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Intercultural Education (Vol. 18, No. 3, Aug 2007) -14 May 2010

*Scholarly journal with articles on the affective politics of hatred and the implication for education, intercultural learning and language education in Latvia, educational responses to immigrant students in Madrid, cooperative learning, creating strategies to deal with problems of teaching controversial issues in social studies education in African schools, students as a resource for introducing intercultural education in business schools, research note on situative cognition as a barrier to teaching across cultures, and the Human Rights Olympics

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Intercultural Education Vol. 5, October 2010 -18 February 2011

Promoting diversity in and through education is the objective of a society that looks towards the future (and the present) and that should consider this as the only form of re-inventing itself in the face of the uncertainty which represents human life. In this focus issue, we wish to show how, in practice, educational diversity is able to present itself as a slow but safe path by which to create a world that aims to be less unequal and more just.

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Intercultural education, Vol.21, No3, June 2010 -18 February 2011

As a generic and diversified pedagogy, cooperation learning (CL) reaches out to the field of intercultural education with an offer to establish a reciprocal relationship. After a short description of CL and a brief explorationof the influence that culture has on learning, this paper depicts how the partenrship between CL and intercultural education can help to create a culturally sensitive CL classroom, where learning is made relevant for all. Culturally responsive teaching implie using CL methods and strategies to discover the students' worlds and incorporate into the world of the classroom

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Intercultural education, Vol.21, No4, August 2010 -18 February 2011

This paper examines educational practices in Spain and particular Madrid. With this contextual frame as the starting point the following issues are discussed: the official conceptualization of cultural diversity, educational policies and resolutions related to cultural diversity, and school programs and ressources facilitatde by educational authorities to address diversity. The analysis was undertaken using an intercultural approach

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Interfaith Council Annual Meeting: Moving the Ethics Education for Children Agenda Forward

As in previous years, the Interfaith Council on Ethics Education for Children held its annual meeting to help strategize and provide recommendations for the next period. This time, the meeting took place from 10 to 14 August 2017 in Coimbatore, India where the headquarters of Shanti Ashram, a long-time partner of Arigatou International Geneva, is located.

At the meeting, members of the Interfaith Council had the opportunity to review achievements and challenges of Arigatou International Geneva during the last year, reflect on relevant topics regarding Ethics Education for Children, and exchange views on the strategic plan for the next three years, providing technical recommendations as well as rationale-related inputs.

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Interfaith Council on Ethics Education strengthening its commitment to interfaith learning

Every year, the Interfaith Council on Ethics Education for Children holds a three-day meeting to strategize, provide recommendations, and help set priorities for the coming period. This time, the annual meeting took place in Cape Town, South Africa from 12 to 14 August 2016.

During the discussions, members of the Interfaith Council had the opportunity to assess the main achievements of Arigatou International Geneva and provide recommendations to Ethics Education for Children. The recommendations included finding synergies with other Arigatou International initiatives in the prevention of violent extremism through education, working more closely with religious communities and faith-based organizations to promote interfaith learning with children and youth, and acting collaboratively with families in nurturing values in their children.

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Introducing Learning to Live Together at risk areas in El Salvador

Arigatou International Geneva, in collaboration with the Centro Bartolomé de las Casas, organised a Training Workshop on how to use the Learning to Live Together (LTLT) programme in San Salvador from 6 to 10 February 2017. The workshop targeted 28 facilitators working at risk areas in the municipalities of Mejicanos and Apopa, particularly in the areas of Montreal and Popotlan, highly affected by gang violence, and that are committed to implementing the LTLT systematically in their institutions with children and families in formal and non-formal education.

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Is freedom of expression without limits and is the charge of blasphemy universally applicable?

The terrorist attacks in Copenhagen and Paris are on my mind. I could mention many other places, where people have been killed but I want to focus on Copenhagen and Paris and not only because it is close to home for me. No, these killings are mentioned and discussed in the context of freedom of expression and whether there is such a thing as blasphemy. Is freedom of expression without limits and is the charge of blasphemy universally applicable?

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Joining Forces to Transform the World Together in Africa

Within the framework of the 2030 Education Agenda, the UNESCO Regional Office for Eastern Africa, with the support of the Government of Japan, organized a regional technical workshop titled "Education for Sustainable Development (ESD) and Global Citizenship Education (GCED): Transforming and Sustaining Our World Through Learning". The workshop aimed to support member states unpacking the Sustainable Development Goal (SDG) 4.7 in their national policies and practices.

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Kenia: dos escenarios para brindar recomendaciones sobre educación basada en valores y pluralismo mediante la educación

Arigatou Internacional Ginebra, como parte de su continuo compromiso para apoyar el Proceso de Reforma Curricular en Kenia, fue invitado a participar en un proceso de cinco días dirigido por el Instituto Keniano de Desarrollo Curricular (KICD por sus siglas en inglés) para desarrollar un marco curricular basado en valores y un apoyo al proceso de implementación como parte de las reformas curriculares nacionales en Kenia.

