Intercultural and Community Schools. Learning to Live Together

We must remember the need to create communicative relationships among groups from different cultures, as well as to reinforce the configuration and organisation of the Spanish school system. The objective of this article is to highlight the urgent need to recognise cultural, religious and linguistic diversity as values. Furthermore, Spain has rejected the French assimilationist model, both in legal and practical spheres, and the only way to integrate this model is by implementing intercultural models. Following the Convention on the Promotion of the Diversity of Cultural Expression of the European Union, providing respect and recognition of plurality from intercultural inclusive positions is primordial in the learning context. We cannot talk about building an intercultural society without considering democratic practice and citizen participation; to this regard, dialogue and collaboration between the school community and educational centres are imperative. It is necessary to adopt an inclusive intercultural policy, to open education centres outside of traditional school hours, to reach agreements with cultural institutions, etc. Only in this way will an intercultural society become a reality

Learning to Live Together: Measuring Global Perspective Through Roommate Pairing

The present study examined the role of global perspective development on college students, focusing on international and domestic student roommate pairings. The literature review explored the role of global citizen development among college students, international student transitions, and the role of residence life in college student development, as well as how all these aspects inform and impact development of global perspective. The methodology utilized a mixed methods approach including both quantitative pretest and posttest surveys and qualitative interview questions. The quantitative data utilized the Global Perspective Inventory (GPI), while the qualitative included two email interview questions. According to the key findings, domestic students both quantitatively and qualitatively proved to have an increased global perspective, while international students’ global perspective both quantitatively and qualitatively did not increase

Citizenship education or learning to live together: the contribution of philosophy

Titre de l'écran-titre (visionné le 22 avril 2009).Webographie.Réflexion sur l'apport de la philosophie au développement d'une citoyenneté responsable chez les étudiants du collégial; présentation de quatre projets offerts en parallèle aux cours de philosophie de la formation générale commune: les Grandes Rencontres, le Forum international Science et société, la Commission de l'éthique de la science et de la technologie et le concours oratoire intercollégial

Learning to live together: struggles for citizenship and human rights education

Citizenship education engages with living together in diverse societies where democracy provides a framework for lively struggles against discrimination by gender, ethnicity, class or sexuality. Drawing lessons from historic struggles against racist structures and ideologies, I note that leaders such as Mandela, King and Malcolm X invoked the Universal Declaration of Human Rights to invite solidarity, linking local and global communities in common citizenship. I examine some pedagogical challenges raised by earlier attempts to challenge narrowly nationalist perspectives. Education for cosmopolitan citizenship provides expression for multiple voices and promotes common standards that both include and transcend so-called fundamental British values

Learning to live together: mutualism between self-splicing introns and their hosts

Group I and II introns can be considered as molecular parasites that interrupt protein-coding and structural RNA genes in all domains of life. They function as self-splicing ribozymes and thereby limit the phenotypic costs associated with disruption of a host gene while they act as mobile DNA elements to promote their spread within and between genomes. Once considered purely selfish DNA elements, they now seem, in the light of recent work on the molecular mechanisms regulating bacterial and phage group I and II intron dynamics, to show evidence of co-evolution with their hosts. These previously underappreciated relationships serve the co-evolving entities particularly well in times of environmental stress

Learning to Live Together: Exploring Nonkilling from the Peace Education Reconstructive - Empowering Approach

This article is devoted to the reflection on the possibilities of education for nonkilling societies (Paige, 2012) in the context of violence and killings in which our societies are currently involved. I will take as starting points the human capabilities and competences to make peace(s) 1 (Martínez Guzmán, 2005; 2009) and the recognition of diversity ( Rupesinghe, 1999) . This anal y- sis will be done in the framework of the Peace Education (hereafter PE) «Reconstructive - Empowering» (hereafter REM) approach, proposed in the research being done at the UNESCO Chair of Philosophy for Peace, I n- teruniversity Institute of Social Development and Peace, Universitat Jaume I, Castellón, Spain (Herrero Rico, 2009; 2012; 2013)

Learning to live together: a challenge for schools located in contexts of social vulnerability

Currently, there are many educational centres that demonstrate the need to promote initiatives to improve coexistence at school at the international level, especially in those located in contexts of social vulnerability. A socio-educational programme has been developed, applied and evaluated at a Singular Education Action Centre (Centro de Acción Educativa Singular - C.A.E.S) in the city of Valencia (Spain). To ascertain the programme's impact and possible generalization to other contexts, a quasi-experimental pretest-posttest design with a control group was used. Information was collected from 297 students and 54 teachers based on questionnaires assessing coexistence at school. The results obtained demonstrate the satisfactory functioning of the programme. The faculty and students from the experimental group affirm the importance of continuing to work in this direction to invest in creating a democratic school that firmly believes in coexistence and participation. Areas for improvement include the need to incorporate actions to increase family participation and develop strategies to facilitate the implementation of a more comprehensive programme