Flavia Corina Galben Educatia 21 9/2011 INTERCULTURAL AND ...educatia21.reviste.ubbcluj.ro/index_htm_files/f.c_galben.pdf · Flavia Corina Galben Educatia 21 9/2011 INTERCULTURAL

Flavia Corina Galben Educatia 21 9/2011

INTERCULTURAL AND MULTICULTURAL ASPECTS WITHIM ROMANIAN BERDERS

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Intercultural and Multicultural Aspects withim Romanian Berders

Flavia Corina Galben

School Center for Inclusive Education No. 1 in Bistrita



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Abstract

In recent year in Romania it has come to a keen need of tackling intercultural aspects because of

demographic changes that happened. Therefore, if family and society does not always encourage

cultural links, school is essentially responsible for encouraging them. Certainly the necessity to do

that is felt more strongly from a practical point of view as compared to a theoretical one.

Key words : intercultural aspects, education, assertive communication, discrimination, stereotype,

ethnic, school.

Zusammenfassung

In den letzten Jahren, hat Rumänien eine starkes Bedürfnis nach Interkulturalität gestartet, dank zu die

demografischen Wandel die aufgetreten haben. Also, wenn nicht immer die Familie und der

Gesellschaft im Allgemeinen fördert interkulturelles lernen, dann hat die Schule die entscheidende

Rolle zu fördern. Sicherheit ist die Notwendigkeit, Interkulturalität zu fördern akuter fühlen,

praktischer als theoretischer Ebene.

Schlüsselwörter: interkulturalität. erzieherin, ehrungen durchsetzungsfähig, diskriminierung,

stereotyp, ethnizität, schule.



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Intercultural and Multicultural Aspects withim Romanian Berders

Theoretical facts

Motto: “ Your Good is a Jew/ Your car is Japanese/ Pizza is Italian/ And kouskous is

Algerian/ Democracy you put into practice is Greek/ Your coffe is Brazilian/ Your watch is

Swiss / Your shirt is Indian/ Your radio set is Korean/ Your holidays are Turkish, Tunisian

and Marrocan/ Your numbers are Arabic/ Your writing is Latin/ …and you criticize your

neighbor for being a foreigner” (Cucos, 2000, p. 231).

The quote above catches very well the presence of intercultural aspects and at the

same time its necessity. Actually, why we sould keep our feelings hidden toward certain

peoples if we do not do it as to they give to us: the Swiss, their high-quality watches, the

Brazilian, their coffee etc.

Intercultural aspects should be considered as an opportunity to meet life, tradition,

gastronomy people from various countries, that are one of their kind. It is the intercultural

education that helps us to understand those ones because they are different from us, speaking

about customs skin colour, nationality etc. The intercultural aspects also helps us to accept

these people without restraint or conditions, for they are human beings too. Intercultural

education is about interpersonal relationships which involves individuals of different cultures

and whose aim is to increase efficiency of intercultural relationships and enlarge the degree

of opennindedness, tolerance and acceptance of the other one who is different. (Cozma, T.

2001).

By all means day by day each of us comes into touch with people belonging to

various religions, nationalities, races etc. Many times we have to make up a team with these

people o even to be their subordinates. Naturally, we should behave in an ordinary way

consider and accept them like they are.

Consequently, intercultural education must be present even in the kindergarten. Of

course, the values promoted by this kind of education must be also found at all school levels.

It would be perfect if all these values were inspired in the little ones within their families

since the early stages of life. Leaving aside our pessimism it is less probable that our children



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could find these again inside society. So, in that case, we think that school can save children

from bad feelings some people urge: misogynists, misantrophists, xenophobes and those who

are guided by stereotypes etc.

