toolbox world wide web

 

The Tickle project

The Teachers Intercultural Competences as Keystones for Learning in Europe project wants to contribute to the aims expressed above. The European Commission funds 75% of the cost of the TICKLE project through its Life Long Learning Programme under the COMENIUS Multilateral projects strand.
Why does the European Union support TICKLE? By training future teachers to raise their intercultural competences, create learning materials and raising their awareness of the enrichment of classrooms by different European cultures in general, TICKLE will help to es-tablish a culture of innovation in the schools in which they work. This will in turn contribute to achieve the aims of the Life Long Learning Programme:

  • to develop knowledge and understanding among young people and educational staff of the diversity of European cultures and languages and its values;

  • to help young people to acquire competences including awareness, basic life skills, knowledge and attitudes necessary for their personal development, for future em-ployment and for active European citizenship;

  • to enhance the quality and European dimension of teacher training;

  • to support improvements in pedagogical approaches and school management; to improve school education systems through the transfer of innovation and good practice; this may include developing, promoting and disseminating educational best practices, including new teaching methods or materials.

 

See further information: http://www.tickle-project.eu

 

 

 

 

 


2. Theory: interpretation

A very useful principle should be for the theoretical work of TICKLE an affirmation that by theory we may mean interpretation: that is the result of reflective work of persons or groups. The intercultural experience of our workshops brought us to this approach, and con-cerning the story of the project it seems a way of theorizing that can be handled by a so variegated group like our one.
Interpretation is a way of looking at the world, creating narratives and texts about it. We always interpret, we cannot live without interpretation. It means that we do not have a direct approach to the „real” world, neither to the world of another culture. As Montaigne al-ready noted: there are only interpretations of interpretations. So theory is always represented in texts holding their ambiguities. Expressing interpretation in a certain language is already an intercultural „fact”. We should add to this fundamental approach we may share that our way of „seeing” and „looking” is different from the everyday seeing and looking. Theory is considered scientific interpretation. That means that it is a more conscious and reflective hermeneutic effort.

After this basic affirmation we express another important option we as TICKLE group share: we would build up not a clearly constructed and fixed theory system but a kind of shared representation of a dynamic reflection during our work together; common and per-sonal narratives takes their place in the process. And we interpret knowledge as always situ-ated in different contexts. We have our „home” contexts and the context of the TICKLE pro-ject. So part of the theory is certainly a narration of the project story itself.

We are teacher trainer in our every day practice so we had a very practical starting point. The need for theory came out later among us, when we noted the need for common reflection. This presentation may help to reflect on our own interpretations and to continue a maybe more conscious, systematic common theorizing. It isn’t and it won’t be one theory but some common points in dynamic dialog.

A good and traditional way of interpretation and theorizing is to clarify some raising concepts. The goal here is not to arrive to just one „good” definition but to present a fruitful dialog around the concepts. So you will find our stories with some common thoughts:
• Getting to know our diversity in conceptual stories
• Finding some sharing points and new perspectives.
It is a dialog not only among us, but we involve other theoretical approaches in a dancing of intertextuality.

So our toolbox is an interpretation of how to deal with cultural diversity. Our toolbox includes an offer with possibilities for the realization of our intercultural task