated growth, large gaps in the infrastructure. It is a town without any urban centre or shopping centres and which has a lack of social meeting places. There has been a considerable increase in new population groups from Africa and Latin America. The other residential area used to be on the periphery and now belongs to the town district. It consists of uniform blocks of flats with inner courtyards. To a certain degree, the inhabitants identify with their district, and a relatively stable network of relations between them exists. There is a lot of street life in the area, and many social meting places.

2. Reasons for the Activity

» Target groups of the activity are: All parents

» Who was involved in implementing the activity: Parents: parents' association

» Date and duration of implementation of the activity: 1998-99 and 2002-2003

1998-99 y 2002-2003

» Methodology and strategies:

Phases Aims/Process Central topics Methods and strategies
Phase 198-99/99-00 Getting to know one another Family and upbringingAbout integration Talks with parentsParticipation of a mediator
Phase 200-01/01-02 Exchange of information Festivals and traditionsLanguages Our Cousin Talks with pupilsLearning to say "Good Morning" "Cousin Festival"
Phase 302-03 Doing something together Music and dancing Contents of curriculumParent participation

3. Development of the Activity

» Why did the activity begin?

The need to promote good relations between all groups at the school was an issue that was regarded as important by the parents' association (AMPA). Some parents in the association who were part of the AMPA welcoming committee (which was in charge of welcoming and informing new parents every year) suggested creating closer ties between different parents.

» What was the aim of the activity?

The aim of the activity was to create closer ties between the different cultures that exist in the school.

» Types of discrimination worked on by the activity

Ethnic origin

4. Results

» What has improved as a result of the activity?

Generally, the activity was seen as a success by all those involved, especially by the parents' association, which gave a very positive evaluation of the results and the process of this work.

  • Meetings, talks, welcoming acivities and exchange between the participants have increased. The forming of a basis for intercultural relations was promoted.
  • The activity was always based on appreciation of all cultures.
  • The variety of ethnicities present in the country was demonstrated.
  • Immigrant parents began to have more trust in the school.
  • The basis for a feeling of togetherness was formed.
  • Parents' attitude towards immigration has improved.
  • The high level of participation and involvement of all families was greatly appreciated.

» Factors which hindered or facilitated the success of the activity:

  • Initiation of a debate and forming of a positive opinion about the need to be welcoming to immigrant families at the school.
  • Involvement of the groups with equal rights. The involvement is not based on the idea that "nothing is done for them", but that they also have responsibilities.
  • Creation of areas which facilitate an exchange between the groups on the basis of equal rights, where everybody can contribute something and thus have the feeling of being welcome and knowledgeable in the same way as the other participants, whatever they may know and represent. The "Everyday Life" activity (cuisine, language, music, religion, etc.) made it possible to create such an area.
  • Attempting to involve the entire learning community (parents, pupils and teachers) on the condition that everybody is striving for a joint objective which is clear and known to everybody.