TSS07

What Educators need to know about LGBTIQ Issues in Schools

The session provides an overview of terminology and key concepts related to LGBTIQ identities. It also explores questions that children may ask about LGBTIQ issues and how parents can respond in an age appropriate manner. The session also addresses key concerns and misconceptions that parents may have about LGBTIQ issues.

TSS22

How to Talk to Children about LGBTIQ Issues in Schools

The session provides an overview of terminology and key concepts related to LBTIQ identities. It presents research into the experiences of LGBTIQ students in schools and Malta’s legal and policy framework related to diversity and inclusion in education. The session also touches on questions that children may ask about LGBTIQ issues.

TSS05

Developing Intercultural Communication Capabilities

The module aims at providing participants with an introduction to intercultural communication capabilities and cultural intelligence. It will explore critical cultural theoretical frameworks, and the role and importance of interpersonal relations and communication in our schools nowadays with pupils and students coming from all over the world The module will help participants to identify intercultural challenges in multicultural schools strategies and tools to face and overcome them creating inclusive schools and classrooms.

TSS23

Global Kids. Skills and Competencies needed to help our Kids to become Global Citizens

The session aims at addressing the challenges faced in parenting and educating kids in a multicultural society: how to create inclusive classes, schools and societies, how to prevent the development of reactive identities and extremism, how to deal with cultural shock, how to handle a clash of values, how to address difficult, sensitive and controversial discussions like racism, islamophobia, extremist views, how to identify the needs of the kids related to language and culture. These will be some of the topics that will be discussed and addressed during the session, proving tools and strategies and best practices from around the world.

TSSKOP/01

Migration and Sustainable Development – Implication on Schools and Teachers

Migration is not a new phenomenon. However, it has become a pressing issue due to the seemingly large number of people who are leaving their native land to seek a better life elsewhere. These sessions aim to explore what motivates or constrains people to migrate. Moreover, we shall explore the links between migration and sustainable development. Further into the session the participants will consider the impact migration has on the host society, particularly on schools.

TSSKOP/02

Hate Speech

According to the European Commission against Racism and Intolerance (ECRI), hate speech spreads, incites, promotes or justifies hatred, violence and discrimination against a person or group of persons. Hate speech takes various forms and is an extreme form of intolerance which if unchecked may lead to hate crime. Sadly, students are exposed to such speech, either outside or inside schools. Thus, it is of utmost importance for educators to engage in discussions with their students to provide a counter discourse to different forms of hate speech. Throughout this session, the participants will have the opportunity to think about instances of hate speech they have come across (not necessarily personally), and find ways in which they can address hate speech in their classrooms and school.

TSSKOP/03

Islamophobia

A very topical issue, Islamophobia, the fear or hatred of Muslims, takes all sort of forms. This session is divided in three parts. The first part provides the theoretical input about Islamophobia, the second part will give participants the opportunity to think about and reflect on instances of Islamophobia in everyday life, and school practices. The session

TSSKOP/04

Multiculturalism

This session explores different forms of multiculturalism. There are various approaches to a multicultural society/school, from exclusion to politics of difference. How do schools respond to their multicultural community?

TSSKOP/05

Prejudice and Stereotypes

In our own ways we are all prejudiced. What is important is that we are aware of these prejudices so that we can act on them. This session will provide a theoretical part to serve as background to the practical activities in which the participants will engage. These activities are aimed at identifying prejudices and stereotypes and looking for means on how to combat them. Participants will be asked to take a look at resources (e.g. storybook, comprehension passage, Maths problem etc) which imply a stereotypical worldview and will try to deconstruct the stereotype if this resource must be used in class as it is, or else create a new stereotype free resource. “The danger of the single story” will serve as a conclusion that encourages participants to think about how important it is to be aware of, and try, to shed our stereotypical world views.

TSSKOP/06

Privilege and Disadvantage

Migrant students’ backgrounds vary, but it is safe to say that all of them share the experience of uprootedness, especially when they leave their home country when they are already old enough to have had their own circle of friends, and they have participated in community life. Refugee children, or children who have had to emigrate for their own safety and protection are doubly vulnerable, as they also have experienced the trauma of fleeing their home country through illicit or legitimate means. Thus, in our classes we have layers upon layers of privilege and disadvantage and for this reason, we cannot operate on the notion of sameness. During this session, the participants explore firstly their own privileges and disadvantages (if any). From the personal, we move on to the classroom situation. Who are the privileged children? Why are they so? Why do we consider others disadvantaged? How can we address these disadvantages to provide as much an equitable educational experience as possible?

TSSKOP/07

Racism

Racism is very present in our daily lives. Sometimes we might be racist without even meaning to be: a comment we pass, a non-verbal message we express. It is important for us as educators to be self-aware first and foremost, and alert to the different forms of racism which we come across inside and outside of school.