Fostering a Democratic School Culture HOW TO ACHIEVE A DEMOCRATIC CULTURE IN SCHOOLS

Еxamples of Best Practice

Horizontal Facility for Western Balkans and Turkey

EUROPEAN UNION Table of Contents

THE SCHOOLS PARTICIPATING IN THE PROJECT 7 . PREFACE 9 © 2018 Council of Europe. All rights reserved. Licensed to the European Union under conditions. No part of this publication About the publication 12 may be translated, reproduced or transmitted, in any form or by PART ONE: SCHOOLS AND PROJECT TEAMS 13 any means, electronic (CD-Rom, Internet, etc.), or mechanical, including photocopying, recording or any information storage PART TWO: COMPETENCES FOR DEMOCRATIC CULTURE AND EXAMPLES OF BEST PRACTICE 25 or retrieval system, without prior permission in writing from the AIMED AT STRENGTHENING COMPETENCES Directorate of Communication (F-67075 Strasbourg Cedex or Council of Europe Reference Framework of Competences for Democratic Culture 26 [email protected]). Model of Competences for Democratic Culture 26

Authors: The schools participating in the project The Whole-School Approach 30

Publisher: Council of Europe Office in Belgrade, Španskih boraca 3, Examples of Best Practice Aimed at Strengthening Competences 31 11070 Novi Beograd, www.coe.int/belgrade Area 1. Teaching and Learning 31

Workshops at Form Teacher Classes 32 Editor: Centre for Education Policy Development of Didactic Visual-imagery Material for the Acquisition of New Knowledge, Skills, and 37 Competences Design: Maxnova Creative Mathematics: The Greatest Common Divisor 38 The project “Fostering a Democratic School Culture” was imple- Thematic Month: the Serbian Language, Civic Education, Form Teacher Class 39 mented in cooperation with the Ministry of Education, Science

and Technological Development of the Republic of Serbia Republic of Serbia Serbian Language: “The Tortoise and the Hare“, Aesop’s Fable 40 MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGICAL DEVELOPMENT Serbian Language: Speech Culture 41 How to Achieve a Democratic Culture in Schools Page 4

Civic Education: From Gender Stereotypes to Discrimination 44

English Language: Personality 48

Project-based Learning/Teaching and Research Work 50

German Language: Männer- und Frauenberufe (Gender Equality) 52

Serbian Language: “The Gypsies“, A. S. Pushkin 54

Area 2. School Culture 55

Examples of Teaching Activities Aimed at Strengthening Democratic Competences 55

„Living Library“ Campaign 57

A Group of Extracurricular Activities Aimed at Introducing Pupils to Cultural Goods of General Interest 58

Workshop “Indian Paper Art“ 59

Inter-school Exchange Titled “Exchange the Energy of Tolerance and Democracy!“ 60

Event on the Occasion of the International Roma Day 61

Election of the Most Tolerant Pupil 62

Campaign to Paint the School Wall “Zero Tolerance for Gender-Based Violence “ 65

Peer Education Workshops 66

Data-based Planning of School Activities: Gender Equality in Our School 68

Regional Meeting of Student Parliaments 70

Language Fair 71

Programme “Mediation in the Peer Group” 72 Area 3. Co-operation with the Local Community 75

Examples of School Activities Aimed at Strengthening Democratic Competences Through 75 Co-Operation with the Local Community

Towards an Inclusive Society Through Dramatic Creativity 76

Event on the Occasion of the Ruthenian Day 78

Panel Discussion “Status of Students with Developmental Disabilities in the Educational System” 79

Fashion Show “Beauty of Experience” 80

Event “Find Your Formula for Democracy” 81

Event “Friendship Tree” 82

Educational Activities for Youth in the Field of Protection against Violence 83 About the Editor 84

USEFUL LINKS 85 How to Achieve a Democratic Culture in Schools Page 7

The schools participating in the project1

1. Primary School “Žarko Zrenjanin”, Banatsko Novo Selo 2. Primary School “Dušan Dugalić”, Belgrade 3. School for Tourism and Hospitality, Belgrade 4. Primary School “Zdravko Gložanski”, Bečej 5. Technical School, Bor 6. Primary School “Sveti Sava”, Vladičin Han 7. Secondary School “Miloje Vasić”, Veliko Gradište 8. Primary School “Jovan Jovanović Zmaj”, Đurđevo 9. Zemun Gymnasium, Zemun, Belgrade 10. School with Dorm for Children with Impaired Hearing and Speech “11. maj”, Jagodina 11. Agricultural-chemical secondary school “Dr Đorđe Radić”, Kralјevo 12. Primary School “Radoje Domanović”, Niš 13. School of Fashion and Beauty, Niš 14. Primary School “Bratstvo”, Novi Pazar 15. Primary School “Miroslav Antić Mika”, Pančevo 16. Technical School “23.maj“, Pančevo 17. Agricultural School with Dormitory “Sonja Marinković”, Požarevac 18. Požarevac Gymnasium, Požarevac 19. Primary School “Matko Vuković“, Subotica 20. Primary School “Velјko Dugošević“, Turija

1 The names of the twenty project schools are listed alphabetically by place names. How to Achieve a Democratic Culture in Schools Page 9

Preface

Sarah Keating Head, Division of Co-operation and Capacity Building, Education Department Directorate General II – Democracy, Council of Europe

