The role of Intercultural Education in developing Democratic school Culture : key element for Students wellbeing

Dr Tamar Shuali Trachtenberg

1. E Twining international conference : Wellbeing At School The role of Intercultural Education in developing Democratic school Culture : key element for Students wellbeing Dr Tamar Shuali Trachtenberg

2. What is students' wellbeing ? “ Wellbeing is  a state in which pupils are able to develop their potential, learn and play creatively . Concretely, wellbeing at school means. feeling safe, valued and respected. being actively and meaningfully engaged in academic and social activities. having positive self-esteem, self-efficacy and a sense of autonomy” having positive and supportive relationships with teachers and peers feeling a sense of belonging to their classroom and school feeling happy and satisfied with their lives at school” ( EU Commission)

3. European Commission's expert group on enhancing supportive learning environments for vulnerable learners and for promoting wellbeing and mental health at school: emphasis on prevention: building competencies, through social and emotional learning , safeguarding physical activities and nutrition, ensuring equity through targeted measures empowering educators to innovate in teaching while maintaining their own wellbeing including the youth in shaping their learning experience effectively support educators and youth though building robust networks w ith stakeholders from different sectors

4. KC4LLL: Personal Social and learning to learn ( Inno4div.2021)

5. CULTURE & IDENTITY

6. --- ”Intercultural education is a pedagogical approach that is highly concerned with Cultural Identity Cultural Diversity and sense of Belonging According to this approach, cultural identities and affinities fluctuate as individuals move from one situation to another, following different clusters of intersecting affiliations (Barrett, 2013b). An individual’s affiliation to a group very much depends on their identification with the norms, values, and practices of the group i.e., on their social identity. Individuals who are capable of shifting between different social identities experience participation and inclusion in their life trajectory, they feel “safe” in culturally diverse contexts regardless of whether they are associated with minority collective identities or not . On the other hand, individuals will reject shifting when they are not offered a welcoming, “secure” environment, and when they are denied the opportunity to negotiate their identiYet shifting between cultural communities not only requires individual willingness and the majority’s acknowledgment, but also skills and resources ( Shuali et al 2022)

7. wellbeing & intercultural education Wellbeing Intercultural education Cultural Diversity as an asset Valuing human Dignity & HH.RR Voicing and empowering minorities / vulnerable groups Establishing shared sense of community

8. sense of BELONGING as fundamental condition to wellbeing

9. IDC provides teachers & learners the capacity to engage in open, appropriate, and effective interactions across cultures (Barrett, 2018). It is the ability to establish positive interactions with people of different national, ethnic, religious, social and/or cultural backgrounds as well as different gender, who have certain impediments, come from economically marginalized groups, or are affected by any other conditions, when it comes to educational settings . 9 Intercultural & Democratic Competence

10. The CoE RFCDC and students well being

11. Selection of Cases For an Overview and Summary of each case see: Inno4Div Vol. 3 Part 2 doi:10.2760/857350

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13. How can we Engage , Address and Develop student's well being through intercultural pedagogy ? ( Shuali 2012) Participatory & Inclusive approach Human dignity & HH.RR approach Critical understanding approach

14. The following questions can guide reflection on how to organize the learning processes In alignment with students well being in the context of cultural diversity To what extent would you say your teaching contributes towards voicing student narratives, personal and cultural background , experiences and context? How often do your students have an opportunity to integrate or address their biases, prejudice, and discuss their differences or shared life views in class? How often do you integrate in your curricular teaching students' families and communities' cultural references How are you providing time for learners to work with each other to strengthen their understanding, as well as practice social skills, thus fostering both individual and social processes and outcomes? Have you consider developing formative assessment skills in order to acknowledge students' development of IDC? ……… https://www.youtube.com/watch?v=7mC2Wnpk7_k

15. WHAT IS CULTURAL DIVERISTY AND WHAT DOES IT MEAN “ United in Diversity https://www.youtube.com/watch?v=zt9-_ovnpQQ

16. Thank you ! მადლობა მადლობა Gracias, Dziękuję , Danke, , תודה merci, Bedankt , TAKK, ačiū , Efkharisto , dakujem faleminderit , Multumesc , хвала ти [email protected] ORCID: https://orcid.org/0000-0002-2444-1527.  ECUDEM.UCV.ES :