In Romanian society, just like in the other ones for a certainty, there is a keen need of

promoting intercultural aspect. A first strong reason on which this view relies is the

cohabitation of the Romanian people with the Hungarians and the Romanies. In theory these

ones have the same rights as the native people and are shown regard to. If we go down to the

common sense, we will find a rejection of them which sometimes is brought to limits. Some

people call upon historical reasons as to the Hungarians, while the others are simply rejected

because they are not Romanians. As to the Romanies, they are criticized and rejected because

they are made responsible for robberies their life in misery. In addition to this bad image

there were the impleasant incidents in Italy in which some Romanies Having Romanian

citizenship were involved. According to the Italians, Romanies and Romanians are

synonymous. This interpretation played a great part in denigrating the Romanians as a nation

which aroused more rage against the people of this community. As a result there is nothing

else to do but trying to encourage intercultural education and everywhere it is simply less

popular we have to observe the people `s decision. Thus the presence of intercultural

education may improve human relationships and may lead to a decrease of self centred

tendencies, inure pragmatisms and of marginalzing psychosocial phenomena. Obviously, in a

pluricultural community such as that in Romania, intercultural education must be focused on

removing any resentment and prejudice and afterwards, on working out the differences and

finally on preventing others possible clashes. Within the communities where there are no

open clashes the importance of intercultural education results from promoting mutual

understanding co-operation and interethnic open- mindedness.

Another reason for which we should promote intercultural education owes the fact

that more and more Romanians go to work in other countries where it is likely to win more

money rather than stay and work in Romanian. The problem is that once they leave the

country they will be labeled by their fellow countrymen. The strawberry people, the slaves

are some of the most frequently conveyed labels. Certainly Intercultural education would be

the one that could somehow to change this situation. People must understand that everyone is

free to choose the country where he may live as well as the job he carries out and that those

people living abroad are still Romanians after all.



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Something else that fundamentally requires the achievement of intercultural education

is linked with the improvement of cooperation and communication relationships among

different people. It is the intercultural education that teaches us to be respectful of our

neighbor`s religion even if we do not share it, of his tradition even if we do not agree to it to

communicate with the person sitting next to us in a train even if he belongs to another groups

and give he a helpful hand to a person even if he holds but a hand whose skin colour is

different from ours. We are the same ones after all. Nobody claims that through intercultural

education we must change our religion, traditions, customs but simply accept their diversity

and every man`s choice as to this ones. As a matter of fact at this point we can find one of

the objects of intercultural education: shaping attitudes such as the regard for cultural

diversity, one`s own cultural identity as well as of the other ones the refusal to discriminate.

A relevant aspect which requires the achievement of intercultural education refers to

promoting the principles of a intercultural society, fighting against discrimination,

intolerance, marginalizing, exclusion and last but not least passing beyond stereotypes and

prejudices. The presence of these factors stuffed with negative thoughts is meant to strain

human relationships, to lead to an aggressive behavior and a negative attitude. Accordingly

we feel this keen need of intercultural education.

As to the presence of intercultural education in schools we can state that it has as a

result the diminishing of conflicts and eradication of violence. In the latest months we

witness helplessly the torments the students in different schools are put to by their schoolmate

in most of the cases. So we think that intercultural education and especially promoting it will

lead to respecting oneself and the others, tolerance towards different opinions, suppressing

one`s innate feelings, the ability to avoid disputes, taking any decision in a democratic way,

the ability to communicate etc. At the same time intercultural education in schools will lead

not only to the acceptance of minorities, the cohabitation with them, the avoidance of

stereotypes and prejudices as to these ones but also to the promotion of respect and tolerance.

We consider that intercultural education will render our students more sensitive will

help them to be more affectionate to their schoolmates and last but not least to accept them

just like they are regardless of skin colour, ethnic group religion. Intercultural education in

schools does not have to be looked at as a way of integrating children belonging to other

minorities but as a stimulus which guides in a manner the relationships established among

children of various ethnic groups communication, the civic sense cooperation etc. Through

intercultural education one can develop its ability to communicate clearly firmly to work in a



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group to avoid quarreling or fighting. Intercultural education aims promoting a kind of

education for everyone by admitting differences. We can valuate intercultural education by

means of open connection, discipline approaches when that one is not studied as a self

discipline. From this valuation not only teachers and students but also society will benefit

where is a keen need of such education.

The necessity of achieving intercultural education is increased by the way it tackles

the extent of values. These ones are not conceived in a exclusive manner like good or bad,

ours or yours. There are situations when intercultural education is misunderstood. So, if we

admit that all cultures are equal regarding their value, it does not mean they are alike and

some differences and even contradictions may disappear or if we accept the religion of some

person it does not mean we share and will keep it.