n behalf of the Council of Eu- And consider this: how better to prepare rope, I am delighted to intro- Oduce this publication. How children for the future when according to to achieve a Democratic Culture in Schools - Еxamples of Best Practice some estimates “65% of children entering highlights what schools can do in primary school today will ultimately end practice to make democracy genuine and alive in our education systems. up working in completely new job types It shows concretely how behaviours 2 and habits can be changed. that don’t yet exist” . While many future professions may be unknown today, The findings also highlight that schools cannot do it alone. They competences such as analytical thinking, need to work with their commu- nities. From parents to municipal- empathy, responsibility and openness ities, the best practices laid out in to other beliefs will be necessary for the this publication demonstrate that a whole school approach is required. future and, at the same time, contribute to social cohesion and a culture of The publication is the result of two years of intensive project work in democracy. Serbia within the framework of the joint EU/CoE Horizontal Facility for the Western Balkans and Turkey. The project was carried out in partner- ship with the Ministry of Education, indicators within four categories: easily adapted to different national Science and Technological Devel- skills, atti­tudes, values, and knowl- systems. opment of the Republic of Serbia, edge and critical understanding. schools and their communities. They were endorsed by Ministers of Education in May 2016. We hope that this publication will The pan-European initiative by the serve as an inspiration for other Council of Europe, the Reference Fra­ The Framework is proving to be a schools both in Serbia and on a wid- mework of Competences for Demo- useful tool for many European coun- er European level. For no person is cratic Culture (RFCDC) un­derpins this tries - including Serbia - as they make born knowing what democracy is – it project. Based on extensive research, ongoing reforms in their education needs to be learned and, most of all, twenty com­pe­ten­ces for democratic systems. It is universal, applicable in experienced. Just as these best prac- culture were identified, along with different contexts, and proving to be tices demonstrate.

2 McLeod, Scott and Fisch, Karl, “Shift Happens” as cited in: The World Economic Forum, The Future of Jobs Report 2016, Part 1: Preparing for the Workforce of the Fourth Industrial Revolution, Chapter 1: The Future of Jobs and Skills, page 3, http://www3. weforum.org/docs/WEF_Future_of_Jobs.pdf, retrieved on 24 January 2019 How to Achieve a Democratic Culture in Schools Page 10 How to Achieve a Democratic Culture in Schools Page 11

Preface

Ministry of Education, Science and Technological Development of the Republic of Serbia

he Fostering a Democratic democracy and civic society can be project, as it promotes the quality of diversity, and to play an active role workshop, local co-ordinators pro- enhancing their schools’ ethos, and School Culture project is imple- identified in the contents of the sub- education by fostering a democratic in democratic life, with the aim to vided support to schools with final- supporting their students. Tmented by the Council of Eu- ject and syllabus of civic education. culture within the formal education promote and defend democracy and ising the action plans, and then the rope Education Department as part system through implementing an- the rule of law. The schools demon- schools began implementing them We hope that this publication with of the Horizontal Facility for Western The educational system of the Re- ti-discriminatory approaches based strated the willingness to enhance and shared their experiences in the examples will become a guide for Balkans and Turkey programme of public of Serbia prescribes general on the Council of Europe standards inclusivity and expand the measures following two workshops. continuing practice in these and all the European Union and the Council and cross-curricular competences and practice. From this overall ob- for eliminating prejudices and dis- other schools in Serbia, and that the of Europe. as the most relevant for adequate jective stem the specific objectives, criminatory approach­ to vulnerable Using the Model of Competences process of fostering a democratic preparation of students for active which include raising the level of groups, and to address the cases of for Democratic Culture developed school culture is becoming the obli- The Ministry of Education, Science participation in the society and life- knowledge and awareness among violence through strategic plans and by the Council of Europe Education gation of all those that are involved and Technological Development long learning.3 They include the teachers, staff, students, and local policies that contain special actions Department, the teams from select- with schools. and twenty schools, as main part- competences such as aesthetic com- communities on the concept, pol- to fight discrimination and mecha- ed schools, composed of teachers, ners of the Council of Europe, were petence, communication, co-oper- icy, practice of and benefits from nisms to monitor such measures. pedagogists, psychologists and prin- inclusive education and democratic supported by the Institute for the ation, responsible attitude to the cipals, developed examples of best The Ministry of Education, Science school culture, empowering pilot Improvement of Education and the environment and a responsible atti- Prior to the beginning of imple­ practice and piloted them in teach- and Technological Development, schools to eliminate prejudices and Institute for Education Quality Eval- tude to health, which, to a lesser or mentation of the activities in this ing and extracurricular activities, also together with the Council of Europe, discriminatory approach towards uation, and a local partner (Centre greater extent, (in)directly develop project in schools, local co-or­ involving the wider local community. continues to provide its support to vulnerable groups, and resolving the for Education Policy), local commu- democratic culture. The competence dinators were selected and trained, the projects that increase the quality cases of violence. nities, the media, non-governmental for responsible participation in a and they visited all the schools and Within the framework of twenty of the educational system and make organisations, experts, etc. Following democratic society also has a direct informed them about the concept of competences from the Model of the society better. a careful preparation of the project, impact on the development of dem- Twenty schools from all parts of Ser- competences for democratic culture.­ Competences, from the values, at- a call for proposals was announced ocratic culture. bia applied and were selected for the The schools opted for three priority titudes, skills and critical thinking by the Ministry, and the selection participation in the Fostering a Dem­ competences which they were to groups, the schools organised a among the interested schools that Cross-curricular competences are de- ocratic School Culture project. They implement through planned activi- large number of various activities, applied was carried out jointly with veloped in teaching and extracurric- were willing to fully promote the ties. In the first peer learning event, with a pedagogical approach app­ the representative of the Council of ular activities, and they constitute a concept of democratic school culture a three-day workshop or­ganised ropriate to the development of the Europe and European Commission in step forward in the understanding of through the teaching content, train- for the participants in this project, a competences for democratic cul- Belgrade. the teaching material and applying ing, awareness raising, information, hundred school re­presentatives ac- ture and creation of a more pleas- what is learnt. The responsibility for practices, and activities aimed at en- quired knowledge about the build- ant, in­teresting, and secure school Although the education on human their development lies with all the abling the development of attitudes ing of specific competences, and environment, at the same time rights is incorporated into the syl- teachers and teaching subjects. This and behaviour, but also building the their connection with the national strengthening their capacities for eli­ labuses of mandatory and elective demonstrates the additional impor- students’ capacity to exercise and de- legislative and strategic framework. minating violent, discriminatory and subjects, the entire programme con- tance of the overall objective of the fend their democratic rights and re- The schools also drafted action plans anti-democratic structures in their tent relating to the education for Fostering a Democratic School Culture sponsibilities in the society, to value for the ensuing period. After the schools and school surroundings,

3 Standards of General Cross-Curricular Competences - End of Secondary School, 2013. How to Achieve a Democratic Culture in Schools Page 12

