Looking at the world

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Unidades didácticas y recursos Didactic units and resources

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Unidades didácticas y recursos Didactic units and resources

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Mirar al Mundo. Redescubrir Europa. Una Europa plural en un mundo globalizado. Looking at the World. Rediscovering Europe También las lenguas nos unen Languages also bring us together La Alimentación desde un enfoque interculturalFood: an intercultural approach El Cuento tradicional como elemento de unión entre los pueblos The traditional Tale as element of unity among cultures La Escuela laica: un espacio para el diálogo entre religiones The secular School: a place for dialogue among religions Le religioni per la pace e l’intercultura Identidades comparativas: Vida cotidiana, fiestas y personajes que nos enseñaron a vivirComparative identities: Daily life, cultural festivities and historical characters who showed us how to live La Estadística como instrumento de formación para el ciudadano global Statistics as a training tool for global citizenship

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unidad didáctica

MIRAR AL MUNDO. REDESCUBRIR EUROPA
Una Europa plural en un Mundo globalizado

LOOKING AT THE WORLD, REDISCOVERING EUROPE
A pluralEurope in a globalized world

Mirar al Mundo. Redescubrir Europa Looking at the World. Rediscovering Europe

Leonardo Alanís Falante Evaluating Centres Tierno Galván High School By Javier Córnago Gerena High School By Julián Ruiz Banderas

Index Orientation for the teaching staff Workbook and materials Introduction 1 Europe: An open city or a fortified citadel? 2 A journey through paperborders 3 Intruders in the citadel of prosperity? 4 A case study : “My neighbour Hassan is African” 5 Culture is really what makes us diverse: The European Babel? 6 Building a multicultural Europe 7 Evaluation of the unit Material resources Bibliography Appendix • Euronewsclips

ORIENTATION FOR THE TEACHING STAFF
he massive increase of immigrant students in the classroom is a phenomenon thatexists in societies and schools across the European Union. The immigration phenomenon takes on different forms at different rates depending on the country. The presence of immigrants gives rise, beyond the difficulties of pedagogical adaptation, to the challenge of looking for answers to an age-old phenomenon that nowadays is mainly perceived as a problem.

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In Spain, according to a study writtenby the Ombudsman in 2003, 36.5% of the students between 10 and 16 years of age did not approve of immigration. This is obviously the consequence of a society in which racists prejudices are deeply rooted in all levels. In the same report it is stated that parents are even less tolerant than their children with foreign students. If we add the fact that already in 1997 one out of every threeSpanish teachers was showing racist prejudices, the situation is grave. But this phenomenon is not exclusive to the Spanish society, in which the recent rapid arrival of immigrants has obviously questioned many of its most traditional principles of cohabitation. The recent controversy surrounding the abolition of religious signs in France and Italy and the resulting debate on laicism; 60% of the Frenchbelieving that there are «too many immigrants» in their country, or the social segregation that the children of immigrants suffer in Holland, together with other innumerable conflicts of foreign immigrants in Europe, represent an urgent call for attention so that our societies and especially our educational models, where more and more heterogeneous and multicultural school groups exist, respondwith creativity to help the growing school population by offering educational alternatives that demonstrate that it is possible to build an intercultural education in the already diverse European Society of 25. The Didactic Unit «Looking at the World, rediscovering Europe. A plural Europe in a globalized world», which some schools that have already experienced it have baptized with the name...