This Project is not specific to Greece. For more details, please visit OpenAIRE Explore.
Link with research outputs.
Please log in first and try again.
bye, Polarity - Thinking beyond Polarity for Europe united in diversity
FunderEuropean Commission
Funder Contribution €154,830.00
Funded underERASMUS+ | Partnerships for cooperation and exchanges of practices | Cooperation partnerships in school education
Project code2021-1-AT01-KA220-SCH-000032621
Identifiers
Description
"<< Background >>The polarisation in Europe and the Western world, characterised by divided politics and social contrasts, poses a challenge in a world of volatility and uncertainty that encourages the desire for simple solutions. Overcoming future challenges requires social cohesion, discourse, empathy, diversity and critical thinking. Young people in particular, who are easily influenced by polarising trends, need support.A preliminary study highlighted the needs for secondary education: the lack of appropriate cross-curricular materials to address polarisation, the lack of resources that address the polarising effects of social media, and the need to empower students and teachers as advocates for 'unity in diversity' and against polarisation. The bye, Polarity project aimed to address these gaps and empower teachers and students to navigate and counter polarisation by encouraging active, informed social participation with a critical eye.<< Objectives >>The project promoted a deeper understanding among pupils of the underlying causes and mechanisms of polarisation, with an emphasis on creating materials to effectively address and counteract its effects. Through targeted educational activities and discussions, pupils were empowered to engage in constructive discourse, understand different perspectives and critically evaluate information. In addition, the project placed a strong emphasis on developing empathetic attitudes, encouraging pupils to empathise with the experiences and viewpoints of others, thereby fostering a sense of connectedness and mutual understanding.Specific objectives were: - Raising awareness of the prevailing polarity and polarisation in politics and society and developing key skills for dealing with it critically - Providing innovative teaching and learning materials for secondary school teachers to integrate concepts against increasing polarisation into the classroom- Pupils should not only be able to recognise polarising tendencies in the daily life and on social media, but also be supported in dealing with them and in actively counteracting them - Pupils should be empowered to act as ambassadors of the fundamental idea of Europe United in Diversity<< Implementation >>In PR1, a report was produced on how increasing polarisation is being dealt with in the partner countries and in Europe, and whether and how this issue is reflected in curricula and teaching in secondary schools. For this purpose, a desk research was carried out by all partners on the current handling of polarities, on the past and future development of polarising tendencies and actions and on their effects.Additionally, expert interviews were conducted in each country of the consortium with a total of 10 teachers who are already dealing with these issues in the classroom or would like to do so. The report gives an insight into how polrisation in handled in secondary schools in Europe and also includes examples of good practice on how to integrate increasing polarisation into the classroom.In PR2 a well-defined methodic-didactic concept was developed to ensure maximum integrity and usability of the developed material for secondary-school teachers. The focus was on a didactics of self-directed acquisition of competencies. Principles were related to realistic problems and different learning requirements were taken into account. The target group of pupils and teachers was involved by conducting interviews with them to bring in their ideas, needs and suggestions to deal with this complex topicTo deal with the topics of polarity and polarisation as holistically as possible in PR3 innovative teaching and learning materials were developed for the main target group of pupils between 12 and 16 years. They include facts and background knowledge on the topic of polarity and polarisation (20 learning hours) as well as exercises for experiential learning by working on the topic together in different workshop settings and group work (20 contact hours). Additionally a guide on how to use the learning and teaching materials – including instructions and pictures - was created for the teachers. Pupils and teachers were involved in the pilot testing during the development process of the learning and teaching materials to ensure high quality.As pupils are confronted with an enormous amount of news from social media and adults have long since lost track of what platforms they use and what content they consume, in PR4 the target group of pupils between 12 and 16 years was strongly involved. Focus groups were conducted with pupils to find out on which social media channels are used by them, if and how they perceive increasing polarity there, how pupils react to questionable content and if they create political content themselves. The results were summarised in a report. This was followed by a summary of the most common social platforms and features used by young people in 2022/23 and a report on polarising messages. A workshop was designed to help pupils to identify and report polarising content on the one hand, and to produce and share unifying content on the other. Additionally, a guide for pupils was created that should help pupils to become ambassadors