About the publication

he Fostering a Democratic into good practice examples includ- – teaching and learning, school cul- School Culture project, jointly fi- ed in this publication. ture, and co-operation between the Tnanced by the European Union school and the local community. and the Council of Europe through In the Introduction, the readers can the joint programme Horizontal Fa­ learn about the perspectives of the The fourth section of the central part cilityfor Western Balkans and Turkey, Ministry of Education, Science and of the publication shows thirty ex- was a joint endeavour of the various Technological Development of the amples of school practice grouped stakeholders of the educational sys- Republic of Serbia and the Council of in three categories, according to tem in Serbia. It brought together Europe, that is, the basis for planning the aspects of school functioning. the representatives of the institu- and motivation for implementing The examples of teaching activities PART ONE: tions from different levels of man- this project. The Introduction also ex- (area 1) demonstrate how, through agement of the educational system plains the educational policy context the curriculum, by various methods Schools and (from practitioners to decision-mak- in which the project was implement- of teaching and learning, and in the ers), and representatives of different ed, and from which the examples of learning environment, competenc- Project Teams sec­­tors (government and non-gov- good school practice were derived. es for democratic culture can be ernmental). Similarly, this pub­li­cation strengthened. The examples of extra­ is intended for a varied audience – Part One provides short descriptions curricular activities (area 2) show how teachers looking for inspiration­ and of the schools participating in the student participation and the overall innovation, decision-makers wishing project, which allows the reader to school atmosphere can be based to form a view of the democratic cul- get acquainted with the schools on democratic principles, and can ture in school practice, non-govern- and their motivation, and with the emanate openness, trust, and good mental organisations and research- members of school teams who were inter-personal relations. Finally, the ers who are in search of indicators of directly involved in shaping the ex- examples of activities directed at good democratic school practices, amples of best practice. building the competences through and to the general public interested co-operation with the local commu­ in the topic of competences for dem- Part Two is the central part of the nity (area 3) demonstrate how the ocratic culture. In other words, the publication and comprises four sec- competences for democratic culture publication is intended for all those tions. of not only individuals – partici- who believe that the democratisa- pants in the school system (students, tion of the educational process is not Sections one, two and three describe teachers, parents) - but also the wid- only a priority, but also the way in the conceptual framework of the er community, can be enhanced. which the equity and inclusiveness Council of Europe from which the of education can be achieved. examples of good practice resulted. The last section of the publication The first section briefly describes the contains a few words about its edi­ The publication, How to Achieve a Reference Framework of Compe- tors. Democratic Culture in Schools, is a tences for Democratic Culture. The result of multiannual work of the second section shows the Model of schools participating in the project, Competences (an integral part of the which, through dedication and com- Reference Framework), i.e. describes mitment to democratic principles the individual and psychological re- and values, made great inroads in sources that need to be systematical- the democratisation of school cul- ly developed in the appropriate en- ture and the local community cul- vironment so that students become ture. Participating in this two-year capable of adequately participating project, relying on the Council of Eu- in the culture of democracy. The third rope Framework of Competences for section talks about the schools’ ap- Democratic Culture, the schools ad- proach to building such competenc- ditionally strengthened their capac- es, integrating the de­mo­cratic values ities and “polished” their skills, and and principles of human rights in then translated their experiences three aspects of school functioning 1 2 3 4

Primary School Primary School School for Tourism Primary School “Žarko Zrenjanin“ “Dušan Dugalić“ and Hospitality “Zdravko Gložanski“

Banatsko Novo Selo Belgrade Belgrade Bečej www.oszarkozrenjanin.edu.rs www.osdugalic.edu.rs www.ut-skola.znanje.info www.zdravkovci.edu.rs

he school was founded in Novo Selo as far back rimary School “Dušan Dugalić” was established on chool for Tourism and Hospitalityis the oldest and rimary School “Zdravko Gložanski” is the largest as 1772, with a single class and one teacher. the territory of the city municipality of Vračar in largest school in the region which educates students bilingual school in Bečej and is well-known for its TNowadays it is a multi-ethnic school where P1961. Today, it educates 93 pupils, and its curricula Sin the fields of gastronomy, catering, and tourism. Psignificant support to interculturalism in the school. teaching is organised in both Serbian and Romanian. are adapted to the individual abilities of pupils. The It was founded in 1938. The school is now attended by The school is attended by the pupils of the Serbian and The project team comprises Jelena Bogojević, Mariana pupils also learn the English language. The teachers use 1,156 students in 37 classes within six educational profiles Hungarian nationality. Owing to the differences that Karabaš, Branka Stjepanović, Snežana Knežević, Gordana the complex method, thematic planning, re-education – cook, waiter, confectioner, culinary technician, catering bring them closer together, they achieve good results, Topić, Bilјana Maksimović, Tina Tomašević, Gabrijela method, individual work, pair work, workshops, work technician and tourism technician. For the implementation particularly in the development and implementation Buzadžin, Marinel Blaž, Bilјana Beka and Trezika Roškulec, with assistive technologies, and work in the sensory of practical teaching and dual education the school uses of new educational policies and ideas. In its region, the together with pupils, parents, and other employees. room. its workshop in the “Palas” Hotel. school is known as the school open to all children that They think that, during the project, they successfully actively promotes social and educational inclusion in the connected teaching and extracurricular activities to The school’s project team comprises Branislava Živanović, The fostering of an inclusive environment and local community. strengthen the programme basis for the improvement Bilјana Petrović, Ivana Milojević, Goran Rojević, Jasmina enhancing interculturalism and tolerance is one of the of the school work in the area of education about values, Kovačević, dr Ivana Mitrović Đorđević, Sašenka Mirković, development goals of the school and entails long- The school is also known for developing creative thinking beliefs and habits, bring the staff closer together on the and all employees, parents, and pupils, who are at the term international co-operation with educational and involving parents in all spheres of its work, but the basis of certain things that did not use to be part of the centre of all that is happening in the school. institutions from other countries, based on student project increased the participation of pupils through the regular practice (strengthening co-operation between and teacher mobility programmes, attending practical implementation of training on the participation ladder. committees and teachers’ meetings, correlation and classes, and participation in international competitions Project-based teaching and research are widely used. thematic planning) and identified the resources the in gastronomy, catering and tourism. The project Now there is an active debating club, and debate has also school has, particularly human resources. team members are Zorica Mihailović, Snježana Krstić, found its place in teaching. Slobodanka Cvetković, Jelena Šalipurović, Dušan Komlenac, Boško Šindić and Ljilјana Mihailović. Gender equality is accepted as an important principle in the school and in horizontal learning and teaching, and the Gender Equality Index will enable them to monitor the development of equality in the school. 5 6 7 8

