Cluster B: Communication and Relationships. Dr. Ulrike Wolff-Jontofsohn

Transcription

1 Cluster B: Communication and Relationships Council of Europe Conference,, Oslo, October 2009 Dr. Ulrike Wolff-Jontofsohn

2 Case Study: The German School Development Programme Learning and Living Democracy ( ) 2007) Diversity and Inclusion as Responsibilities of the Whole School

3 Why this case study? First Germany-wide school development programme participating schools from 13 Länder Programme based on a thick concept of diversity education - learning about - for- through diversity Central goals - Enhancing core competencies of German teachers for diversity - improvement of communication and relationships between German teachers, immigrant students and their parents - Implementation of effective support structures at individual school level

4 Background Information Germany is a nation-state and a country of mass immigration Immigration policy between pragmatism and reluctance Decentralised education system The German school system is challenged by - Institutional differentiation at an early stage (age 10) - A rigid tracking system - A lack of integrated approaches - Conservative pedagogical traditions Alarming results of international assessment studies

5 Diversity Education Four theoretical concepts co-exist in teacher education (1) Pedagogical support for foreigners (Ausländerpädagogik) - Language instruction and assistance programmes (2) Contact-building intercultural education - Learning about other cultures, religions, traditions (3) Education against racism, xenophobia and discrimination (4) Diversity education in immigration society

6 Case Study: The BLK-School Programme Learning and Living Democracy Structure: Initial training course for multipliers Human rights and diversity education Long-term school development process (4-5 years) 4 dimensions of organisational development and improvement: - Classroom development - Self-organised learning in projects - School community development - School-community community-relations

7 Case Study: The BLK-School Programme Learning and Living Democracy Process at school level: Needs assessments Consultation tables and planning of innovative strategies Ongoing external support Local/ / regional school networks

8 Enhancing competences for inclusive school development Stage 1 Assessment and Reflection In-depth exploration of existing structures of communication and interaction with pupils, parents and colleagues from different socios ocio- cultural backgrounds Reflection on teachers attitudes and perceptions of challenges anda conflicts Observations indicated that teachers and schools - underestimate language barriers - need advice on how to bridge the communication gap between teachers, immigrant pupils and their parents - need problem solving skills - need examples of good practice -

9 Enhancing Competences Stage 2: Action planning - Identifying areas of concern and priorities - Consultation meetings with experts - Planning of concrete measures - Team building Stage 3: Implementation process - Support measures - Networking

10 Main Outcomes A range of relationship building measures Support structures for immigrant pupils Support structures for immigrant parents Conflict mediation agencies Cooperation between schools and migrant organisations

11 Examples of innovative BLK-projects and long-term school initiatives Multilingual information channels and meetings between teachers and parents Out-of-school meetings with parents to enhance their understanding of school system and importance of education (Hamburg) Peer mentoring programs : migrant students support their fellow students (Hamburg, Mannheim, Freiburg)

12 Examples of innovative BLK-projects and long-term school initiatives Integration navigators: members of migrant communities collaborate with schools and parents Negotiation circles and teacher-parentstudent councils (Berlin, Frankfurt) Support structures for parents: language classes, cafés, family literacy initiatives (Frankfurt, Hamburg, Berlin)

13 Conclusions and recommendations 1. Special attention should be paid to the local context 2. Schools need effective support systems located at individual school level or in co-operate with specialised support institutions 3. Schools and teachers should offer differentiated support structures for all stakeholding groups: students and parents 4. Schools should enhance their competences through cooperation with mediators

14 Thanks for your attention!

15 Stages of School Development 3. Learning School / Problem solving School 2. Project- oriented School 1. Fragmented School Dalin & Rolff (2000), Rolff (1991)