for a united Europe on Social Media. It contains tips and examples on how to create a harmonious online environment and how to deal with polarising content on social media. The pilot testing of the workshop design included a social media challenge under a hashtag chosen and actively initiated by the pupils (the hashtag was #TogetherAsOne). Learning Teaching Training Activity (LTTA)The aim of the LTT event was the training of pupils (aged 12-16 years) and teachers of secondary school on the topic of polarisation, how to deal with it and how to counteract it. Thus, especially the material developed in PR1, PR3 and PR4 provided an important basis. During the 4 days the target groups learned to distinguish between the terms polarity and polarisation, to recognise polarising issues in the school context, to discuss important values, to express their opinions on controversial issues in panel discussions and to conduct interviews on polarity in Cyprus. They also looked at polarisation on social media and initiated the before mentioned Social Media Challenge. In essence, the LTT sessions went far beyond mere information dissemination; they served as vibrant hubs of collaboration, co-creation and mutual learning. Additionally, the project team also gained valuable feedback from pupils and teachers about the materials developed in PR3 and PR4, their ideas were incorporated into the materials. During the Multiplier Events and further dissemination activities online and offline in all partner countries, the developed materials were shared with the target groups of pupils, teachers, further educational stakeholders as well as the broad public. The main objectives of Dissemination were: - Highlighting the relevance of addressing the topic. - Raising awareness of increasing polarisation in the political landscape and in society- Discussion about polarising topic, the importance of values such as cohesion, critical thinking, diversity and empathy and how to counteract polarisation especially on social media- Training the ability of pupils to engage in discourse- The free access to all learning materials and results were promoted << Results >>In the project, four main results were created: 1) CROSS-NATIONAL REPORT ON HOW TO DEAL WITH INCREASING POLARISATIONFirst of all it was important to find out how the topic of polarisation is dealt with in secondary school education in the project countries and beyond and to search for good practice examples of teaching the topic. The result is a TRANSNATIONAL REPORT of about 48 pages, including information of how the topic of polarisation is dealt with in secondary schools and a summary of good practice examples of teaching on the topic in the EU in all project languages (EL, PT, RO, DE). This provided a starting point for the further development of the project.2) METHODICAL-DIDACTICAL CONCEPTTo ensure maximum integrity and usability of the learning settings developed in the bye, Polartiy project, a clear METHODOLOGICAL-DIDACTIC CONCEPT that is tailored to the target group of secondary school teachers was developed (38 p, available in EN and all partner languages (EL, PT, RO, DE)). The methodological-didactic concept provides a guideline for teaching the complex topic of dealing with polarities in an adequate and target group-specific way in school lessons. It contains the following information: 1) Preparation of learning background and explanation of theoretical references 2) Answer on the question: How to integrate a target group-oriented view of the topic in order to increase acceptance and ensure learning success?3) Methods that are suitable for a cooperative and self-directed learning process and ""experiential learning"". 4) Learning in a social context - defining group dynamics and the effectiveness of group size5) Guide for facilitation and management of group work & workshop settings6) List of fundamentally suitable workshop settings (debates, class discussions, peer partner learning, team-building exercises)3) LEARNING AND TEACHING MATERIALS & TEACHER HANDBOOK In order to reach pupils as holistically and intensively as possible, innovative teaching and learning materials were developed on the basis of PR1 and PR2. The developed teaching and learning material (72p) serves target group A; the secondary school teachers especially of the subjects ethics, philosophy, history, politics, or religion to be able to integrate the topic quickly and easily into their lessons. Target group B, pupils between 12 - 16 years learn to recognise polarisation, assess the effects & stand up for a united EU with the help of the developed material. Additionally, a teacher handbook was created in EN (20p) on how to best use the teaching and learning materials, how to implement it in their teaching, offering additional aids.Both results are available in EN + all partner languages.4) WORKSHOP CONCEPT & GUIDE FOR PUPILS PR4 focused on preparing the target group of pupils for dealing with the increasing polarisation on social media and training them to become ambassadors of a united Europe on social media platforms. Thus, on the one hand a WORKSHOP CONCEPT (26p)to work with the target group of pupils (aged 12-16 years) on the topic was developed and on the other hand a GUIDE FOR PUPILS (22p) was created to enable them to act as ambassadors for a united Europe in social media. As a basis a report of most commonly used social platforms by pupils as well as a report on polarising messages was developed. Both final results are available in EN + all partner languages (EL, PT, RO, DE).Additionally, targeted dissemination material was developed and spread in course of the project."