Technical School Primary School Secondary School Primary School “Sveti Sava“ “Miloje Vasić“ “Jovan Jovanović Zmaj“

Bor Vladičin Han Veliko Gradište Đurđevo www.tsbor.edu.rs www.svetisavavhan.edu.rs www.ssvg.edu.rs www.zmaj.edu.rs

he Technical School from Bor is a secondary rimary School “Sveti Sava” in Vladičin Han started in he present Secondary School was founded back in he languages of instruction in Primary School VET school, founded in 1945 by the Ministry of 1995. Today, it has 612 pupils in 32 classes, of which 1879 and is located on the Wheat Square, which is “Jovan Jovanović Zmaj” in Đurđevo are Serbian and ТMining for the purposes of education of workers P11 are detached to Prekodolac, Žitorađa, Polom Ta part of the cultural and historical spatial unit - the TRuthenian, and this is the second Council of Europe for the Mining and Smelting Basin Bor and other mines and Kržinac. The project team comprises Maja Dodić old town centre of Veliko Gradište. The school is the place project in which the school has participated. The project in the country.The school has become the Centre for Đorđević, Olivera Kostić, Lidija Tašić, Danica Stanković for learning, socialising, and many of its extracurricular team, comprising Vukica Petrović, Marija Trtić, Jugoslava Continuing Adult Education and provides the services and Gorica Kovačević. activities are important both to its students and the local Rađen, Svetlana Šovlјanski and Julkica Ljilјanić, realised of non-formal education to adult students in the form community. The project team comprises Velina Stojković, the following activities within this project: the “Chemistry of short modules and trainings. The school also has the Through the project, the school improved intercultural Zoran Tašić, Aleksandra Dimitrijević, Bilјana Lukić, Goran Test“ forum theatre, “Stop to Violence“ workshop, life Student Co-Operative with a bakery and a hairdressing activities and exchange with the local community to Mišić, Vesna Novković, Nataša S. Stević, Nataša T. Stević and learning in democracy in the English language, “Life salon. become the cultural centre of the community. and Sanja Stefanović. behind Walls“ workshop with the Residential Institution from Čurug, “We live in Europe“ workshop, “Democratic The project team believes that the participation in the The team members believe that they have managed Culture” quiz, etc. Fostering a Democratic School Culture project gave to raise the level of knowledge and awareness of them an opportunity to increase their openness to teachers, students and the local community about cultural otherness and other beliefs, co-operation skills the concept, practice and significance of developing and respect. The team comprises Sonja Glišić, Nataša democratic competences in the school and the wider Džaković, Valentina Dimitrijević, Ana Vukojević, Marina local community, to improve students’ skills for resolving Živković, Dragana Ćosić, Suzana Ilić and Ljubinka Aksić. conflict situations in a non-violent manner, to form a group of peer educators, etc. This is why this school is the centre of local events and life of the town. 9 10 11 12

Zemun Gymnasium School with Dorm for Chil- Agricultural-chemical sec- Primary School dren with Impaired Hearing ondary school “Miroslav Antić Mika“ and Speech „11. maj“ “Dr Đorđe Radić“ Zemun, Belgrade Jagodina Kralјevo Pančevo www.zemunskagimnazija.edu.rs www.11maj.edu.rs www.ratarica.edu.rs www.osmantic.edu.rs

he Zemun Gymnasium has been the town’s he school promotes teachers’ creative work with he school dates back to 1882, when dr Đorđe he school is developing and becoming larger owing landmark since inception, and in 1911, when the students, but also the creativity of students Radić, a teacher in the School of Agriculture and to its teaching and extracurricular activities. The TStudents Library was established, it also became Tthemselves in the field of drama, sensitisation of TForestry in Požarevac, was appointed the principal Tproject team, comprising Dragana Krstić, Radmila the cultural centre of Zemun. Already in the school year the local and wider community, co-operation with the of the newly founded school for crop farming in Kralјevo Kišić Novaković, Jasna Sladaković, Mirjana Davidović, of 1912/13, students gave a lecture on young poets elderly citizens, and the engagement of staff in adopting by decree. Nowadays, it is a modern school, educating Marijana Radivojev, Radica Milovanović and Ivana Baškot, (Milan Rakić) for the students and people of Zemun. The new European trends in the field of surdoaudiology for students in the fields of agriculture, food production as well as all pupils, employees and parents, have the educational club “Branko Radičević” was formed, only to the purpose of advancing their working practices. The and processing, and chemistry, non-ferrous metals pleasure of strengthening their co-operation skills and grow into the Yugoslav Secondary School Educational current collection of delivered lessons and materials and printing. The project team, comprising Marsela participating in the activities of valuing, democracy, Club “Branko Radičević” between the two world wars. will be made available to other schools, as part of Eskenazi Milutinović, Aleksandra Jovankin Aleksić, Ivana justice, fairness, equality, empathy and the rule of law. It was active until World War II. Today the Zemun the professional exchange in the development of Čađenović, Ana Radenković, Bilјana Bošković, Violeta Gymnasium is a modern school that takes part in many key competences, by applying the multidisciplinary Ivković and Marija Žarković, implemented the activities projects and advances its practice. approach, and it will be supplemented with the new of strengthening conflict resolution skills, learning about content created within the project. The project team, Roma culture, forum theatre, etc. The school’s project team, comprising Mirko Milojević, composed of Vesna Vukićević, Aleksandra Kostić, Jelena Sanja Štrbac, Bilјana Grujović, Jelena Međedović and Mihajlović, Nikola Rajić and Nikola Stanojević, has Minja Ivanović, implemented numerous activities of contributed most to the achievements within the project. interacting with and connecting secondary school student parliaments in the region with Belgrade secondary school parliaments; strengthened the respect of the students’ rights, obligations, and participation of the local community, and is planning new activities with its students, so that the Zemun Gymnasium remains the cultural centre of Zemun. 13 14 15 16

