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.
On the Move
FunderEuropean Commission
Funder Contribution €108,415.00
Funded underERASMUS+ | Cooperation for innovation and the exchange of good practices | Strategic Partnerships for Schools Only
Project code2016-1-DE03-KA219-023087
Open Access mandatePublications: NoResearch data: No
Identifiers
Description
“Move” is a metaphor for life and activity. A life without moving and being active is impossible. Starting from this point, the project, designed by five schools from Germany, Italy, Spain, Poland and France, promoted the necessity and importance of moving, both in the figurative and literal meaning, and the various forms of moving and migration whose reasons, results and influences were researched and analyzed. It created an awareness that moving is necessary in order to progress in life and that it hence has a positive connotation. In an ever faster-paced and international Europe flexibility and a life “on the move” (mentally and physically) are relevant.The project addressed students from 13 -16 years with various backgrounds but generally speaking good school results. The provincial location of all towns involved in the project makes students think in rather local categories and thus often regard Europe as “terra incognita”. The schools have a low percentage of immigrants and students mostly little contact to refugees. But there were questions and widespread worries related to migrants and refugees in general, often triggered by media coverage: concerning the refugee crisis, terrorist attacks and the idea of Europe being considered under thread. Therefore the schools felt that dealing with such an important transnational theme which clearly asked for a European approach and answer was unvoidable.The main objectives of the project were tackling prejudices, xenophobia, discrimination and students’ fears due to the situation in Europe by analyzing the it, getting in touch with various types of migrants and thus making students realize that migration is not a new phenomenon, how it influences/d the individual and the societies and what conclusions drawn from the past can be adapted to the current or future situations. Another aim was to increase reflection on one’s own life and fostering responsibility for one’s own learning.In order to achieve this the project tried to foster and implement innovative and diverse teaching methods to stimulate active participation. Project-oriented, problem-based and student-centered learning approaches and multi/interdisciplinary methods were used. By working together in an international team and using modern means of communication students did not only increase their foreign language skills but also got first hand experience of other cultures. The main topics of the project asked for a rather personal approach and as there was only little ready-made lesson material, students needed to conduct research, do interviews, prepare their own material and organize activities in order to find answers to their questions. This approach increased activity, motivation and willingness to take responsibility for the own learning and future.The entire project consisted of 4 topical parts and a final evaluation part: 1. Pilgrims as early migrants (Cesena) 2. Labour migration in the recent past (Hildesheim) 3. All migrants? Migrants, refugees and asylum seekers (Benalmadena) 4 Move on! My own way into the future (Mazamet). 5 Evaluation (Kalisz) . Each of the 4 topical parts was subdivided into 3 phases: a preparatory phase in every school, a central transnational learning, teaching and training activity, attended by student representatives from all schools during which the results of the first phase were presented, compared, discussed and implemented on a transnational level and new aspects introduced; finally the follow up activities. Students who attended the meetings presented their work to their home schools and tasks set at the meeting were followed up. As far as the results were concerned, an international drama based on the Canterbury Tales created and performed, as was an international role play on refugees. All schools created networks around with experts and various topic-related institutions. Students volunteered in projects linked to migrants/refugees. Additionally the project website reports on activities, and presents interviews, case studies, researches, scripts and films. All the uploaded materials is not only at disposal of the participating partners but also at disposal of other teachers and schools in order to extend the benefits. The participating schools also improved the school climate, developed the interdisciplinary approaches, and their openness and cooperation with schools from other countries. Teamwork was improved and work placements with external partners offered to students. Moreover the European dimension was strengthened and support and involvement of other local stakeholders was increased. In conclusion all the project impacted heavily on all the participating partners.
Partners (5)
Start a new DMP in Loading
“Move” is a metaphor for life and activity. A life without moving and being active is impossible. Starting from this point, the project, designed by five schools from Germany, Italy, Spain, Poland and France, promoted the necessity and importance of moving, both in the figurative and literal meaning, and the various forms of moving and migration whose reasons, results and influences were researched and analyzed. It created an awareness that moving is necessary in order to progress in life and that it hence has a positive connotation. In an ever faster-paced and international Europe flexibility and a life “on the move” (mentally and physically) are relevant.The project addressed students from 13 -16 years with various backgrounds but generally speaking good school results. The provincial location of all towns involved in the project makes students think in rather local categories and thus often regard Europe as “terra incognita”. The schools have a low percentage of immigrants and students mostly little contact to refugees. But there were questions and widespread worries related to migrants and refugees in general, often triggered by media coverage: concerning the refugee crisis, terrorist attacks and the idea of Europe being considered under thread. Therefore the schools felt that dealing with such an important transnational theme which clearly asked for a European approach and answer was unvoidable.The main objectives of the project were tackling prejudices, xenophobia, discrimination and students’ fears due to the situation in Europe by analyzing the it, getting in touch with various types of migrants and thus making students realize that migration is not a new phenomenon, how it influences/d the individual and the societies and what conclusions drawn from the past can be adapted to the current or future situations. Another aim was to increase reflection on one’s own life and fostering responsibility for one’s own learning.In order to achieve this the project tried to foster and implement innovative and diverse teaching methods to stimulate active participation. Project-oriented, problem-based and student-centered learning approaches and multi/interdisciplinary methods were used. By working together in an international team and using modern means of communication students did not only increase their foreign language skills but also got first hand experience of other cultures. The main topics of the project asked for a rather personal approach and as there was only little ready-made lesson material, students needed to conduct research, do interviews, prepare their own material and organize activities in order to find answers to their questions. This approach increased activity, motivation and willingness to take responsibility for the own learning and future.The entire project consisted of 4 topical parts and a final evaluation part: 1. Pilgrims as early migrants (Cesena) 2. Labour migration in the recent past (Hildesheim) 3. All migrants? Migrants, refugees and asylum seekers (Benalmadena) 4 Move on! My own way into the future (Mazamet). 5 Evaluation (Kalisz) . Each of the 4 topical parts was subdivided into 3 phases: a preparatory phase in every school, a central transnational learning, teaching and training activity, attended by student representatives from all schools during which the results of the first phase were presented, compared, discussed and implemented on a transnational level and new aspects introduced; finally the follow up activities. Students who attended the meetings presented their work to their home schools and tasks set at the meeting were followed up. As far as the results were concerned, an international drama based on the Canterbury Tales created and performed, as was an international role play on refugees. All schools created networks around with experts and various topic-related institutions. Students volunteered in projects linked to migrants/refugees. Additionally the project website reports on activities, and presents interviews, case studies, researches, scripts and films. All the uploaded materials is not only at disposal of the participating partners but also at disposal of other teachers and schools in order to extend the benefits. The participating schools also improved the school climate, developed the interdisciplinary approaches, and their openness and cooperation with schools from other countries. Teamwork was improved and work placements with external partners offered to students. Moreover the European dimension was strengthened and support and involvement of other local stakeholders was increased. In conclusion all the project impacted heavily on all the participating partners.
