Homofobia

Autoras: Ana Guzmán Germán, Elena Prieto Villoria, Marina Sánchez Pedraz
En este documento se muestra una historia de la homofobia y se reflexiona sobre los motivos por los cuales sigue existiendo en nuestros días, al tiempo que señala la necesidad de avanzar hacia la aceptación de la diversidad sexual.
Objectives:
Reivindicar el valor de la aceptación de la diversidad de orientaciones sexuales, concretamente de la homosexualidad

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El impacto de la globalización

Autores: Selene Almaraz Sánchez, Paula del Rey Velasco, Borja Pantín Alonso
En este corto de ficción se exploran los efectos de la globalización a través del fenónemo de los influencers y el uso de las redes sociales, especialmente en la construcción de la identidad individual de los adolescentes. Por otra parte, se aborda la influencia del contexto familiar en la construcción de la vocación y la identidad personal.
Objectives:
Explorar los efectos de las redes sociales y el fenómeno de los influencers en la construcción de la identidad de los adolescentes
Analizar la influencia de las familias en la construcción de la identidad y la vocación personal

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“Raise your voice, be your own future!”

Elif Caliskan, a 17-year old girl from our Turkish partner Acarkent Doğa IB World School, undoubtedly has clear ideas about how to be her own future! After she won the WYRED Slogan Competition under the 14-17 category, she told us about her story, her dreams and the impressive science project she designed and carried out.
Let’s leave this story to her own words:

“Since I was a child, I have always dreamt about doing something that would have the power to change the world. With the great help of the introductory WYRED social dialogue sessions I attended, I found the courage to take action. I joined the WYRED community and their slogan contest.
I knew it could have a significant impact, but I did not think I would get that far.
When my slogan ‘Raise your voice, be your own future’ won first prize, I was completely mesmerised!

I was certain to achieve something, thanks to my dedication which I have always had to accomplish my goals; on this occasion, my goal was to achieve something that would be beneficial to humankind.
My school and my chemistry teacher Mustafa Abidinoğlu, supported me in my interest towards science.
They have encouraged me to apply for the science project and supported me to discover how to carry out scientific researches.

I am particularly interested in global pollution, therefore I decided to develop something that would reduce the impact of global warming. Global demand for energy has greatly increased, due to the increase of population. This need for energy is met with fossil fuel; however, it has already been shown that it has harmful effects for human health and for the environment, not to mention its high costs. Therefore, I decided to use a salt called sodium sulphate to insulate dwellings. The salt will be exclusively from local production, therefore helping the country to supply its own. This house front insulation substance will be sustainable and environmentally friendly as well, in contrast to the ones that are currently in use.

The materials in use today are outdated and, since I believe that new age materials should be used, I realised my project. After I finished my project, I decided to send it to the National Science Competition so that everyone could hear my voice. When I presented my project to judges of different science competitions, they looked at it with great interest, and the project was chosen to be sent to international competitions. Presenting what I put my efforts in was a great feeling. I knew that this project would not save the world, however, I was off to a good start.

I am still pursuing my interest in science and searching for ways to develop myself.
I hope that my ambition will make me one of the greatest female scientists who ever lived.”

Society really needs to focus more on these kinds of everyday success stories.
Once again we are proud of belonging to the WYRED global community!

Elif Caliskan and her winning slogan

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Youth, utopias and revolutions at the XIII edition of the Philosophical Olympics in Salamanca

Does it still make sense to talk about revolution in our day? Is there a search for a utopia at background for a revolution? The digital society has revolutionized social interaction and communication, especially among young people. What tools do young people need to live these changes in a conscious way?

On March 23rd and 24th, the Faculty of Philosophy of the University of Salamanca hosted the finals of the XIII edition of the Philosophical Olympics, a regional competition (as part of the national process, to be developed in May) aimed to secondary school students.

The event, which was also sponsored by the WYRED project, gathered over two days 400 boys and girls aged 13 to 17 from Castile and Leon. Young people had the opportunity to talk with philosophers, educators, engineers, youtubers and television series consultants, sharing with them questions and reflections on how to face modern revolutions and utopias and to become an active part in the construction of their future. The interaction in the meeting room was managed by a “unconference”, supported by mobile phones and a collaborative wall.

Participants in the conference at the Faculty of Philosphy of USAL

In particular one of the themes addressed was the utopia of the technological revolution and we would like to share with you the main results of the discussion.
At the present, when we talk about technology, we talk about a revolution. Nobody is oblivious to that social revolution which comes from the hand of technology. The advances occur so quickly, that nowadays the generations of the future are trained with knowledges and practices of the past in a present in which many people are already overwhelmed by the context of the informatics and communications. The request of 21st century citizens is for computational thinking skills to understand the world in which they live and the artefacts they will find in their daily life. But, computational thinking is not an end in itself, it is only one item more in a toolbox plenty of options that should be chosen and combined, in particular and related to the ethical issues associated with the development and use of technology, the computational thinking skills should be always complemented with critical thinking capabilities with the aim that technology will be defined and used in the right way and ethically. the problems that we are going to face every day are tremendously ambitious, tremendously attractive, but also dangerous.

