Diversity & Multiculturalism

1. Country: Bulgaria

2. School/Organization, where the practice is collected: Petko Slaveykov Highschool, Tryavna

3. Level of education:
☐ Primary
x Secondary
☐ Higher
☐ Adult education
☐ Other: _____________

4. Context, where the practice is executed:
x Classroom
☐ School
☐ Local
☐ National

5. How is embedded in curriculum (optional for practices from NGOs):
(subject, cross curricular)

Embedded in the school subject “CE”, as well as Bulgarian language and literature.

Tick boxes to which competencies the practice is related to.

Values
☐ Valuing human dignity and human rights
☐ Valuing cultural diversity
x Valuing democracy, justice, fairness, equality, and the rule of law

Attitudes
x Openness to cultural otherness and to other beliefs, world views and practices
x Respect
x Civic mindedness
☐ Responsibility
☐ Self-efficacy
☐ Tolerance of ambiguity

Skills
☐ Autonomous learning skills
☐ Analytical and critical thinking skills
☐ Skills of listening and observing
x Empathy
☐ Flexibility and adaptability
☐ Linguistic, communicative and plurilingual skills
x Cooperation skills
☐ Conflict-resolution skills

Knowledge and critical understanding
x Knowledge and critical understanding of the self
☐ Knowledge and critical understanding of language and communication
x Knowledge: policy, law, human rights, history, literature, philosophy

6. Description
The objective of this lesson is to demonstrate the multiculturalism of humankind and the variety of otherness, which is to be respected, tolerated, and promoted, it is done by exposing the pupils to various cultural traditions from all over the world. They must choose and tell their peers more about the art, crafts, folklore, and traditions of a remote people. Those who feel more confident and skilful may try to draw comparisons, which will also help to underline differences and otherness as a source of the rich cultural heritage we enjoy in the world. This is to be treated with respect and pupils have shown understanding and acceptance even for the most unusual examples. The framework of the lesson is living in a globalised world, where it is a challenge to demonstrate uniqueness and identity. The teacher leads the discussion in a way to promote the importance of accepting differences. Together the pupils think of practical ways in which such a mindset should be embedded and curated in social life.

7. Assessment:
x Yes
☐ No

If yes, describe what kind of assessment/feedback is included in practice?

The formative assessment is applied. Its objectives are to assess development of pupil’s skills and attitude against pre-adopted criteria. For example, one important criterion is the ability to actively participate in teamwork, as well as the communication skills. These elements are monitored by the teacher who at the end of the lesson provides individual feedback. The teacher can use an assessment sheet, listing the criteria. At the end of the lesson, it is very important that the teacher opens a debriefing discussion and encourages the pupils to give their feedback. This also contributes to peer evaluation and self-assessment. The teams might as well work in competition. If so, at the end of the lesson, the teacher gives marks for each team’s performance and elects a winner.

8. Images/Picture/Video