Pixel International Conferences

This paper presents result of a collaborative action research conducted in the framework of two European Erasmus Plus projects (META and recently started Lingua Plus) in order to mainstream heritage education and valuing of students’ cultural know-how as assets for creating inclusive learning environments in a every day more diverse Europe of people (UNESCO, 2014, 2013, 2011, 2009, 2006). On the basis of a qualitative comparative analysis of good practices collected worldwide, Erasmus Plus Key Action 3 META (Minority Education Trough Arts) project developed a key competence framework and consistent teaching methodology that have both been tested in pre-primary and primary schools in five European countries. While META developed art-based education for inclusion, Lingua Plus intends to mainstream heritage in second language learning for adult refugees with a socially inclusive approach. The two mentioned projects have all different targets and settings, but in each of them emerge the encouraging results of mainstreaming the relevance of cultural heritage-based education beyond a strictly schooling approach in developing cultural, social and emotional intelligence, and related soft skills, of learners and teachers. The research adopts a holistic approach that connects formal and informal learning, moving from an educational dimension centred on the contents of art and heritage to a formative dimension that enhances each citizen's cultural heritage. The projects demonstrate the possibility of reconnecting the formal and informal components of learning, stimulating each one's identity and creativity. The preliminary results demonstrate the effectiveness in strengthening transversal skills necessary for an inclusive and creative society. In accordance with international policy (OECD, 2016, 2015, 2014), the META competence framework identified ten competences that can be both translated into cross cutting learning objectives for students and a tool kit for teachers and educators in initial and continuous in service training (Council of Europe 2016). The scope of this paper is to demonstrate through the evidences collected in empirical research that arts and cultural heritages can contribute to creating inclusive learning environments (Dumont et al., 2010) for learners with migrant background, no matter their age or previous education and training.  

Keywords: Inclusive education, arts, cultural heritage, migrations.

References:

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