The technology is going to be there, but let’s not forget that the important thing about technology is that it serves us, therefore researchers have to be there with our critical thinking to know it and to manage it, because otherwise we will become only in a mass controlled by that minority that controls technology. A quote from one the most important scientific and philosopher, which unfortunately has recently abandoned us, Stephen Hawking summarized the conclusion of the discussion: “Success in creating effective Artificial Intelligence, could be the biggest event in the history of our civilization. Or the worst. We just don’t know. So, we cannot know if we will be infinitely helped by Artificial Intelligence, or ignored by it and side-lined, or conceivably destroyed by it.”

The event is the first step of a dialogue at large scale with young Spanish people, which will be followed by a think tank organized by the USAL WYRED group with the aim of proposing a new version of the WYRED manifesto and new inputs for the research projects.

The entire conference is available here.

For further information please see https://olimpiadafilosofica.com/

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Fresh proposals for future education

We do believe that the best way to show how WYRED truly brings out the voice of youth is by presenting the artifacts realized by the young participant to this project. As a matter of fact, nothing tells us about the youth of today more than turning their own words, their own feelings and ideas down into tangible objects for you to see. The success story we are about to tell you is quite a representative example of how this is true.

Valentina Borowansky, a 17-year old from Austria, has written an essay on the topic of future education, called “The Prison School – How the System Fails us”.

“We study. A lot. But we don’t really know anything. We can’t use it. We are not smarter than before.
But how does this work out? We go to school. We study. Then why don’t we know anything?

Did we fail the system? Or did the system fail us?” – is what she asks herself, and us, in her paper aiming to show how today’s school system makes children, young people and their own parents “all prisoners”.

Her ultimate objective is that of demonstrating how school actually doesn’t just provide children and young people with knowledge, but also takes knowledge from them. “The current school system is twisted, outdated, unauthentic and hostile of individuality. But it doesn’t have to be like that. There are alternatives.”

Valentina outlines six essential points that, according to her, turn school into “a prison”.

  • The 50-minute school lessons: often meaning that students are forced to stop in the middle of a vivid discussion, an experiment or a fruitful analysis, and forced to focus on something totally different;
  • Young people do not have enough free time: this is especially frustrating as they enter into their final years of school, as they could devote their time to their interests to relieve themselves of the burdens imposed by school, homework and tests. Their spare time is too often overloaded with school-like activities (es. cram school), with the goal of helping them to succeed in school.
  • Too much importance is given to marks. Everybody has to achieve their best results. Since no mistake is allowed, young people are always put under the pressure of having to achieve good marks. Doing bad at school often leads to low self-esteem. Any curiosity for something different than school is put off, as school often takes more knowledge from students than it gives.
  • To be successful students have to put on a mask to hide their own individuality. “Do not invite unwanted attention, stay somewhere in the middle”, then you will succeed. Even after school is just the same.
  • School topics have nothing to do with real life. For example, there is no connection between the formulas forcibly memorized in maths and reality. They are being just learned for the test and forgotten after 2 minutes…
  • The school system will not admit responses differing from “YES”. A student’s life is all about agreeing, respecting rules, being subjected to somebody. These teachings might be prove useful in the future, but which one? This has nothing to do with the future we are heading to.

When focusing on solutions, Valentina argues that there already exist teachers with innovative approaches in didactics and methodology. However, this is just one side of the coin. The other side is the entire education system, which keeps parents, teachers and young people together. Valentina proposes new, democratic, alternative model of schools: for example “Kapriole in Freiburg”, or “The free school in Leipzig” which focus on childrens’ and young people’s individual skills and let the teachers play the role of empowering “Learning-Coaches” that foster the curiosity of the learners.

“Maybe this is not the ultimate solution for our old-crusted system, but it takes the right direction. We need to start learning, understanding, exploring and researching again. The people of tomorrow need a school of tomorrow.”

Valentina Borowanski, our young idealist longing for a better future for education

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Never too young to know how to act online…

On a rainy day in Tortona, a small town in northern Italy, 130 students from 11 to 17 years old learned by playing how they should act when being online. Using Non-Formal Education methodologies, these young people were engaged in a “learning through gaming” process that gave them a deeper view on how our acts online affect our personal lives offline.
Through several actions, participants have built an online space with their peers and discussed which are the responsibilities they have and how they should act when visiting the Internet. At the same time, as an unexpected consequence, children tackled the issues of rights and attitudes of users, thus bringing the digital world into a real, tangible dimension. Some of the most interesting topics addressed were cyberbullying, fake identities, good and what can be deemed as a bad behaviour online.
But middle and high schoolers were not the only ones reached by WYRED.
As a matter of fact, 60 among youth workers in the field of intercultural dialogue and Civil Service volunteers and coming from all around Europe took part in a series of workshops organised within the WYRED framework. The ultimate objective was that of increasing their engagement in the process of Social Dialogue in Digital Society and also raise their awareness on a series of topics while trying to identify challenges and opportunities.
Since some of the participants where part of the 1st Cycle of WYRED, they also had the chance to present their research and provide the facilitators with new ideas and feedback on how to empower more young people and how to make WYRED even more inclusive.
We are happy to see WYRED growing. Why don’t you join our community?