Taking into account the changes within our society at present we are in great need of

intercultural education to be theoretically promoted and particulary to be applied.

Counselling project

A. Specifying the aimed group:

In recent years people`s migration led to the alteration of percentages concerning ethnical

groups belonging to some nations. Thus people migrate to other countries to search for a

better job, to offer their children a better life or education. Once they left their native country,

they must in fact accommodate themselves to the living conditions in the country they chose

as destination for a new life. More often than not they bring their customs and try to keep

them in that place as well but many times they end up sharing those of the host country.

Inevitably people of different nationalities get accustomed to live together to observe one`s

own traditions. If Romanians emigrate to some countries such as: Spain, France, Italy at its

turn , Romania hosts Hungerians, Romanes, Ukranians, Germans .

Starting from these inevitable changes in ethical structure of nations we can prove the

necessity of carrying on an optional class about Intercultural and Multicultural Aspects within

Romanian Borders during one school year. The optional class will be designed and led by the

school connssellor who tock notice of the necessity of tackling such a subject following

conflict after conflict and tendencies to label students of Romany, Hungarian and Bulgarian

ethnic groups. Each sixth from will have a weekly meeting when the suggested theme in the

planning of the optional class will be approached.



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B. General objective of the project and detailed objectives for each theme:

General objective: Building up a positive attitude towards children of various ethical

groups, moulding and developing abilities to communicate and get in touch with the others.

Detailed objectives:

1. Theme: Intercultural and multicultural aspects:

a) to say in their own words what the term intercultural means;

b) to say in their own words what the term multicultural means;

c) to make a distinction between meanings of these term.

2. Theme Tolerance:

a) to identify the characteristics representing tolerant behavior;

b) to analyse different situations relating to tolerance / intolerance;

c) to make a distinction between a tolerant person and a intolerant one.

3. Theme: Religion and discrimination:

a) to mention at least characteristics typical to their own family religion;

b) to give reasons for the view that people must not be discriminated because of their

religion;

c) to present some religions customs in their own families.

4. Theme: Local and national community:

a) to explain the link that exists between: local community, people, nation, ethical

minorities, identity;

b) to make a distinction by means of SINELG method between the types of information

in the text on the worksheet;

c) to give reasons for their own view as to the matters of the worksheet.

5. Theme Discrimination:

a) to explain in their own word the meaning of the term discrimination;

b) to give examples of some discrimination cases they met;

c) to suggest methods of fighting against discrimination;

6. Theme: Prejudice and stereotypes:

a) to say in their own words what the term prejudice and stereotype mean;

b) to give examples of stereotypes;



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c) to suggest ways of fighting against prejudice and stereotype.

7. Theme: Racism:

a) to say in their own words the meaning of the term racism;

b) to give examples of some racial cases they know;

c) to suggest methods of fighting against racism.

8. Theme: Woman in other cultures:

a) to present the position of man and woman in different cultures;

b) to explain some paragraphs in the Bible and the Horan which tells us about woman

status in society;

c) to say in their own words their opinion about modern woman.

9. Theme: The Polish:

a) to distinguish between citizenship and ethnical group;

b) to describe ethnical aspects typical to the Polish;

c) to valuate positively ethnical differences among their classmate.

10. Theme: The Bulgarian:

a) to show respect for Bulgarian values;

b) to develop the abilities to communicate with their Bulgarian students;

c) to identify Bulgarian ethnical characteristics.

11. Theme: The Romanies:

a) to show respect for the Romany values;

b) to notice the similarities and differences between the Romanies and Romanians;

c) to develop their abilities to communicate with their Romany fellow students.

12. Theme: The Germans:

a) to appreciate the differences between the Romanians and Germans;

b) to separate citizenship from ethnical group;

c) to develop the abilities to communicate with their German fellow students;

13. Theme: The Greeks:

a) to describe ethnical aspects typical to the Greeks;

b) to accept ethnical diversity;

c) to analyse the characterisctics of Greek national costume;

14. Theme: the Italians:

a) to valuate properly ethnical differences among their fellow students;

b) to notice the similarities and differences between the Italians and Romanians.



