"Regardless of their age, people who face the challenges and problems of a multicultural society cannot go directly from ignorance to critical awareness and constructive action. This transition can only be done through an intercultural education process. ” All different - All equal, Council of Europe Youth Service, 2018 edition Intercultural dialogue in Europe is both a priority and a sensitive subject to be grasped according to the countries concerned. It questions the relationship of Europeans among themselves but also that of Europeans with the rest of the world. European cohesion has been tested in recent years: the enlargement of Europe, the EU Constitution draft, the financial crisis, the migration crisis, and even today the Covid 19 health crisis. These periods are all occasions to put “dialogue and interculturality” to the test of reactions of rejection, exclusion, nationalist withdrawal, or extremism. How to build an approach that goes in the direction of a renewed intercultural dialogue to offer Europeans an alternative space for crises and tensions? How to favor the writing and the expression of a positive common narrative which makes you want to pursue a European construction which includes all its components? And what better place than the school to explore and express these issues? It is understood that today's students represent the future of Europe. Many of them live concretely with the issue of intercultural dialogue, often more acutely than their elders. In schools, the first social and cultural mechanisms are played out on which students will build their values and behaviours. It is often at school that children learn the alternative between expression through violence or eloquence. In addition, we see today developing in certain young people an ability to appropriate issues that their elders have a hard time grasping. The recent example of the debate on the ecological crisis and the question addressed here by young people to their elders seems inspiring to us. We see this as a sign of greater agility on the part of European students to carry the values of a more inclusive society. So how do you put a project into action that brings expression and interculturality into play? How to translate it into an approach aimed at giving pupils in Europe and their teacher's new teaching tools? It is within this framework and this objective that Oratio Mix offers to behave. The project will bring the question of interculturality into play by offering to elaborate a common narrative expressed eloquently. Public speaking, storytelling as a means of stimulating dialogue and creating a common space of creation between students from all backgrounds, from all cultures. The project wants to open up to the whole school spectrum, from kindergarten to high school. It proposes to act on three levels: - design new methodological tools (video tutorials) aimed at promoting eloquence and the capacity for expression in the classroom to question the intercultural challenges of today's Europe (starting with partner countries: All, It, Pt , Fr). - propose European meetings of pupils in order to test these new methodologies and make them known - conduct research on the subject of interculturality and eloquence The project also plans to organize events to publicize the results of the Oratio mix project and raise awareness. The project is aimed at a target audience of schools, students, and teachers. He voluntarily offers an approach on the widest spectrum of students by conducting an experience that affects different levels, from Kindergarten to High School. Like many European schools, partner schools have in common that they welcome pupils representing a great diversity of origins within and outside the EU. They are like laboratories of the society to come. Students and teachers in these schools need to see actions taken to create and express together this common narrative which lays the foundations for a more inclusive society. They often lack accessible teaching aids and examples. Finally, Oratio mix must be part of a transnational approach for reasons which stem from the very DNA of the project and the dialogue between cultures. For teachers and students alike, carrying out such an experience in a relationship of European cooperation will bring into play the challenge itself, allowing it to transcend the boundaries of the micro-society of a class. Oratio mix must therefore act within local class groups, but also through the exchange and circulation of pupils and teachers, to encourage European awareness.
Le dialogue interculturel en Europe est à la fois une priorité et un sujet sensible à appréhender selon les pays concernés. Il questionne la relation des européen.ne.s entre eux.elles mais aussi celle des européen.ne.s avec le reste du monde. La cohésion européenne a été éprouvée ces dernières années : l’élargissement de l’Europe, le projet de Constitution, la crise financière, la crise migratoire, le terrorisme et aujourd’hui la crise sanitaire et bientôt économique. Ces périodes mettent “dialogue et interculturalité” à l’épreuve, avec des réactions de rejet, d’exclusion, de repli nationaliste ou d’extrémisme. Comment construire une démarche qui aille dans le sens d’un dialogue interculturel renouvelé pour offrir aux européen.ne.s un espace alternatif aux crises et aux tensions ? Comment favoriser l’écriture et l’expression d’un récit commun positif qui donne envie de poursuivre une construction européenne qui inclut toutes ses composantes ? Et quel meilleur endroit que l’école pour explorer et exprimer ces enjeux ? Il est entendu que les élèves d’aujourd’hui représentent l'avenir de l’Europe. Beaucoup d’entre eux.elles vivent concrètement la question du dialogue interculturel, souvent de façon plus aiguë que leurs aîné.e.s. Dans les écoles se jouent les premiers mécanismes sociaux et culturels sur lesquels les élèves vont construire leurs valeurs et comportements. C’est souvent à l’école que s’apprend pour les enfants l’alternative entre une expression par la violence ou par l’éloquence. Par ailleurs, nous voyons aujourd’hui se développer chez certain.e.s jeunes une capacité à s’approprier des enjeux que leurs aîné.e.s ont du mal à appréhender. L’exemple récent du débat sur la crise écologique et de l’interpellation adressée ici par les jeunes à leurs aîné.e.s nous semble inspirante. Nous y voyons le signe d’une plus grande agilité des élèves d’Europe à porter les valeurs d’une société plus inclusive.
Intercultural dialogue in Europe is both a priority and a sensitive issue to be addressed depending on the country concerned. It questions the relationship between Europeans and each other, but also between Europeans and the rest of the world. European cohesion has been put to the test in recent years: the enlargement of Europe, the draft Constitution, the financial crisis, the migratory crisis, terrorism and today the health and soon the economic crisis. These periods put "dialogue and interculturality" to the test, with reactions of rejection, exclusion, nationalist withdrawal or extremism. How can we build an approach that will lead to a renewed intercultural dialogue in order to offer Europeans an alternative space to crises and tensions? How can we encourage the writing and expression of a positive common narrative that makes people want to pursue a European construction that includes all its components? And what better place than school to explore and express these issues? It is understood that today's students represent the future of Europe. Many of them experience the issue of intercultural dialogue in a concrete way, often more acutely than their elders. In schools, the first social and cultural mechanisms on which pupils will build their values and behaviour are played out. It is often at school that children learn the alternative between expressing themselves through violence or eloquence. Furthermore, we are now seeing the development of a capacity among some young people to take on issues that their elders find difficult to grasp. The recent example of the debate on the ecological crisis and the questioning addressed by young people to their elders seems inspiring to us. We see it as a sign of a greater agility of Europe's students to carry the values of a more inclusive society.