Selection of Important Reference Documents in the Reading Portfolio Supporting Action For

Selection of important reference documents in the reading portfolio supporting action for intercultural dialogue against discrimination

This document presents some reference documents and actions of four main actors at European level for intercultural dialogue: the European Union, the Trade Unions, the Council of Europe and the UNESCO.

The European Commission has created an strong legal basis on which action for intercultural dialogue and against discrimination can be developed also in the education sector.

The European Union: European Law and action against discrimination

European Law (Directives)

The European Communityenacted two laws(or in EC terminology, Directives) that prevent people in the European Union from being discriminated against on grounds of race and ethnic origin (in short: Racial Equality Directive), and on grounds of religion or belief, disability, age or sexual orientation (in short: Employment Framework Directive). The two Directives define a set of principles that offer everyone in the EU a common minimum level of legal protection against discrimination.

The Racial equality directive (2000/43/EC)guaranteesprotection against discrimination on grounds of race and ethnic origin in employment and training, education, social protection, membership of organisations and access to goods and services.

TheEmployment framework directive (2000/78/EC)guarantees protection against discrimination at work on grounds of religion or belief, disability, age or sexual orientation.

A new directive (Directive COM(2008) 426)adopted by the Commission in July 2008 and being negotiated now, proposes equal treatment in the areas of social protection, including social security and health care, education and access to and supply of goods and services which are commercially available to the public, including housing. The Directive will prohibit direct and indirect discrimination as well as harassment and victimisation.

For people with disabilities, there would be an obligation to provide them general accessibility as well as "reasonable accommodation". Both are subject to the condition that they do not impose a disproportionate burden on service providers.

A European Policy Framework to combat discrimination

Drawing on the successful implementation of the 2005 Framework Strategy against Discrimination and the 2007 European Year of Equal Opportunities for All, the Commission adopted under its renewed social agenda on 2 July 2008 a non-discrimination package comprising:

A proposal for a new directive on equal treatment prohibiting discrimination on grounds of age, disability, sexual orientation and religion or belief outside the employment sphere

Acommunication which presents a comprehensive approach to step up action against discrimination and promote equal opportunities

Concretelythe European Commission takes action to:improve knowledge of discrimination by raising awarenessamongst the population of their rights and obligations, but also of the benefits of diversity, support intermediary actors such as NGOs, social partners and equality bodies to improve their capacity to combat discrimination, support the development of equality policies at national level and encourage exchange of good practices between Member States, achieve real change in the area of anti-discrimination through anti-discrimination training activities and push for business-oriented diversity management as part of strategic response to a more diversified society, customer base, market structure and workforce.

The EU publication «Intercultural dialogue support through EU programmes» shows how European Union programme, also in education, can contribute to the development of context and/of mentality favourable to intercultural dialogue.

COE White Paper

The Council of Europe White Paper on intercultural dialogue was published in 2008. Based on the solid foundation of the Council of Europe acquis and on large democratic deliberation the White Paper clarifies how intercultural dialogue may help appreciate diversity while sustainable cohesion. It seeks to provide a conceptual framework and a guide for policymakersand practitioners. Intercultural dialogue cannot beprescribed by law. The White Paper is therefore more an open invitation toimplement the underlying principles and to apply flexiblythe various recommendations presented.

In its right based approach the White Paper defines a revisited conceptual framework and the four conditions for intercultural dialogue: (1) human rights, Democracy and the rule of law, (2) equal dignity and mutual respect, (3) gender equality and (4) combating the barriers that prevent intercultural dialogue. In this the religious dimension gets special attention. Part of Europe’s rich cultural heritage is a range of religious, as well assecular, conceptions of the purpose of life. Freedom of thought, conscience and religion is one of the foundations ofdemocratic society and protected by Article 9 of the European Convention onHuman Rights while the same article allows for restrictions under defined conditions. The White Paper recognises the need and the value of inter-religious in the intercultural dialogue. Recommendation CM/Rec(2008)12of the Committee of Ministers to member stateson the dimension of religions and non-religious convictions within intercultural education could have far reaching implications in terms of teacher recruitment, training and career (see portfolio).

The White Papers identifies five policy approaches to the promotion of intercultural dialogue: (1) democratic governance of cultural diversity, (2) democratic citizenship and participation, (3) learning and teaching intercultural competencies, (4) spaces for intercultural dialogue and (5) intercultural dialogue and international relations.

Especially the policy approach on learning and teaching intercultural competencies catches our attention. It identifies key competencies areas such as democratic citizenship, language and history, the predominant of primary and secondary education, higher education and research, the role of educators with special attention to the teacher training institutions and curricula and the role of family and non formal education.

Finally the White Paper presents a set o recommendations and policy orientations for future actions.

Trade union practices on anti-discrimination and diversity

This publication by the Working Lives Research institute (WLRI) of London Metropolitan University and commissioned by the European Commission, Directorate-General for Employment, Social Affairs and Equal Opportunities is organised in four sections: (1) the mapping study, (2) six key findings, (3) the good practice case studies and (4) key suggestions for action.
The mapping study highlighting key elements of a 34-country study that aims to map trade union practices in combating discrimination and promoting equality and diversity. 130 best practices initiatives were identified of which 15 were selected for an in depth case study.

The study demonstrates that trade unions at all level in Europe have developed initiatives that combat discrimination and promote equality. The six key findings are: (1) construct large partnerships to initiate structural changes, (2) make use of social dialogue possibilities, (3) reconsider the own trade union structures, (4) work effectively and more with ONG’s, (5) key role of training and (6) more and more unions are working on LGBT.

15 good practice case studies around essentially five themes: (1) social dialogue and workplace practices to promote equality and combat discrimination, (2) union practices to promote equality and combat discrimination, (3) working with NGOs to combat discrimination, (4) union training to promote equality and (5) auditing union equality work.

The publication also presents 12 key suggestions for action.

This publication for trans-sectoral union work on anti-discrimination and diversity should be a reference for all teacher unions in Europe to really be actors of change towards more equity, equality and intercultural dialogue.

UNESCO Guidelines on Intercultural Education

It also defines the role and objectives of intercultural education as learning to know, learning to do, learning to live together and learning to be.

The guidelines also presents the legal framework to which intercultural education can make reference: The Universal Declaration of Human Rights, international treaties and conventions, covenants, declarations and recommendations. Also the outcomes of the main international conferences are discussed.

Finally the three principles that frame these guidelines and presented followed by indications on how to achieve them. The principles are:

Principle I:Intercultural Education respects the cultural identityof the learner through the provision of culturally appropriate andresponsive quality education for all.

Principle II:Intercultural Education provides every learnerwith the cultural knowledge, attitudes and skills necessary toachieve active and full participation in society.

Principle III:Intercultural Education provides all learnerswith cultural knowledge, attitudes and skills that enable them tocontribute to respect, understanding and solidarity among individuals,ethnic, social, cultural and religious groups and nations.