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Through Public Policy on Diversity. Lessons from Madrid.
(forthcoming 2009) These publication stem from
assignments, seminars, projects and reports of navreme and its partners
across Europe and beyond. The content of these publications is practice-oriented,
they are rather working tools than academic or theoretical aspirations.
They may develop into fully-fledged books in the future, if so needed.
In their present shape, they are meant to stimulate the creativity
of colleagues to use and adapt them as appropriate. We hope these
booklets will encourage many of you to upgrade, deepen, valorise
and extend the value of projects, evaluations, and resulting learning
- in order to enable us to do our jobs a little better in the future! Margarita del Olmo Pintado This book is a product of the project “Integration Strategies and Racism Prevention in Schools” (2007-9), financed by the the CSIC in Madrid (the equivalent of Academies of Sciences in other countries). and the research stays of Dr.a del Olmo in Vienna (2006-09) as "Researcher in Residence at navreme's. It complements some of the below educationalist books with a distinct anthropologist point of view. The integration strategy project aimed at the study of the processes embedded in the arrival and adaptation of immigrant children in the schools of the Community of Madrid. It is particularly focused on students and teachers. At the centre of attention are their needs and difficulties in implementing the schools' strategies to facilitate the process of adaptation of immigrant students. In the view of the research team, integration of immigration students should be understood as a way to make all students "fit for everyday life", so they are in a position to realise their own (changing) objectives. A previous output of the project, an analysis of racism in Spanish schools was published by navreme as volume 6 (Racism: A Teenagers' Perspective) . Building on these in-depth interviews with youth in schools in Madrid, and their analysis and research, a "Guide to Talking About Racism in Schools" was produced, published as volume 8 of the navreme series.
Beatriz Malik, Adriana Ávila, Victoria Espinosa, Bernd Baumgartl
(ed.s). ISBN 978-9989-192-18-0 As a product from the INTER-Alfa Project this book will present
the experience of each institution/partner, and of the entire group,
on the process to design the Euro-Latin-American Post-graduate programme
on intercultural education. The results of the Needs Assessment
Protocol and also the experiences with institutional agreements
are interesting cases of practical actions towards the internationalisation
of universities and on distance education programmes. Vol 9 - Creating Learning Spaces:
Training and Professional Development for Trainers This book reports on the findings of a six country European project
on the training and professional development of trainers. The project
looked at who was delivering training, at the practice of trainers
and how their work is changing. It examined opportunities for training
and professional development and support for trainers in their everyday
work. The project went on to develop a flexible framework to support
the different needs of trainers for professional development. The
framework is based on a series of principles and commitments for
individual trainers, for groups, for enterprises and for other stakeholders
involved in training.The framework consists of a series of principles
and a series of commitments not only for individual trainers, but
also for every level and stakeholder involved in training. Vol 8 - Racism: What It Is and How
to Deal with It [ A Guide to Talking about Racism ] The bold existence of racism in European schools, as it was documented and analysed by the INTER Group (see volume 6 below), lays the ground for producing teaching materials that help to address questions in the classroom and school-life. Whatever diversities exist in our school-classes, the only way to address the resulting difficulties is to learn to manage them. The next step of the INTER group was therefore obvious: this Guide on Anti-Racism for Teachers and Students.
As the fourth(!) volume of the trilogy, this policy brief lists recommendations for practice, directed towards decision-makers in higher education, at the level of HEIs, national authorities, and the European Commission. Its content derives from some 150 interviews with HE experts and University managers, 20 national reports and 4 transnational reports, 10 focus groups and national conferences, and 3 international conferences with internal and external speakers. Innovative visualisations enable a better understanding and suggestions derive from the research contained in the above 3 volumes, but above all from the (EU Socrates) NESOR project which aims to revise the reference model of Higher Education in Europe vis-à-vis the New Social Risks in today's Europe, which all university stakeholders have to face.
