Intercultural Education: A Social Education
Process
For a society to become really
intercultural, every social group must be able to live in
conditions of equality regardless of their culture, lifestyle
or origin. This means reconsidering not only how we interact
with cultures which seem strange to our own, but also how
we interact with minorities such as homosexuals or people
with disabilities who face many forms of intolerance and
discrimination. Numerous forces - social, economic, political
- have to be combined to bring about such a society. Intercultural
education is one of the main tools we have nowadays to help
us take advantage of the opportunities offered by multicultural
societies.
The general target of intercultural education
has to be favouring and reinforcing the basis of mutual
relationships, between different societies and different
majority or minority cultural groups.
This target means:
• to see that diversity is rooted
in equality and does not become a justification for marginalisation
• to make an effort to recognise
different cultural identities and to promote respect for
minorities
• to resolve conflicting interests
peacefully.
This general target supposes that
intercultural education must take place within society as
a whole. It is impossible to dream of an intercultural society
working only with one of the involved parts, that is, only
with minority groups or only with majority groups.
The needs of majorities and minorities
are different but interlinked.
In the case of most minority groups,
especially when they are the result of immigration processes,
their first need is to develop a series of abilities and
knowledge. Without the ability to communicate in a commonly
understood language, for example, it is difficult if not
impossible to survive in society. In the case of majority
groups, their first needs are to start looking beyond accepted
norms, to question customary ways of thought - especially
negative stereotypes and prejudices - in relation to minority
groups. It is necessary for us all to gain an understanding
of the role played by power relations in society and, here,
their effect on intercultural relationships.
These different needs, logically, have
different objectives. In the case of social majority groups,
the targets of intercultural education are:
• to further an understanding of
the reality of an interdependent world and encourage action
coherent with that reality
• to go beyond negative prejudices
and ethnic stereotypes
• to favour a positive evaluation
of difference and diversity
• to search for and highlight similarities
• to generate positive attitudes
and habits of behaviour towards people from other societies
and cultures
• to translate the principles of
solidarity and civil courage into action
In the case of minority groups,
the targets of intercultural education include all of the
above plus learning to live within mainstream society without
losing their own cultural identity.
Young people: an essential resource
for intercultural education.
Although intercultural education
must take place within society as a whole, there is little
doubt that intercultural education is centered on the system
of relations of children and young people. We justify this
priority because they will be, to a great extent, the future
citizens of intercultural societies. They are also an important
channel of communication to adults and can help their elder
relations, for example, to see the necessity for change.
Having said that it is clear that there are also important
messages here for adult education.
Intercultural education with children
and young people works in two major ways:
• to help them gain the capacity
to recognise inequality, injustice, racism, stereotypes
and prejudices
• to give them the knowledge and
the abilities which will help them to challenge and
to try to change these mechanisms whenever they have to
face them in society
Educational approaches both within
and outside schools are tremendously important. How we refer
to these approaches depends a lot on context. And it is
also "true" that one can find more formal methods
in out-of-school education, (a lecture, an input, written
exercises…) just as more informal methods can also
be found in schools, (working in project groups, using the
local environment…). When we wrote this Education
Pack in 1994-95, we were used to differentiate between formal
and informal education - it was relatively rare to talk
of "non-formal education/learning". The debate
has moved on, to the extent that the European Youth Forum
recently issued a policy paper called "Youth organisations
as non-formal educators - recognising our role" (November
2003). Informal education is now more often referred to
when talking about non-planned learning situations: in the
family, on a bus, talking with friends. Still, for this
Internet edition we have chosen to leave the terminology
as it was. You might find it refreshing!
Challenges facing educational systems
today and the need for complementarity between formal and
non-formal education are outlined in the Compass
chapter on Education.
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