Modern society is characterized by diversity and pluralism. The engagement with other cultures in a respectful, exploratory and open way with the support of aesthetic and artistic experiences holds the potential of appreciation and acceptance. In the field of school development, culturally contextualizes learning open up the opportunity in learning processes to address all dimension of the learner’s personality by linking them with their active participation. The implementation of the experience of a new approach to the culturally of the other should be implemented through a collaborative approach in the classroom. In doing so, a cultural contextualized understanding of other approaches, systems and methods is introduced and critical thinking is developed toward one’s own and other stereotypes. A culturally re-active attitude in the form of openness to people from other cultures, respect for cultural diversity and global awareness and responsibility enhance a new way of teaching as an intercultural bridge. The aim of this project is to identify these potentials and to include them in daily practice.
The results of the completed “Cultural Pluralism” project were as follows:
1. The teachers have gained insight into various teaching techniques through observation and have learned what they can incorporate into their own teaching. During the observation in class, the teachers took notes and took notes. Afterwards these results were reflected together.
2. The teachers have experienced a critical distance from their own convictions and their own cultural affiliation. The fact that this has happened was shown by the post-reflections, as well as the reflection sheet, which was filled in before and after mobility.
3. The teachers have gained insight into various teaching techniques through observation and have learned a lot as a result – especially for their own lessons.
4. Existing stereotypes were re-constructed by both teachers and students by getting to know other cultures in direct contact.
5. The teachers have disseminated their approaches in their schools and thereby shaped other teachers through their experience and descriptions.