Technical School Agricultural School with Požarevac Primary School “23. maj“ Dormitory Gymnasium “Radoje Domanović“ “Sonja Marinković“ Pančevo Požarevac Požarevac Niš www.skola23maj.edu.rs www.poljsk.edu.rs www.pozarevackagimnazija.edu.rs www.osrdomanovic.edu.rs

he school educates students in four areas of work, he school is considered to be the place where he Požarevac Gymnasium tradition is 150 years n this school Serbs, Roma, Russian, Belarusians, participates in many projects, and takes particular students gain personal experience in democratic old and many of its students were and are highly Spaniards, Greeks and Bulgarians learn as equals. Tcare of the health and safety of its students. The Tprocedures and processes, participate through Taccomplished people. The school has attached IThe school intensively collaborates with partner project team, comprising Nataša Zečević, Zorica Prpa, dialogue, consensus, non-violent resolution of conflict, particular importance to learning foreign languages institutions: primary schools “Ratko Vukićević“ and Nataša Stankovski, Branislava Krga, Ljilјana Đuretanović, communication and interaction, establishing the culture (English, Russian, French, German and Italian). “Dositej Obradović“, “Do-re-mi“ Music School, “Maslačak“ Vukica Stanojević Momčilović and Dragana Vučić, of rights and responsibilities. The school provides for Kindergarten, and the School of Fashion and Beauty from implemented numerous activities relating to non-violent gradual acquisition of knowledge about democratic Taking part in this project is a continuation of the school’s Niš. conflict resolution and openness of the school to cultural competences and skills required for the development creative activities. The project team is copomsed of: otherness. of democracy, civil and civic society, which is the main Miloš Jeremić, Nataša Berić, Danijela Žukovski, Jana Jacić, The team members, Dušica Tričković, Ljilјana Radovanović responsibility of the project team comprising Marina Živkica Đorđević, Nenad Milošević, Kristijan Marković, Tošić, Nataša Ignjatović, Desanka Nešić, Gordana Rako, Perić, Ivan Perić, Sanja Živković, Milena Jovanović and Maja Jovanović Gligorijević, Katarina Vukašinović and Sanja Pešić, Danijela Tričković, Aleksandra Gligorijević Nada Jelić. Dragana Mihajlović. This team has developed the and Aleksandar Asanović intensively work on fostering activities that are primarily focused on fostering the skills co-operation inside and outside school, respecting the Students’ comments: of listening and observing, critical understanding of the rights of students and developing creativity in all fields “We learnt something new that we can apply in school“, self, and encouraging co-operation. of work. All are respected and respect one another. “We found out how good it is to work as a team“, “For the Besides promoting the work of the school and its pupils, first time, we are in our teacher’s shoes and we liked it very the Domanovići also promote the work of neighbouring much“, “We spoke, danced and sang in the languages of schools. They never claim to be the best in something, national minorities for the first time“, “We brought the although there is plenty of proof that this is indeed the Miljacka river closer to the Morava river“. case in many activities. Teachers’ comments: “How creative our students are when we give them the freedom“, “Us and parents towards the same goal”. Parents’ comments: “Our children can do anything, with the support of adults”, “For the first time were took the role of our children”, “The workshop brought us back to school“. 17 18 19 20

School of Fashion and Primary School Primary School Primary School Beauty “Bratstvo“ “Matko Vuković“ “Velјko Dugošević“

Niš Novi Pazar Subotica Turija

www.skolamodeilepote.com www.osnovneskole.edukacija.rs/drza- www.matkovukovic.edu.rs www.vdugosevic.edu.rs vne/novi-pazar/os-bratstvo

chool of Fashion and Beauty has been around for he school has about 1,600 pupils instructed in he school operates in four buildings, and the he school in Turija, in both its central and detached more than a century. Throughout its 135 years, Serbian or Bosnian language. Cultural diversity is languages of instruction are Serbian, Croatian, and facilities, is an example of the fast development Sthe school has changed names and introduced Tthe advantage nurtured by the school, and the TSerbian/English. Our staff is also involved in the Tof and change in the quality of the school’s work new fields of work, in accordance with the needs of democratic competences are a special responsibility process of educating migrant children from reception in all areas. Democratic competences and their internal the society. In addition to introducing new profiles, of the project team: Malić Saračević, Dejan Kulundžić, centres. indicators, as well as the Living Library, are examples of the school followed all the developments in the area Ajhana Dukađinac, Slađana Velјović, Goran Bogdanović, the results of great effort invested by the project team, of interpersonal relations, democracy, tolerance and Marija Radomirović, Elmir Habibović, Teodora Drašković, The project team comprises Mirjana Stevanović, Nada comprising Jelena Živanović, Nebojša Ilić, Ivana Pavlović, multiculturality. Mersada Mašović, and Bilјana Vulović. Although the Dimović, Marijana Dobrilović, Bilјana Vujević, Katarina Sofia Milenković, Sanela Ankić, Vesna Velimirović and school has a large number of pupils and has to work in Božić Petronijević, Mirjana Ivanković, Nenad Stojanović, Milica Jeremić. Students who commute to school are Dual education enabled students to parallelly learn three shifts, it does not prevent it from organising many Ramadan Mehmedi, Vukica Marković, Sanja Milјković and provided with a fresh meal and a warm place to stay, how to become good hairdressers, manicurists and extracurricular activities. Miran Bačlija. which demonstrates that the school is a place for living. pedicurists, cosmetic technicians, masseurs, carers, tailors, We do not learn for school, but for life! and how to be tolerant, empathic mediators, ready for life They organise activities aimed at increasing empathy in a democratic society. That is the responsibility of the and valuing diversity, improving mutual support project team, comprising Radmila Ilić, Julijana Milivojević, between pupils, accepting differences as something that Radmila Nikolić, Milan Kostić, Milan Vukić, Vesna Živković constitutes a value and advantage of a society, creating a and Marina Marinković. better climate in pupil-child-parent relations, etc.

