A Human Rights Based Approach
In short, the book proposes a reading of interconnecting trajectories from governance building, education and civil society to intercultural dialogue in Europe. It is grounded in a human rights perspective and responds to the need for a policy-oriented but value-driven European future.
PART III. EDUCATION TO INTERCULTURAL DIALOGUE
PART III EDUCATION TO INTERCULTURAL DIALOGUE 325 Introduction Léonce BEKEMANS Part III deals with education to intercultural dialogue. The papers presented in this third part concern the analysis and assessments of educational spaces and learning practices of intercultural dialogue in an interdependent world. The intercultural dialogue is set within a dialogues’ framework, in which education to intercultural dialogue, being integral part of civic education and set in a lifelong learning perspective, is said to be of utmost importance. Various aspects and levels of learning are analysed, i.e. the crucial role of education, the importance of stakeholders at various levels active in intercultural dialogue and, finally, the learning tools to intercultural dialogue. Subsections deal with general perspectives and challenges, institutional approaches and case studies of educational and intercultural practices in Europe, including the Euro-Mediterranean area. In Subsection I dealing with perspectives and challenges of education to intercultural dialogue, three contributions are presented. Enrique Banús, president of ECSA-World, introduces from a rather unusual but innovating perspective the theme of “Education to Intercultural Dialogue.” Following the recommendations by the Scientific Committee of the Symposium “Intercultural Dialogue” organised by the European Commission in 2002, Banús argues that true intercultural dialogue includes education for daily life, implying a change of paradigm in education to intercultural dialogue. He also puts high importance to educational and pedagogical practices to transmit knowledge of the European common cultural heritage, in particular by story-telling. The next contribution reasons along the same lines. Gabriel Fragnière, former rector...
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