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Kenya: two scenarios to provide recommendations to values-based education and pluralism through education

Arigatou International Geneva, as part of its ongoing commitment to supporting the Curriculum Reform Processes in Kenya, was invited to participate in a five-day process led by the Kenyan Institute of Curriculum Development (KICD) to develop a values-based curriculum framework and a support the implementation process as part of the national curriculum reforms in Kenya.

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Learning to Live Together Facilitator Training Workshop in Mandalay, Myanmar

Myanmar has been in the global spotlight in recent times due to its changing political landscape. Led by a military regime for several decades, the Myanmar government is now in a process of transitioning back to a democracy and opening up to the world.   Myanmar also faces its own struggles with identity based conflicts related to both ethnic and religious identities. It is in this setting that a Learning to Live Together facilitator training workshop was held in the city of Mandalay from 5 to 8 January 2015.

Monastic education - meaning teMyanmar1aching of the government’s secular education curriculum lead and managed by monasteries - is a very popular school system in Myanmar.  In a context where the government is struggling to provide high-quality education to its population, monastic communities have stepped forward to meet the needs of children.  Education in these monastic education schools are known to be more dynamic and child centered than in other government-run schools.  

Arigatou International Geneva partnered with the Phaung Daw Oo Monastic Education School of Myanmar to organize this workshop in Mandalay.  Phaung Daw Oo Monastic Education School’s first engagement with Arigatou International was during the Fourth Forum of the Global Network of Religions for Children (GNRC), as part of the GNRC South Asia delegation in 2012.  Later in the same year Arigatou International New York office with its partners organized a training on Positive Parenting as part of a World Day of Prayer and Action for Children (DPAC) celebrations, in which Phaung Daw Oo Monastic Education School participated as well. In 2014, representatives from Phaung Daw Oo participated in a Regional Facilitator Training Workshop on the Learning to Live Together Programme in Bangkok, Thailand.  The workshop conducted in Mandalay intended to train other colleagues of the teachers trained in Thailand in 2014, in order to create a group of facilitators who can work together to implement the Learning to Live Together programme.


The workshop brought together 20 participants from several monastic education schools and from an interfaith youth organization active in Mandalay.  During the four days of the workshop the group of participants had the opportunity to explore the key concepts, approaches and methodologies of the Learning to Live Together interfaith and intercultural Ethics Education programme; to develop their facilitation skills and to practice facilitating ethics education sessions and receive feedback.

Myanmar4Participants reflected on issues of memorizing based learning approaches, lack of support for critical thinking, issues of corporal punishment, ethnic discriminations, hate speech and poverty as some of key challenges faced in Myanmar.  They appreciated the Learning to Live Together programme as a comprehensive package with flexibility to adopt to local contexs and address areas of concerns while giving opportunity to children to engage with each other and nurture positive relationships across ethnic and religious divides.

It is expected that the trained participants will also support the pilot Learning to Live Together programme already initiated at the Phaung Daw Oom Monastic Education school by facilitators trained last year.


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Learning to Live Together in South Africa: Fostering Inter-religious Cooperation

Saydoon Nisa Sayed is a South African human rights faith activist. She is moved by her faith, passionate about children and restless on gender justice advocacy. Saydoon lives in Overport, a hilly residential area near Durban, South Africa where she is the regional coordinator for Religions for Peace, an international and interfaith movement that works across religious divides to bring peace and understanding.

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Learning to Live Together in Tana River County, Kenya

Arigatou International Geneva, in partnership with the Ministry of Education, Science and Technology of Kenya (MoEST) and UNESCO Regional Office for East Africa, have developed an initiative to implement the Learning to Live Together (LTLT) Programme in Tana River, one of the counties in Kenya affected by tribal violence.

Since February 2015, trained teachers from 13 different schools have been implementing the LTLT Programme after participating in two training workshops for them to learn how to use the manual and develop facilitation skills. A workshop for the head teachers of these schools was held on 11 May to deepen their understanding of the Programme, respond to questions and get their full involvement as the program evolves. Following this meeting, a workshop for the teachers was held from 12 to 15 May to develop further facilitation skills and introduce them to project development and how to support children to initiate collective actions. Experiencing the workshop themselves helped them to get more involved and committed with the next phase of the pilot , which involved child-led projects.

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Learning to Live Together Making Inroads in Formal Education in Indonesia

The Learning to Live Together Programme continues making inroads through formal education in Indonesia.  This time, a two-day training workshop was held in Jakarta from 28 to 29 October, organized by the Indonesian National Commission for UNESCO and with the support of the Ministry of Education.  The workshop reached 35 teachers from 19 different schools around the Jakarta area.

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