Our project “DEALING WITH STEREOTYPES IN EDUCATION” focus on a very complex subject – equality and human rights - in the context of an ever-increasing migration flows. We strongly believe that all people deserve to be respected, no matter their skin colour, religious beliefs etc. We want to emphasize that differences between all human beings are essential as they make humankind so diverse and rich and it should not become a source of hatred or conflict. Turkey, Bulgaria and Italy, three of the partner countries are making efforts to understand this phenomenon and deal with it through a variety of programmes, initiatives, etc. Germany and Poland are the other countries which are also in the frame of the issue. The reason why we have chosen to work on this issue is the fact that the sooner, in life, students become aware of the consequences of stereotyping and discrimination, the better the chances will be for them to have valuable relationships with one another in every area. The main objectives of "DEALING WITH STEREOTYPES IN EDUCATION” are: - to identify and neutralise hate speech and behavior inside schools - to increase tolerance, social awareness, empathy for the Roma (Romani) people, the immigrants and refugees - to avoid stereotypes and raise awareness about their risks - to enhance the know-how related to tackling the issues of stereotyping and discrimination inside schools - to enhance the active involvement of students in the social life - to strengthen the relationship between schools and local non-governmental organisations (NGOs) The project addresses a target group of 360 students of different courses and vocational paths in our schools whose age falls within the range from 14-18 years. We believe teenage time is a critical stage, when they undergo important changes and there is a higher risk for them to develop long-lasting negative stereotypical thinking and attitudes. The project is also aimed at our school teachers, counselors and psychologists who will turn the project results into good long-term practices within the school communities and at local level. We have planned 4 student exchanges and one Joint Staff: C1 - At the beginning of the project to widen project move and plan entire action. C2 - Stereotypical thinking and discrimination: common stereotypes related to nationalities; forms of discrimination and their effects C3 - Gender and racial equality: common gender and racial stereotypes and their effects C4 - Religious equality: common stereotypes related to religions and religious beliefs; analysis of cases in which those had terrible consequences. C5 - Stereotypical thinking and discrimination in schools - how can we address and solve these issues? The project will cover 5 main areas: 1 Project management - Design and implementation of methodologies - selection of participants, communication, reporting - Financial management - Risk management - Monitoring and evaluation of activities and results - Organisation and attendance of JS 2 Selection and preparation of participants 3 Organisation and participation in exchanges 4 Elaboration of tangible results 5 Dissemination - Creation of website and updates - Creation of e-twinning space - Design of materials - brochures, flyers, posters, banners, articles - Dissemination meetings - Ellaboration of sustainability plan Results and impact We want to achieve results at the level of the students: - improved knowledge of the concepts of stereotyping and discrimination and the areas in which they can manifest, the dangers they bring about, recognised value of understanding, increased social awareness, tolerance, empathy for the Roma people, immigrants and refugees, better intercultural awareness, communication and dialogue, fostered English communication skills, data manipulation, critical thinking skills, improved team work abilities (developed in local activities and transnational exchanges), increased desire to actively participate in school and local campaigns against discrimination (Act locally, think globally) to promote real changes towards more tolerant and peaceful relationships, increased awareness of the democratic values of the European Union (United in diversity – EU motto). Tangible results - informative materials developed for the purpose of the exchanges, posters on the topic, photographs of students for the competition about cultural differences "I am not You but We can be together", creative poems and prose by students on the topic of European diversity, role plays recorded on videos, collection of interactive games and activities to raise awareness about the dangers and unfairness of stereotypes and discriminating behavior, dissemination materials: articles, photos, feedback forms, lists of participants, dissemination tools: eTwinning, project website, exhibitions of students' work in schools Erasmus+ corners.
The Erasmus Plus Project with the title “Dealing with Stereotypes in Education” has had the objective to initiate a process of reflecting about our dealing with stereotypes in society in general and in the educational process in specific. It meant analyzing different situations and the thought patterns behind them and the consequences that result in these patterns. It is the experience of all participating partners that our modern world has become highly complex in nature. This complex world shows a great variety of challenges for the people living in it, especially young people. Right from the beginning, it had become apparent that it was not about putting a moral blame on people who use stereotypes. Quite on the contrary, it was part of the basic understanding that stereotypes are something common and natural to the human psyche. It was also assured that stereotypes are not automatically negative in their connotation. However, it has been the overall aim to raise awareness that opinions, actions, and behaviors are indeed influenced by stereotypes. This realization was necessary to start the process. The various activities in the participating countries were used to engross different aspects of the topic. Consequently, different types of stereotypes and the consequences for the people were on the agenda during activities in Italy, Bulgaria, and Poland. Those stereotypes were analyzed and compared in order to generate a clear understanding of the term and its definition. It was the intention to make participants aware of the stereotypes and especially of the problematic elements of those. The aim was to generate a change in behavior that originates in the understanding. The process was emphasized by the fact that the different participants came from different cultural backgrounds which made comparison all the more interesting. Through the activities, participating students were taken from their “comfort zones” of their homes and were enabled to come face to face (i.e., also virtually) with divergent opinions and different ideas. The discussion which followed was the beginning of a process of realization for many. The underlying goal was an understanding of and about the difference in people and the tolerance towards these differences, and even the value of them. Participants were able to experience that said differences do not pose a threat to their own identity but enrichen thought patterns and broaden people’s horizons. During the physical activities which began with an organizational meeting hosted by our Turkish partners and which continued with our partners in Italy, Bulgaria, and Poland, the intercultural competences of the participants were trained and further improved. Through visits to the schools, excursions and the life with the host families, the students had the chance to see the different cultures close up. We consider these parts of the overall program also essential to the learning process. It was unfortunate, but the last activity which was planned to take place in Germany in March 2020, first had to be rescheduled in the hope of being executed as well. It was finally put into effect with the help of a virtual platform. On the positive side, this enabled all partners to complete the project successfully in the end. And due to its virtual character, we were also able to include a larger number of students into the final activity. Each of the activities generated their own results in the forms of posters, pictures, scenes, poems, stories, videos, presentations. Those dealt with the respective types of stereotypes. The final activity, albeit virtual, contributed to the success of the project with a manifesto that all participating partners could agree on. It not only gives a definition of the terms central to the topic i.e., stereotypes, prejudices, and discrimination. It also includes strategies on how to deal with stereotypes and especially possible negative effects of those, both in society but also in the educational environment. It could be seen as a plan for educational institutions in general but especially for the partner schools. It goes without saying that even a project which has lasted two and a half years cannot conclusively deal with the topic of stereotypes in our society. That is where we can see the long-term-synergy-effects. First of all, it has become obvious that the project has initiated a change in thought patterns among the participants. And secondly, the various results of the project can be used as possibilities to further work on the issue and therefore actively confront the challenges that arise from stereotypes.