The story of a European school development project with a participatory approach
24 April 2019 15.00-17.00 o’clock. Faculty of Education, University of Gothenburg.
A primary school in Alingsås participated in the European project “Learning Communities for Peace” together with schools from Croatia, England and Greece. During this multiplier event, the Swedish project partner presented the overal project. Representatives from the project school, Ann-Cathrine Backmark (principal) and Pernilla Jönsson (first teacher), informed the audience about their experiences and the impact evaluator Toshi Tsuruhara from the University of Cambridge summarized the findings fro...
All staff event at Nolbyskolan in Alingsås, Sweden, April 23rd 2019.
To strengthen the school community all staff was invited to reflect on and be informed about the success of their work within the LCP- project. Together they had participated in the yearlong LCP process. They had gone through the identification of important areas of improvement, choosing what areas to start with, reflecting on the reasons behind their difficulties and decided the actions to be taken. The whole school put their actions into developing the pedagogical content and organization around breaks as well as working on common values and rules.
Toshiyasu Tsuruhara, the impact evaluator from Cambridge University, came to Ali...
Thematic Conference on Active Citizenship and Democracy
Organised by the Swedish Council for Higher Education
Date: Friday April 5th 2019, Stockholm
The Swedish national Agency invited representatives of several ERASMUS+ strategic partnership projects to present their work. Ilse Hakvoort was one of them. About 200 participants (teachers, teacher educators, representatives from different organisations, staff from the National Agency and the EU-commission) attended the conference. Besides listening to plenaries, lectures and workshop, the participants visited the tables with materials and the posters presentations of a variety of projects during their break...
Our fourth partners meeting took place in the UK, 20-21 November 2018. We were at the beautiful Conference centre in Hertfordshire and visited the Cambridge campus. Our host this time was ARC-resolutions Ltd.
Partners finished their work with the schools and are about to write their action research report. They are also curious to hear more about the impact evaluation report. Agreeing on the format of our action research reports, dissemination activities, the development of the initiation workshop and LCP online toolkit were on our agenda.
The last period of the project will be a busy time!
In the final phase the partners will be collecting and disseminating learnings from the different pilot experiences.
Based on the conclusions of the different action researches and the impact evaluation carried out by the University of Cambridge, the partners will transform the project learnings into a concrete set of strategies/methodologies/tools in the form of an online toolkit and an introduction workshop for schools that are interested to engage with the broader school community in order to transform their school into a Learning Community for Peace.
The third partners meeting took place in Athens, 16-17 March 2018 and was hosted by Place Identity GR-Clusters. The partners who are working with schools (Croatia, Greece, Sweden and the UK) presented the successes and challenges they have been facing. The stories were different and the exchange stimulated learning about other contexts.
We even discussed:
· our understanding of community
· our understanding of doing and writing action research
· how we will work with the second and third intellectual outputs
· preparations for our next project partners meeting
A number of European partners,working together in order to develop and tests a series of methodologies to transform schools into hubs for peace within their communities, aiming to encourage a structural and sustainable change, with egalitarian participation of all the stakeholders.
The EU faces a complex of crises – an influx of refugees, and threats from terrorism and radicalisation. At the same time, many urban areas suffer from structural inequalities and often dysfunctional integration policies. The resulting tensions have intensified the fear of difference. The erosion of trust particularly affects strongly migrant communities and the schools within them.
In this context, how can such schools and the communities surrounding them engage in the kind of sustained dialogue, integration and peacebuilding that is so urgently needed?
This project aims to identify, develop, test and evaluate Learning Communities for Peace (LCP) approaches in four primary schools in urban area...