UNESCO Diversity Religion and Belief

Since our understanding of cultural diversity relies as much on our knowledge of others as on our knowledge of the group to which we belong, civic education — which specifically aims at facilitating our learning to live together — is vital. Moreover, at a time when many misunderstandings about world religions are arising which become grounds for cultural sensitivities and clashes, it may be time to examine the possibility of including world religions and faiths (their origins, beliefs, practices and traditions) in curricula in order to nurture respect for our deepest differences while approaching them through the diversity of cultural experiences and expressions that accompany them (arts, rituals, customs).

Principle 1: Intercultural education respects the cultural identity of the learner through the provision of culturally appropriate and responsive quality education for all.
This principle can be achieved through: 1.1. The use of curricula and teaching and learning materials that:
¦ build upon the diverse systems of knowledge and experiences of the learners;
¦ incorporate their histories, knowledge and technologies, value systems and further social, economic and cultural aspirations;
¦ introduce the learners to an understanding and an appreciation of their cultural heritage;
¦ aim at developing respect for the learners’ cultural identity, language and values;
¦ make use of local resources.
1.2. The development of teaching methods that:
¦ are culturally appropriate, for example through the integration of traditional pedagogies and the use of traditional forms of media, such as story-telling, drama, poetry and song;
¦ are based on practical, participatory and contextualized learning techniques that include: activities resulting from collaboration with cultural institutions; study trips and visits to sites and monuments; and productive activities that are linked to the community’s social, cultural and economic needs.
1.3. The development of culturally appropriate methods of assessment.
1.4. The choice of a language of instruction which includes, where possible, the mother tongue of the learners.
1.5. Appropriate teacher training that aims at:
¦ familiarizing teachers with the cultural heritage of their country;
¦ familiarizing teachers with practical, participatory and contextualized teaching methods;
¦ raising awareness of the educational and cultural needs of minority groups;
¦ imparting the ability to adapt educational contents, methods and materials to the needs of groups whose cultures diverge from the majority group;
¦ facilitating the application of diversity as a tool in the classroom to benefi t the learner.
1.6. The promotion of learning environments that are respectful of cultural diversity through, for example, awareness of dietary requirements; respect for dress codes; and the designation of areas for prayer or meditation.

Interaction between the school and the community and the involvement of the learners and /or their communities in the educational processes through the:
¦ use of the school as a centre for social and cultural activities, both for educational purposes and for the community;
¦ participation of traditional artisans and performers as instructors;
¦ recognition of the role of learners as vehicles of culture;
¦ decentralization for the development of contents and methods to take into account cultural and institutional differences from one region to another; and
¦ participation of learners, parents and other community members, teachers and administrators from different cultural backgrounds in school management, supervision and control, decision-making, planning and the implementation of education programmes, and the development of curricula and learning and teaching materials.
Principle 2: Intercultural education provides every learner with the cultural knowledge, attitudes and skills necessary to achieve active and full participation in society.
This principle can be achieved through: 2.1. The guaranteeing of equal and equitable opportunities in education via the:
¦ provision of equal access to all forms of education for all cultural groups of the population;
¦ elimination of all forms of discrimination in the education system;
¦ provision of educational qualifications to ensure equal access to secondary and post secondary education and vocational training;
¦ adoption of measures that facilitate the integration in the education system of groups with special cultural needs, such as the children of migrant workers;
¦ provision of equal opportunities for participation in the learning process;
¦ provision of learning environments that are non-discriminatory, safe and peaceful;
¦ implementation of special measures to address contexts where historical backlogs limit the ability of learners and teachers to participate as equals with everyone else in society.
2.2. The use of curricula and teaching and learning materials that:
¦ impart knowledge about the history, traditions, language and culture of existing minorities to majority groups;
¦ impart knowledge about society as a whole to minorities;
¦ aim at eliminating prejudices about culturally distinct population groups within a country;
¦ involve various cultural systems through the presentation of knowledge from different cultural perspectives;
¦ create a comprehensive grasp of reading, writing and the spoken word, enabling citizens to gain access to information, to understand clearly the situation in which they are living, to express their needs, and to take part in social activities.
2.3. Appropriate teaching methods that:
¦ promote the learners’ active participation in the education process;
¦ integrate formal and non-formal, traditional and modern teaching methods;
¦ promote an active learning environment, for example through the conduct of concrete projects, in order to demystify book-based knowledge and to give people a sense of confidence and to acquire cultural skills, such as the ability to communicate or to cooperate with others.
2.4. A clear definition and accurate assessment of learning outcomes, including knowledge, skills, attitudes and values.
2.5. Appropriate language teaching: all learners should acquire the capacity to communicate, express themselves, listen and engage in dialogue in their mother tongue, the official or national language(s) of their country and in one or more foreign languages.