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15. Theme: the Macedonians:

a) to show respect for Macedonian values;

b) to distinguish between letters of Latin and Macedonian alphabets;

c) to notice the similarities and differences between the Macedonians and Romanians.

16. Theme: the Hungarians:

a) to accept diversity;

b) to develop the abilities to communicate with their Hungarian fellow students;

c) to analyse the characteristics of Hungarian national costume.

17. Theme: the Serbians:

a) to identify some features typical to the Serbians;


c) to valuate properly ethnical differences among their fellow students.

18. Theme: the Turks:

a) to accept diversity;

b) to make use of greetings and forms of addressing typical to the Turks;

c) to describe Turkish ethnical aspects.

19. Theme: the Ukranians:

a) to describe some features belonging to the Ukranians;

b) to analyse the characteristics of Ukrenian national costume;

c) to distinguish between letters of Latin and Ukranian alphabets.

20. Theme: the Romanians:

a) to develop a sense of being a part in a group;

b) to say how many ethnical groups live on the Romanian territory;

c) to compare features of these ethnical groups with those related to the Romanians.

21. Theme: the Russian:

a) to write their names by using Russian alphabet;


c) to analyse the chatacteristics of national costume typical to the Russians.

22. Theme: My Family:

a) to list the members of their own family;

b) to identify the part of each member in their family;

c) to utter an opinion about being a member of a family.

23. Theme: Boys and girls:



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a) to state the similarities and differences between boys and girls;

b) to give examples of man and woman they look upon as heroes;

c) to accept gender diversity.

Illustrating an activity:

Theme: Boys and girls

Objectives:

d) to state the similarities and differences between boys and girls;

e) to give examples of man and woman they look upon as heroes;

f) to accept gender diversity.

Methods: dialogue, example, didactic game;

Evaluation methods: oral questioning, class by class observation.

Short description of the activity:

At first students watch a short movies about boys and girls and the differences and

similarities between them. This is followed by debate with students upon the subject. They

are suggested the game: Tell me who was called you by means of which some students are

asked to recognize the distorsioned of their classmate without seeing them. At the end of the

game students are asked to give examples of male or female personalities they admire. For

the next activity students are divided into four groups. The groups wait in the classroom

while the teacher and other four students move into another classroom where these students

record their voices. Than each group listens to one of the voice and has to guess it as well as

to state what precisely helped it to do that. Finally each students give an example of some

quality of the girl (if it is a boy) or of the boys (if it is a girl) without saying it again.

24. Theme: My friends:

a) to utter an opinion about friend`s part in their life;

b) to make a list of their friends both at school and in the district where they live ;

c) to explain the phrase to be a good friend.

25. Efficient communication:

a) to list not less than three techniques for communicating efficiently;

b) to give examples of achieving communication;

c) to draw a poster having the features of a good listener under the form of a traffic/light

Right (green) – Wrong (red).

26. Working out problems:

a) to list the stages in working out a problem;



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b) to suggest ways of working out problems;

c) to draw up a leaflet on the stages of working out a problem.

27. Managing conflicts:

a) to list not less than three proper techniques to manage conflicts;

b) to suggest solutions for solving conflicts as shown in the worksheet;

c) to draw up a sketch of the proper techniques to manage conflicts.

28. Interaction within a group:

a) to cooperate with the other fellow students to work out the give tasks;

b) to list all the interactions established within a group;

c) to suggest solutions for improving interactions within the class group.

C. Stating the means and techniques to be used: sheet of paper, worksheets, photos

camera, glue, cardboard, coloured sheets, scissors, sticky tape, flipt –chart, laptop,

educational CD`s, felt tip pens, coloured pencils, ball-point pens, various pictures, magazines.

D. Stating the methods and ways to be used to work with the group as well as to involve

students in the activities:

Methods to be used: heuristic conversation, explanation, predictive reading, reading in

pairs, jumbled group, brainstorming, case study, role-play, project method, learning together,

SINELG method, gallery tour, line of values, bringing up a matter, terms given in advance,

the diamond, I know – I want to know – I have learnt, Think – Work in pairs – Get in Touch,

One pupil stays – Three pupils move, round table, pencils in the middle, the exercise.