Vol 7c - From Here to
There: Relevant Experience from Higher Education Institutions As the third volume of the trilogy, contributions here focus on
institutions of Higher Education. Research findings stem from the
(EU Socrates) NESOR project
which aims to revise the reference model of the Lisbon Strategy
– the knowledge based society and economy – and the
emerging new social inequalities based on the disposability and
the use of knowledge in this society. Articles look for the contribution
of the universities to combat the new forms of social exclusion
and to elaborate a model of higher education in the globalised knowledge
based society. These project results are coupled with practical
examples of assisting university reform and relevant hands-on experience
by university managers. Questions addressed range from social risks,
the European social model, or mechanisms against exclusion, to the
necessity to deal with global citizenship, human rights or fundamental
values - like those enshrined in the Magna Charta of the European
Universities. Vol 7b - From Here to
There: Mileposts of European Higher Education The general trend in European Higher Education towards a devolution
of state authority, combined with the decrease of funding for higher
education, and the growth in higher education enrolment, all have
put also public universities under strain to seek additional sources
of income beyond the annual state allocation. University managers
have started to think (a little) more entrepreneurial, but professors
and students still find it almost indecent that the solemn nature
of their alma mater is being debased by discussions about such mundane
issues like money... Vol 7a - From Here to
There: Mileposts in Higher Education We tend to speak of the university. The idea has proven to be stronger than the effects of real diversification, and even in serious debates the questions what a real university has to be are not infrequent. And its future? It seems that the future has become either an ex-trapolation of the present into infinite space and time, or set of scenarios which reflect more of our fears and hopes than our options to change the world in order to keep it going. Indeed, has the university a future? Contributions from all continents describe changes in governance, demography and research/teaching tasks, with remarkable differences between the continents.
Given the rejection of race-based discourses by many Europeans,
the findings of the present (bi-lingual) study by the INTER group
are surprising, and shocking. The interviews carried out in schools
in Madrid, Spain, are clear: Youngsters emphatically state that
they
Vol 5 - Searching, Lurking, and the
Zone of Proximal Development
Perhaps the most important question is the relationship between education and training systems and informal learning. There is currently much attention paid to informal learning at a policy level. As such the concern is to develop an exchange value to learning which at present is seen only as having use value. A better approach might be to recognise the use value of informal learning through profiling learning in non-constrained (e)-portfolios. Such an approach would provide a major move to learner driven learning where all learning is valid rather than only recognising that learning supported by qualification frameworks.
The INTER Guide has been jointly designed by the partners in the
INTER Project as
a practical tool to provide the reader with support in analyzing,
implementing and improving Intercultural Education in school practices.
While writing it we have been focused on teachers in training and
teachers in service, but we hope it could be also useful to anyone
with a direct or indirect interest in thinking critically about
Education as well as to those who are not satisfied with the current
state of the art for whatever the reasons and want to change and
improve the ways in which we are currently teaching and learning.
Vol 3 - Let Nets Work [ navreme at five: Festschrifterl ] This Festschrifterl (or Mini-Digest) is the collection of contributions
to, congratulations for, and credentials of, navreme on occasion
of its fifth birthday. Invitees, partners and speakers were invited
to contribute to this booklet by sending a short text with a statement/summary/
greeting/wish for the past, present or future of navreme. At the
anniversary party
on 28 January 2006 in Vienna, additional ideas and wishes were issued
orally or via music and art. While it is not possible to fully capture
these in a printed publication, they contributed greatly to the
enjoyable festivity and fervent celebration. Guests were present
from Austria, Bulgaria, Germany, Macedonia, Peru, Sweden, Turkey,
United Kingdom, USA, and Uzbekistan. Many more wanted to come, and
manifestly attended in a virtual way. In several languages and viewpoints,
the sum of contributions describes the pitfalls and achievements
of a fascinating network enterprise of the 21st century, between
precarity and innovation. Vol 2 - Tools for Process Evaluation Vol 1 - Project Manager's
Guide to Evaluation You can order all navreme publications against a contribution to printing
costs of 20€ each Books outside our series:
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Bernd Baumgartl with Marco Lorenzoni and Fatma Mızıkacı.
Jenny Hughes and Bernd Baumgartl. 
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