Abstract:

The EU-funded initiative Reinventing Mainstream Classrooms (RE.MA.C., A.N.:2022-1-CY01-KA220-HED-000088107) seeks to transform traditional mainstream educational settings by implementing intercultural learning materials rooted in Intercultural Education principles. This paper, focuses on Work Package A2.2, the "Pedagogical Framework for Intercultural Education," that extends contemporary trends in intercultural education, such as intercultural studies, inclusive education, education for sustainability, and the Reference Framework of Competences for Democratic Culture (RFCDC) by the Council of Europe (2022).

In this paper we specifically advocate for dynamic cultural perspectives, adopting an Inclusive Education stance following the principles described by Leijen et al. (2021). Despite verbal commitments to inclusivity, the study observes visible separations or hidden exclusion mechanisms in some schools. RE.MA.C. aims to educate mainstream teachers and students to foster a truly inclusive environment respecting all forms of diversity in various subjects in primary education. The study explores the role of intercultural education aligned with Inclusive Education, UN’s 17 SDGs (UNESCO, 2016), and RFCDC, emphasizing contributions to fostering an open-minded society and managing racism in early childhood and young adults.

RE.MA.C.’s educational framework introduces innovative aspects in developing and piloting second language and intercultural learning tasks in various languages, for various contexts and language proficiency levels. It draws insights from previously used educational materials, handbooks, and digital tools as these were applied in the partners’ contexts. Moreover, it draws from piloted teacher training needs’ questionnaires while also introducing and utilizing a Blended Learning Model that consists of four stations (teacher, collaboration, independent study, technology) and safeguards the efficacy of digital tools in enhancing language learning outcomes and developing intercultural competencies.

In conclusion, the paper aligns key findings with RE.MA.C.'s objectives, underscoring the need for intercultural curricula respecting the Council of Europe Framework (RFCDC) and addressing specific needs of migrant learners in mainstream classrooms. RE.MA.C. provides a comprehensive framework for current intercultural education practices and lays the groundwork for future field research and tailored curricula development.

References:
[1] Council of Europe (n.d.). Reference Framework of Competences for Democratic Culture. https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture
[2] Leijen, Ä., Arcidiacono, F., & Baucal, A. (2021). The Dilemma of Inclusive Education: Inclusion for Some or Inclusion for All. Frontiers in Psychology, 12, 633066. https://doi.org/10.3389/fpsyg.2021.633066
[3] UNESCO, (2006). Guidelines on Intercultural Education. UNESCO: Section of Education for Peace and Human Rights, Division for the Promotion of Quality Education, Education Sector
[4] UNESCO (2006). Literacy for Life: Education for all. France: Paris. Retrieved from https://en.unesco.org/gem-report/report/2006/literacy-life

Keywords:

Intercultural, inclusive, mainstream classrooms, primary.