Appropriate teacher initial education and permanent professional training that provides teachers with:
¦ a profound comprehension of the intercultural paradigm in education and its implication for the transformation of everyday practice in classrooms, schools and communities;
¦ a critical awareness of the role education ought to play in combatting racism and discrimination;
¦ a rights-based approach to education and learning;
¦ the competencies to design, implement and evaluate locally determined school curricula based on the needs and aspirations of learners and the communities to which they belong;
¦ the skills to incorporate pupils from non-dominant cultures into the learning process;
¦ the skills to take into account the heterogeneity of the learners;
¦ a command of methods and techniques of observation, listening and intercultural communication; of more than one working language where appropriate and of some notions of anthropological analysis;
¦ a command of appropriate assessment procedures and open-mindedness to continual assessment, evaluation and redefinition of methods.
Principle 3: Intercultural education provides all learners with cultural knowledge, attitudes and skills that enable them to contribute to respect, understanding and solidarity among individuals, ethnic, social, cultural and religious groups and nations.
This principle can be achieved through: 3.1. The development of curricula that contribute to:
¦ discovery of cultural diversity, awareness of the positive value of cultural diversity and respect for cultural heritage;
¦ critical awareness of the struggle against racism and discrimination;
¦ knowledge about cultural heritage through the teaching of history, geography, literature, languages, artistic and aesthetic disciplines, scientifi c and technological subjects;
¦ understanding and respect for all peoples; their cultures, civilizations, values and ways of life; including domestic ethnic cultures and cultures of other nations;
¦ awareness of the increasing global interdependence between peoples and nations;
¦ awareness not only of rights but also of duties incumbent upon individuals, social groups and nations toward each other;
¦ understanding of the necessity for international solidarity and cooperation;
¦ awareness of one’s own cultural values that underlie the interpretation of situations and problems as well as the ability to reflect on and review information enriched by the knowledge of different cultural perspectives;
¦ respect for differing patterns of thinking.
3.2. Adequate teaching and learning methods that:
¦ treat the heritages, experience, and contributions of different ethnic groups with comparable dignity, integrity, and significance; ¦ provide for learning in an egalitarian context;
¦ correspond to the values taught;
¦ provide for interdisciplinary projects.

The acquisition of skills to communicate and cooperate beyond cultural barriers and to share and cooperate with others through:
¦ direct contacts and regular exchanges between pupils, students, teachers and other educators in different countries or cultural environments;
¦ the implementation of joint projects between establishments and institutions from different countries, with a view to solving common problems;
¦ the setting up of international networks of pupils, students and researchers working towards the same objectives;
¦ the acquisition of abilities for conflict resolution and mediation.
3.4. The teaching and learning of foreign languages and the strengthening of the cultural component in language teaching.
3.5. Adequate teacher initial education and permanent professional development aiming at creating:
¦ awareness of the positive value of cultural diversity and of the right of the person to be different;
¦ a critical awareness of the role that local communities and local knowledge systems, languages and social practices play in the learning process and construction of the person in national, regional and global societies;
¦ knowledge of the history of civilization and anthropology so as to facilitate better understanding and the ability to convey the idea of the plural, dynamic, relative and complementary nature of cultures;
¦ the social and political competencies and the open-mindedness conducive to the permanent promotion of active social participation in school management and in the design, implementation and evaluation of school projects and programmes;
¦ development of an ability to make the best use of visits to museums and other institutions for effective intercultural teaching;
¦ open-mindedness and an ability to interest the student in learning about and understanding others;
¦ the acquisition of techniques of observation, sympathetic listening and intercultural communication.

Another outcome of the Expert Meeting on Intercultural Education was the discussion of a database on intercultural education (see UNESCO, 2006c). Source: UNESCO, 2006b.