Many years of co-operation with NGOs, associations and institutions, and a large number of projects help the School of Fashion and Beauty in Niš to (continue to) be an educational institution oriented towards the future. PART TWO: Competences for Democratic Culture and Examples of Best Practice Aimed at Strengthening Competences How to Achieve a Democratic Culture in Schools Page 26 How to Achieve a Democratic Culture in Schools Page 27

ferent from themselves. Intercultural petences can be defined as the The Model is intended for decision Council of Europe Reference Framework of situations, identified in this way, may ability to mobilise and use relevant makers, to inform their policy plan- involve individuals from different psychological resources (values, atti- ning and decision-making. In addi- Competences for Democratic Culture countries and regions, people who tudes, skills, knowledge, and critical tion, it is intended for teachers and speak a different language, have dif- understanding) in order to respond other practitioners in the field of ed- ferent ethnic background, faith, gen- appropriately and effectively to the ucation – as a tool for preparing the der, sexual orientation, education, demands, challenges and opportu- students and young people for life as occupation, socioeconomic status, nities presented by democratic and competent democratic citizens, but For the Council of Europe, the The Framework has three volumes. pedagogical practice, assessment, etc. Therefore, intercultural dialogue intercultural situations. Competence also as a tool for assessing own prac- purpose of education, among The first is the Model of Competences teacher education, the whole-school is defined as an open exchange of is, therefore, a dynamic process. tices and competences. Fother things, is to prepare stu- for Democratic Culture (Model), adopt- approach to strengthening democrat- views, based on mutual understand- dents for democratic citizenship, that ed in 2016 by the standing conference ic culture and building resilience to ing and respect, between individuals The Model contains twenty com- is, for competent participation in a of ministers of education of the Coun- radicalisation). or groups who perceive themselves petences grouped in four broad democratic culture. Based on this, and cil of Europe member states, devel- as having different cultural affilia- clusters: values, attitudes, skills, and with the awareness of the complex oped by an international inter-discipli- The sections below present in detail tions. knowledge and critical understand- and culturally diverse societies that nary expert group. The second volume the model competences for demo- ing, and implies that the develop- comprises competence descriptors, are constantly changing, the Refer- cratic culture, followed by the whole Moreover, as its name implies, the ment of such democratic competenc- intended to help teachers to plan their school approach, that the Council of ence Framework of Competences for Model is based on the concept of es requires a systemic engagement teaching activities and assess the level Europe presents as a useful approach Democratic Culture (Framework)4 was competences. According to the in an enabling environment. School of achievement of planned outcome. to building democratic culture u Council of Europe, democratic com- is definitely such an environment. developed. The Framework is a result The descriptors were tested in by schools in Volume 3. This approach is of broad consultations and testing car- schools in sixteen countries. The third also further elaborated with the exam- ried out in the Council of Europe mem- volume provide guidance on how the ples of school activities, that is, exam- ber states and is built on the principles Model can be integrated in the school ples of good practice of the schools of democracy and human rights. context (guidance for the curriculum, that participated in the project.

Valuing human dignity and human rights This value is based on the general belief that every individual human being is of equal worth, has equal dignity, is entitled to equal respect, and is entitled to the same set of human rights and fundamental free- Model of Competences for doms, and ought to be treated accordingly. VALUES Democratic Culture Valuing cultural diversity This value is based on the general belief that other cultural affiliations, cultural variability and diversity, and pluralism of perspectives, views and practices ought to be positively regarded, appreciated and cher- ished. odel of Competences for The Model is based on the concepts but various individuals will appropri- Democratic Culture5 is a con­ of identity, culture, intercultural- ate and use various clusters of such Mceptual model of compe- ism and intercultural dialogue. The resources, depending on the extent Valuing democracy, justice, fairness, tences, that is, individual and psycho- identity denotes a person’s sense of to which they are available to them. equality and the rule of law logical resources, to be acquired in who they are and self-descriptions Therefore, cultures are basically un- The set of values based on the general belief that the societies ought to operate and be governed by order to participate adequately and to which they attribute significance derstood as heterogenous, dynamic and value. Culture refers to the net- and changeable, and individuals can democratic processes respecting the principles of justice, fairness, equality, and the rule of law. effectively in a culture of democracy. work of material, social and subjec- belong to several cultural groups at A democratically competent individ- tive resources that the members of a the same time. Interculturalism, or ual, together with others, successfully culture have and use. Many resources intercultural situations arise when participates in a culturally diverse so- from these three groups are available an individual perceives another in- ciety. to all members of that cultural group, dividual (or a group) as culturally dif-

4 https://www.coe.int/en/web/education/competences-for-democratic-culture 5 https://rm.coe.int/competences-for-democratic-culture-srp/1680782138 How to Achieve a Democratic Culture in Schools Page 28 How to Achieve a Democratic Culture in Schools Page 29

Openness to cultural otherness and to other beliefs, world Empathy views and practices Empathy is the set of skills required to understand and relate to other people’s thoughts, beliefs and feel- ings, and to see the world from other people’s perspectives. Openness is an attitude towards the people who are perceived to have different cultural affiliations from oneself or towards world views, beliefs, values and practices that differ from one’s own. Openness involves SKILLS Flexibility and adaptability sensitivity, curiosity, and readiness to interact with other people and other world views. Flexibility and adaptability are the skills that are required to adjust and regulate one’s thoughts, feelings or