Partners (5)
Start a new DMP in Loading
"<< Background >>The polarisation in Europe and the Western world, characterised by divided politics and social contrasts, poses a challenge in a world of volatility and uncertainty that encourages the desire for simple solutions. Overcoming future challenges requires social cohesion, discourse, empathy, diversity and critical thinking. Young people in particular, who are easily influenced by polarising trends, need support.A preliminary study highlighted the needs for secondary education: the lack of appropriate cross-curricular materials to address polarisation, the lack of resources that address the polarising effects of social media, and the need to empower students and teachers as advocates for 'unity in diversity' and against polarisation. The bye, Polarity project aimed to address these gaps and empower teachers and students to navigate and counter polarisation by encouraging active, informed social participation with a critical eye.<< Objectives >>The project promoted a deeper understanding among pupils of the underlying causes and mechanisms of polarisation, with an emphasis on creating materials to effectively address and counteract its effects. Through targeted educational activities and discussions, pupils were empowered to engage in constructive discourse, understand different perspectives and critically evaluate information. In addition, the project placed a strong emphasis on developing empathetic attitudes, encouraging pupils to empathise with the experiences and viewpoints of others, thereby fostering a sense of connectedness and mutual understanding.Specific objectives were: - Raising awareness of the prevailing polarity and polarisation in politics and society and developing key skills for dealing with it critically - Providing innovative teaching and learning materials for secondary school teachers to integrate concepts against increasing polarisation into the classroom- Pupils should not only be able to recognise polarising tendencies in the daily life and on social media, but also be supported in dealing with them and in actively counteracting them - Pupils should be empowered to act as ambassadors of the fundamental idea of Europe United in Diversity<< Implementation >>In PR1, a report was produced on how increasing polarisation is being dealt with in the partner countries and in Europe, and whether and how this issue is reflected in curricula and teaching in secondary schools. For this purpose, a desk research was carried out by all partners on the current handling of polarities, on the past and future development of polarising tendencies and actions and on their effects.Additionally, expert interviews were conducted in each country of the consortium with a total of 10 teachers who are already dealing with these issues in the classroom or would like to do so. The report gives an insight into how polrisation in handled in secondary schools in Europe and also includes examples of good practice on how to integrate increasing polarisation into the classroom.In PR2 a well-defined methodic-didactic concept was developed to ensure maximum integrity and usability of the developed material for secondary-school teachers. The focus was on a didactics of self-directed acquisition of competencies. Principles were related to realistic problems and different learning requirements were taken into account. The target group of pupils and teachers was involved by conducting interviews with them to bring in their ideas, needs and suggestions to deal with this complex topicTo deal with the topics of polarity and polarisation as holistically as possible in PR3 innovative teaching and learning materials were developed for the main target group of pupils between 12 and 16 years. They include facts and background knowledge on the topic of polarity and polarisation (20 learning hours) as well as exercises for experiential learning by working on the topic together in different workshop settings and group work (20 contact hours). Additionally a guide on how to use the learning and teaching materials – including instructions and pictures - was created for the teachers. Pupils and teachers were involved in the pilot testing during the development process of the learning and teaching materials to ensure high quality.As pupils are confronted with an enormous amount of news from social media and adults have long since lost track of what platforms they use and what content they consume, in PR4 the target group of pupils between 12 and 16 years was strongly involved. Focus groups were conducted with pupils to find out on which social media channels are used by them, if and how they perceive increasing polarity there, how pupils react to questionable content and if they create political content themselves. The results were summarised in a report. This was followed by a summary of the most common social platforms and features used by young people in 2022/23 and a report on polarising messages. A workshop was designed to help pupils to identify and report polarising content on the one hand, and to produce and share unifying content on the other. Additionally, a guide for pupils was created that should help pupils to become ambassadors for a united Europe on Social Media. It contains tips and examples on how to create a harmonious online environment and how to deal with polarising content on social media. The pilot testing of the workshop design