Games and entertaining: the name story, the pupil made dictionary, greet in as many

languages as you can, acrostics with pupils ` names, the funny Ana and the brave Florin,

favourite object, animal sounds, secret friend, love net, favourite hero, mirror hall, magic box,

collage of appreciation, the cook, the emply chair, Right-Wrong.

Practical works: drawing up an ethnical dictionary, the multicultural map of Romania,

tourist guide, coat of arms collections, picture contest (landscape of local community), local

legend series, folk costume parade, family tree, recipes typical to ethnic group, class

newspaper, portfolios, posters.

E. Several difficulties that might come out:

a) children`s lack involving in carring on the activities;



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b) their refusal to communicate or work together with their classmates of other ethnical

groups;

c) their refusal to give up labeling classmates;

d) keeping up a passive and agressive communication on the part of some students.

F. Ways of evaluating the theme impact on students:

a) oral questioning;

b) Johari s window;

c) drawing up portfolios;

d) drawing posters and displaying them in the school showroom;

e) achieving a project: Intercultural and multicultural aspects within the Romanian

borders;

f) worksheet;

g) analysing activity by SWOT method;

h) analysing the outcomes of student activities.

G. Means of evaluating the theme impact on students in the long term:

a) Planning the European Spring event in which all the student in the school will take

part. Each class will choose a country to represent. Thus each classroom will be a country.

Students will show the national flag, national costume, traditional food, various customs and

dances.

b) Organizing some intercultural circles: after classes students of different ethnical

groups will show to those interested their national costume, traditions, dances, typical food.

In addition, all this student`s parents will be involved in the activity. During these meetings

students together with their parents will present the main feature of the community they

belong to by:

1. a power point presentation with general information about the community;

2. an exhibition of photos, leaflets, pictures;

3. presenting traditions, customs;

4. some parents and children will show a typical dance then they will practice it with

other ones;

5. showing some typical food and alcohol –free drinks.



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These activities will be held once every two weeks after classes and the participants will be

mother and father and their children together with their class teacher. He will be involved in

planning these activities ( giving instructions as well as support in achieving the power point

presentation and arranging the exhibition) being helped by those parents and children, taking

part in the activity. Each event will take into account the following objectives:

- practicing the ability of active listening, assertive communication and cooperation;

- identyfing the aspects characterizing a community;

- expressing an opinion on that community.

Each meeting will be led by the teacher.

c) Giving a set of questions to both the children of other ethnical groups and other

children in the school regardless their ethnic group.

d) Taking spontaneous notice of the behavior showed by the children of other ethnic

groups as well as by Romanian children towards the former ones.

e) Self-evaluation questionnaire;

f) Planning a paper session on Intercultural and multicultural aspects;

g) Commemorating the Holocaust Day.



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Bibliography

1. Băban, A. (2002), Connselling and Directing. The teachers guide. Humanitas

Educational Publishing House, Bucureşti.

2. Băban, A. (et al). (2003), Educational counselling – The Metodological Guide of

educational and Connselling classes, Psimet Publishing House,

Cluj- Napoca.

3. Bernat, S.E. (2003) – The Technique of Efficient Learning PUC Publishing House,

Cluj-Napoca.

4. Bernat, S.E. (2006) – Multicultural education, CRDE Foundation, Cluj-Napoca.

5. Cozma, T. (2001) – A New Challange For Education: intercultural aspect, Polirom

Publishing House, Iaşi.

6. Cucoş, C. (1998) – Pedagogy, Polirom Publishing House, Iaşi.

7. Lemeni, G. , Miclea, M. (et al), (2004), Connselling and Directing- An Educational

Guide for Caree , ASCR Publishing House , Cluj-Napoca.

*** www.divers.ro

*** www.recensamant.ro

*** www.insse.ro

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Flavia Corina Galben Educatia 21 9/2011 INTERCULTURAL AND ...educatia21.reviste.ubbcluj.ro/index_htm_files/f.c_galben.pdf · Flavia Corina Galben Educatia 21 9/2011 INTERCULTURAL