ATTITUDES behaviours so that one can respond effectively and appropriately to new contexts and situations. Respect Respect is a positive attitude towards someone or something judged to have some kind of importance, Linguistic, communicative and plurilingual skills worth or value. Having respect towards other people who are perceived to have different cultural affiliations Linguistic, communicative and plurilingual skills are those skills that are required to communicate effec- or different beliefs, opinions or practices from one’s own is of key importance for effective intercultural dia- tively and appropriately with other people who speak the same or a different language and to act as a logue and the culture of democracy. mediator between those who speak different languages. Civic-mindedness Co-operation skills Co-operation skills are those skills that are required to participate successfully with others on shared activ- Civic-mindedness is an attitude towards a community or social group to which one belongs that is larger ities, tasks and ventures, and to encourage others to co-operate in order to achieve group goals. than one’s immediate circle of family and friends. Civic-mindedness involves a feeling of belonging to the community, mindfulness of other people in the community and the effects of one’s actions on those people, Conflict-resolution skills solidarity with other members of the community, and a sense of civic duty towards the community. Conflict-resolution skills are those skills that are required to address, manage and resolve conflicts in a peaceful way, by guiding the conflicting parties towards optimal solutions acceptable to all parties. Responsibility Responsibility is an attitude towards one’s own actions. It is reflection on own actions, forming intentions about how to act in a morally appropriate manner, conscious execution of such actions, and holding one- self accountable for the outcomes of such acts. Self-efficacy Self-efficacy is an attitude towards the self. It involves a positive belief in one’s own ability to undertake the actions which are required to achieve particular goals, and confidence that one can understand what is required, can select appropriate methods for accomplishing tasks, can navigate obstacles successfully, Knowledge and critical understanding of the self can make a difference in the world. Knowledge and critical understanding of the self includes the knowledge and critical understanding of one’s own thoughts, beliefs, feelings and motivations, one’s own cultural affiliation and perspective of the Tolerance of ambiguity world. Tolerance of ambiguity is an attitude towards situations which are uncertain and subject to multiple con- Knowledge and critical understanding of language and flicting interpretations. Tolerance is positive evaluation of such situations and dealing with them con- structively. communication Knowledge and critical understanding of language and communication include the knowledge and crit- ical understanding of socially appropriate verbal and non-verbal communicative conventions which op- erate in the language(s) which one speaks, effects of different communication styles on other people, and the way in which each language expresses culturally shared ideas in a unique way. Autonomous learning skills UNDERSTANDING Autonomous learning skills are required to pursue, organise and evaluate own learning in accordance Knowledge and critical understanding of the world with own needs, in self-directed manner, without being prompted by others. Knowledge and critical understanding of the world subsumes a large and complex range of knowledge SKILLS and understanding in a variety of domains including politics, law, human rights, culture, cultures, reli- Analytical and critical thinking skills gions, history, media, economies, environment and sustainability. Analytical and critical thinking skills are those skills that are required to analyse, evaluate and make judg- ments about materials of any kind (for example texts, arguments, interpretations, issues, events, experi- CRITICAL AND KNOWLEDGE ences, etc.) in a systematic and logical manner. Skills of listening and observing Skills of listening and observing are the skills that are required to notice and understand what is being said and how it is being said, and to notice and understand the non-verbal behaviour of other people. How to Achieve a Democratic Culture in Schools Page 30

Examples of Best Practice Aimed at The Whole-School Approach Strengthening Competences

he whole-school approach6 in- The principles that underlie the whole-school approach: tegrates democratic values and Area 1. Teaching and Learning Thuman rights principles into • local context – a democratic school culture cannot teaching and learning, governance be imposed from outside, but needs to be built in and the overall atmosphere of the co-operation of all key stakeholders in the school school providing the students with system and local community; the experience, development, and The school’s programme provides How can this be ensured? By: The examples that represent good practical application of democratic • empowering all key stakeholders to understand numerous opportunities for lear­ning practice of the schools participating competences. The three areas where the school situation and give their individual about democracy and human rights • Promoting participation and in the project demonstrate ways of democratic values and human rights at a formal level. Competences for respect and encouraging stu­ strengthening democratic compe­ ­ principles need to be integrated in contribution to addressing common issues. This democratic culture may be incorpo- dents to express their own opi­ tences through teaching activities. order to build the competences for increases the sense of ownership of change in all rated into the school curri­culum as a nions and emotions, joint setting The examples not only offer the democratic culture are: separate subject, separate teaching and respecting of ground rules. ideas about the ways in which com- participants in the school life; units in difference subjects, and at petences for democratic culture can a cross-curricular level (as a theme Peer learning and assessment. be strengthened in different classes­ • encouraging learning by doing and participation within some or all subjects). • and in different areas (themes), but 1. TEACHING AND LEARNING, – daily practice of competences for democratic describe very vividly how one activ- • Co-operative and project-based culture, participatory decision making, respect and Different teaching and lear­ning learning, discussions, and group ity may strengthen entire clus­ters of 2. SCHOOL CULTURE, AND methods and learning environ­ ­ments work. mutually inseparable com­petences. equality, democratic teaching and learning methods, have a great impact on the develop- ment of democratic com­pe­tences. 3. CO-OPERATION WITH THE LOCAL partnership and co-operation; • Collaboration between teachers They give students the opportunity of different subjects in planning, COMMUNITY. • integrating capacity building and strengthening to learn through the experience­ of action research, and analysis of of democratic culture in school policies and democracy and hu­man rights ‘in ac- own practices. tion’ – in the classroom,­ which is a For democratic culture and respect documents; for human rights to become a real- safe place, where students feel free • Using various sources that enable ity in the community and society, it • supporting local projects and initiatives over the long to exchange their experiences and to students to consider and explore learn, actively participating in teach- is important that they first become term– systemic change does not happen quickly, it alternative perspectives with a reality in educational institutions. ing and learning processes. others, etc. Schools are where young people takes time to overcome resistance to change and actually get their first opportunity transform relations and practices in schools. outside the family to develop the democratic competences that they need for living in culturally and so- The whole-school approach im­pli­es mind that strengthening democratic cially diverse societies. Kno­wing that, the active involvement and commit- culture and integrating the principles it is necessary that the incentives for ment of all stakeholders in the school of democracy and human rights into such development be incorporated system and the commu­ ­nity where all aspects of school functioning is a in the school curriculum and, equally, the school is located. It, therefore, gradual process that takes time. in all as­pec­ts of school life – for exam- implies the co-operation of school ple, participation in shared decision administration, pedagogy and psy- making and school governance can chology office, teachers, students In the next section of this publication, lead to gaining practical knowledge and parents, representatives of local on the examples of good school pra­ and develop trust in the democrat- institutions and the community in ctices,­ it will be shown how various ic and participative processes. Also, general. The three areas (teaching com­petences for democratic culture research has already demonstrated and learning, school culture, and are connected with each area, and how that positive school environment, co-ope­ration with the local commu- such approach contributes to the de- that the students feel as a safe envi- nity) are not independent from each velopment of students’ com­­petences ronment where they can learn and ot­her but overlap, meaning that the for democratic cul­tu­re, enhancement spend time toget­ ­her, is associated ac­tivities and changes in one area of the schools’­ democratic­ culture, and with good school achievements and will have an impact on the others. development of an inclusive and dem- later life satisfaction. Ho­wever, it is important to have in ocratic society.