A shot from a workshop with the Civil Service volunteers

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Feedback from teachers in the Teacher Training Course in Salamanca

Some comments from the participants of the face-to-face week in Salamanca:

“A very interesting week in Salamanca with extraordinary teachers and collegues” by Elena (Italy)

“Una semana completa llena de información, intercultural, internacional, flexible sobre el estudio del fenómeno religioso y el estudio de prejuicios y estereotipos relacionados con ellas” by Ana (Spain)

“Thinking over how to adapt the very interesting contents of the course to the teaching of Language” by Alberto (Spain)

“We worked hard but it was really worth because the themes we discussed were challenging. My congratulations to everybody” by Massimo (Italy)

Teachers from the Irish school St. Paul’s CBS join the teacher training course

The first Irish school to join as research partners is St. Paul’s CBS, North Brunswick Street. With a migrant student population of over 35%, it is hoped that the students will benefit greatly from participation in this European study.  Teachers, Ms. Valerie Roe and Mr. Ciaran Geraghty are looking forward to engaging with the ten students who will work together over the coming weeks.

E-EVALINTO project at ESAI 2018

Dr. Bernadette Sweetman and Prof. Joe O’Hara of EQI DCU presenting on the E-Evalinto project at the Educational Studies Association of Ireland 2018 conference.

The ESAI (Education Studies Association of Ireland) 41st Annual Conference took place at UCD from 5th – 7th April 2018.  The theme of this year’s conference was Values and Purpose in Education, a theme that is highly significant in the current research of the Centre for Evaluation, Quality and Inspection of Dublin (EQI).

EQI, partner of the E-EVALINTO project, were well presented with researchers from the Centre presenting seven papers at the conference as well as chairing some sessions. One of the presentations was devoted to our project topic: “Tackling early school leaving in migrant populations through peer mentoring”. An overview of the curriculum and online educational resources developed inside the project has been presented and a summary of the engagement in schools by the project participants has been outlined.

The Conference Book of Abstracts is available at http://esai.ie/conference-2018-book-of-abstracts/

 

E-EVALINTO Teacher Training Session at ITIS “Galileo Galilei” of Arezzo

On occasion of the Teacher Training Session held on the 8th March of 2018 at ITIS “Galileo Galilei” of Arezzo, Industrial and Technical School, we had the chance to see the implementation of activities of the Mentoring project. This school has experienced Oxfam Intercultural Mentoring Project since three years and it has been successful in the engagement of young students, both as mentors and mentees. The mentees comes from different parts of the world: from Africa to Asia passing through Eastern Europe. The students are at this point able to conduct their tasks with minimum supervision and there is a great trust between them and the two coordinators. All the students involved in the program demonstrated a good interest towards the new activities proposed from E-EVALINTO assignments. [Youngsters already find some “free” moments inside the normal homework timetable to interact between them about their different cultural backgrounds: we spotted a nice scene where a Chinese boy was teaching to his Italian mentor how to eat with chopstick, using two pencils and a rubber for the demonstration! A possible challenge will be there when these young people are invited to reflect on their differences in a more structured way and then to put the results into written words and finally to assess each other performances.]

In the need assessment phase, in fact, it emerged from the students a strong request for an increase in intercultural events and activities inside the school circuit. Keeping in mind the priority school needs of the students, E-EVALINTO might represents a positive chance to go deeper in the process of interculturalism and integration.  After many years concentrating in homework and after-school sessions and in addressing the academic weakness of the mentees involved, these new ludic and playful activities are a mean to even out the school differences and to bring the tutor-mentee relationship to a more personal level. E-EVALINTO activities are an enriching chance for the whole program that is already a best practice in intercultural mentoring experiences. Actually, creating stronger personal relationships between students with different backgrounds is a powerful way to prevent school drop-outs and to nourish broader intercultural sensitivity.

It is also an opportunity for teachers and trainers to learn the importance of a pre-structured evaluation mechanism, as envisaged in the project. In fact, there is a low awareness about the importance of peer assessment and self-assessment as a different way to promote personal growth. Furthermore, EVALCOMIX offers the chance to teachers and students to receive a training on the use of the digital platforms (school funds allocated to computer technology are very poor). On the side of migrant students, EVALCOMIX represents a stable mean to stay updated on the progresses of the activities even when they are abroad or busy somewhere else. In fact, it is typical for some young foreign people (for instance among the Chinese community) to go back to their Country of origin during special occasions, or to have a part-time job that sometimes make them skip afterschool activities.