Increasing teachers’ intercultural competences - TENERIFE (Spain)

You can find more information at www.tenerifecourses.com and by email at tenerifecourses@gmail.com

COURSE OVERVIEW
In more and more globalised and multicultural societies, teachers need to upgrade their cross-cultural competences. In this course, teachers will reflect on concepts such as ethnocentrism, racism, discrimination, segregation etc.

Taking into account the current situation with migrants, refugees, asylum seekers and adults with low incomes, teachers need to improve their cultural understanding and flexibility skills. In this course, teachers will improve their intercultural communication skills, empathy, tolerance and mental and behavioural flexibility. They will also discuss and reflect on concepts such as ethnocentrism, racism, discrimination, segregation etc. and get insights on how to teach them in creative ways.

OBJECTIVES
Improve intercultural competences and cultural awareness.
Understand the realities of immigrant/refugees/asylum seekers learners.
Reflect on concepts like ethnocentrism, racism, discrimination, segregation etc.
Increase self-awareness about cultural differences.
Develop cross-cultural empathy, flexibility and tolerance for ambiguity.
Learn how to apply the cultural differences based on Geert Hofstede’s theory.
Exchange best practices with other teachers on how to handle difficult situations with learners from vulnerable backgrounds.
Get inspired on how to encourage a stimulating and open learning environment and foster collective learning.

TARGET AUDIENCE
Teachers (pre-school, primary, secondary, vocational, adult education centres), teachers trainers, school leaders and other school staff and professional workers that work with learners from disadvantaged backgrounds. Any other professionals that are interested in improving their intercultural competences.


TRAINING ACTIVITIES

DAY 1 – THE REALITIES OF INTERCULTURAL CLASSROOMS
Welcome to the course and presentation of EDUPLUS Association
Ice breaking: Getting to know each other.
Group dynamics: Exercises for building group cohesion and trust.
Reflections: Antiracism: Why multiculturalism and interculturalism aren’t enough
Exercise: Systemic racism and structured discrimination
Extractivism: Coloniality / Decolonial thinking
Privileges and oppressions
Reflections: Which are the key takeaways for my work?

DAY 2 – BUILDING INTERCULTURAL COMPETENCES
Exercises to create group cohesion
Think-pair-share: What are intercultural competences?
Group exercise: Awareness of the communication and interaction with others
Exercise: Active listening and building cross-cultural empathy
Exchanging good practices on how to handle difficult situations with learners from vulnerable backgrounds.
Reflection exercises: How can I improve the intercultural competences of my learners?


DAY 3 – THE INTERSECTIONAL APPROACH
Energizer: Building trust in the group
Group work: The importance of an intersectional approach
Case study: Refugee community in Denmark - Trampoline House
Group work: Active racism, passive racism, active anti-racism and passive anti-racism
Guest speaker: Migration in Canary Islands
Reflection: How can I become an antiracist educator?

DAY 4 – CREATIVE TEACHING OF INTERCULTURAL SKILLS
Warm up and group exercises
Theatre techniques as a tool to teach intercultural skills
Exercises: Getting out of your comfort zone. Accepting ambiguity.
Refection: Flexibility in the classroom
Team-building in a multiculturally diverse classroom
Introduction to art-based techniques to raise intercultural awareness
Group reflection: How can I use art-based techniques in my class?

DAY 5 – CLOSING DAY
Final activities: A positive approach in education
Practical exercises to promote tolerance and diversity
Summary of key learning points
Final course evaluation and feedback
Validation of learning outcomes and handling certificates


METHODOLOGY

We tailor our working methods based upon the participants‘ needs and professional profiles in order to ensure easier adaptability and application of the tools to real life.
Our standard methodology is based on active learning; it is highly participative and practical. We have a hands-on approach that comprises group exercises, role plays, experiments, case studies and simulation exercises. We use collaborative learning techniques to foster the exchange of good practices and collective learning.
The pedagogical methods used in this training course are art-based and learning by doing methodologies. Our focus is on showing the participants how the learners’ motivation increases when they become the actors of their own learning because the teacher takes the role of facilitator or learning guide. Thus, the participants get the chance to experience for themselves the benefits of the active learning methodology at the same time as learning how to apply it in their classroom.
Energizers, games and group dynamics are foreseen daily in order to ensure a positive energy and a cooperative learning climate in the group.
Group reflections and daily brief feedback sessions are planned to help adapt the learning programme to the specific needs of the participants.