included a social media challenge under a hashtag chosen and actively initiated by the pupils (the hashtag was #TogetherAsOne). Learning Teaching Training Activity (LTTA)The aim of the LTT event was the training of pupils (aged 12-16 years) and teachers of secondary school on the topic of polarisation, how to deal with it and how to counteract it. Thus, especially the material developed in PR1, PR3 and PR4 provided an important basis. During the 4 days the target groups learned to distinguish between the terms polarity and polarisation, to recognise polarising issues in the school context, to discuss important values, to express their opinions on controversial issues in panel discussions and to conduct interviews on polarity in Cyprus. They also looked at polarisation on social media and initiated the before mentioned Social Media Challenge. In essence, the LTT sessions went far beyond mere information dissemination; they served as vibrant hubs of collaboration, co-creation and mutual learning. Additionally, the project team also gained valuable feedback from pupils and teachers about the materials developed in PR3 and PR4, their ideas were incorporated into the materials. During the Multiplier Events and further dissemination activities online and offline in all partner countries, the developed materials were shared with the target groups of pupils, teachers, further educational stakeholders as well as the broad public. The main objectives of Dissemination were: - Highlighting the relevance of addressing the topic. - Raising awareness of increasing polarisation in the political landscape and in society- Discussion about polarising topic, the importance of values such as cohesion, critical thinking, diversity and empathy and how to counteract polarisation especially on social media- Training the ability of pupils to engage in discourse- The free access to all learning materials and results were promoted << Results >>In the project, four main results were created: 1) CROSS-NATIONAL REPORT ON HOW TO DEAL WITH INCREASING POLARISATIONFirst of all it was important to find out how the topic of polarisation is dealt with in secondary school education in the project countries and beyond and to search for good practice examples of teaching the topic. The result is a TRANSNATIONAL REPORT of about 48 pages, including information of how the topic of polarisation is dealt with in secondary schools and a summary of good practice examples of teaching on the topic in the EU in all project languages (EL, PT, RO, DE). This provided a starting point for the further development of the project.2) METHODICAL-DIDACTICAL CONCEPTTo ensure maximum integrity and usability of the learning settings developed in the bye, Polartiy project, a clear METHODOLOGICAL-DIDACTIC CONCEPT that is tailored to the target group of secondary school teachers was developed (38 p, available in EN and all partner languages (EL, PT, RO, DE)). The methodological-didactic concept provides a guideline for teaching the complex topic of dealing with polarities in an adequate and target group-specific way in school lessons. It contains the following information: 1) Preparation of learning background and explanation of theoretical references 2) Answer on the question: How to integrate a target group-oriented view of the topic in order to increase acceptance and ensure learning success?3) Methods that are suitable for a cooperative and self-directed learning process and ""experiential learning"". 4) Learning in a social context - defining group dynamics and the effectiveness of group size5) Guide for facilitation and management of group work & workshop settings6) List of fundamentally suitable workshop settings (debates, class discussions, peer partner learning, team-building exercises)3) LEARNING AND TEACHING MATERIALS & TEACHER HANDBOOK In order to reach pupils as holistically and intensively as possible, innovative teaching and learning materials were developed on the basis of PR1 and PR2. The developed teaching and learning material (72p) serves target group A; the secondary school teachers especially of the subjects ethics, philosophy, history, politics, or religion to be able to integrate the topic quickly and easily into their lessons. Target group B, pupils between 12 - 16 years learn to recognise polarisation, assess the effects & stand up for a united EU with the help of the developed material. Additionally, a teacher handbook was created in EN (20p) on how to best use the teaching and learning materials, how to implement it in their teaching, offering additional aids.Both results are available in EN + all partner languages.4) WORKSHOP CONCEPT & GUIDE FOR PUPILS PR4 focused on preparing the target group of pupils for dealing with the increasing polarisation on social media and training them to become ambassadors of a united Europe on social media platforms. Thus, on the one hand a WORKSHOP CONCEPT (26p)to work with the target group of pupils (aged 12-16 years) on the topic was developed and on the other hand a GUIDE FOR PUPILS (22p) was created to enable them to act as ambassadors for a united Europe in social media. As a basis a report of most commonly used social platforms by pupils as well as a report on polarising messages was developed. Both final results are available in EN + all partner languages (EL, PT, RO, DE).Additionally, targeted dissemination material was developed and spread in course of the project."