6 https://rm.coe.int/prems-008518-gbr-2508-reference-framework-of-competences-vol-3-8575-co/16807bc66e How to Achieve a Democratic Culture in Schools Page 32 How to Achieve a Democratic Culture in Schools Page 33

Workshops at TOPIC: Form Teacher Classes VESNA’S STORY: HOW WOULD WE REACT IF IT HAPPENED TO US?

Primary School “Radoje Domanović“, Niš Competence: Responsibility Vesna’s story Aim of the activity was to introduce pupils, in a most straightforward manner, to democratic val- (despite any adaptations) is effec­­tive for all classes Vesna, a Roma girl, is telling what has happened to her: “In a ues, human rights, and examples of the violation of human rights. equally; clothes shop window I saw an advertisement for a sales assistant • It is important to provide suitable space, sufficient job. They were looking for a person between 18 and 23. I am 19, Topics addressed by the workshops included: pupil participation, responsibility, co-operation, toler- time for work, and a relaxed atmosphere; so I went in and asked the manager about the job. She told me to ance, pluralism, violation of human rights, learning about differences. Examples of preparation for It is necessary to define rules so that nobody is • come back in two days because not enough people had applied. a form teacher class have been taken from the Council of Europe Manual “Living in Democracy“ 7. hurt, excluded or ridiculed by another pupil – which is a great risk in the upper grades of primary I returned twice and was always told the same thing. Nearly a Оutcomes: pupils will have greater awareness of the presence of discrimination and understanding school; week later, I went back to the shop. The job advertisement was • The form teacher and the class should have a re- still in the window. The manager was too busy to see me, but I of it; express their opinion about the topic concerned; develop their grasp of the problem; suggest lationship based on mutual trust and respect was told that the vacancy had been filled. When I left the shop, I the ways to resolve the problem. that goes both ways, and a relationship between equals (which is the hardest), to the extent possi- was so upset that I asked my friend, who is not Roma, if she would ble. go there and ask for the job. When she came out, she told me that she had been asked to come for an interview on Monday.“ Results GRADE: After this, each group is asked the same question and the By directly participating in workshops,­ pupils experi- Sixth (6/2) members of the group prepare the answer together. Follow- enced different situations from the point of view of the ing each question, they discuss all answers that are possible. persons whose rights are threatened and those who LEARNING OBJECTIVES OF THE LESSON: threaten other people’s rights. The experience which Pupils become aware of social prejudices and Answers of the supervisor: “I thought that it would be hard for they gained created con­di­tions for understanding and discrimination. Pupils are able to understand the victims Vesna to work here because of the distance she would have to accepting democratic values much more directly and of discrimination and their situation. Pupils are capable cover to come to work every day. She would have to travel twelve strongly than through formal instruction. That the ef- of reacting appropriately in discrimination situations. fects on the attitudes of pupils were positive could be kilometres and change two busses. It is hard to manage a shop if observed in subsequent discussions with the pupils. TASKS: your staff is always late. I would much rather hire somebody from They would refer to their experiences from the work- this neighbourhood and the person to whom I gave the job met shops in some new situations that resembled those in Pupils discuss a case of discrimination and compare it all the requirements.” the workshops. At the end of the form teacher class, with the situation in their community. form teachers received feedback from their pupils with regard to two questions: how did I feel during TEACHING RESOURCES: Pupils find out about the European Convention on Human the class (emoji grading scale), and were we learning Story, cards Rights, Article 14 of which reads: “The enjoyment of the rights in this class? The feedback analysis shows that almost and freedoms set forth in this Convention shall be secured all of them felt very good and that they were indeed METHODS: without discrimination on any ground such as sex, race, col- learning. Out of 360 fifth to eighth graders, only five Text-based discussion, critical thinking disagreed with the above statements. our, language, religion, political or other opinion, national or social origin, association with a national minority, property, LESSON DELIVERY REPORT: birth or other status.” Article 2 of the Universal Declaration of With regard to the planning of these activities, the The workshop was delivered in a fortress, where the Human Rights reads: “Everyone is entitled to all the rights and team recommends the following: pupils went in the company of their form teacher, in order to be in an environment most favourable for work freedoms set forth in this Declaration, without distinction of • The contents should be adapted to suit the age of and contemplation. any kind, such as race, colour, sex, language, religion, political pupils; The pupils were divided into four groups in such a way or other opinion, national or social origin, property, birth or • It is important to be familiar with the needs of that each group had a member belonging to the Roma other status.” the class considering that not all offered content community or a religion other than Serbian Orthodox. They first discussed the concept of discrimination, and then the text was read to them. 7 https://www.living-democracy.rs/textbooks/volume-3/ How to Achieve a Democratic Culture in Schools Page 34 How to Achieve a Democratic Culture in Schools Page 35

TOPIC: SOCIAL INJUSTICE: A SHIPWRECK8

Closing part of the lesson: Teacher’s copy: PART 1 e) The owner has to allow the shipwrecked people unconditional LEARNING OBJECTIVE OF THE LESSON: access to the island and has to consider them as co-owners. INTRODUCTORY PART OF THE LESSON “More than an hour elapsed between the first alarm and the Developing the concepts of social justice and Discussing the topic of “justice“. Can you always sinking of the cruise ship ‘The Queen Maddy’. Thus the passen- social responsibility in pupils; ensuring that Pupils discuss in pairs comparing the answers. The teacher intro- use the same “yardstick when you deliver gers were able to organise themselves a little before entering pupils are able to recognise the situations duces the second part of the story. justice“? What is “social justice“? the rescue boats. A heavy storm had caused the ship to crash in which basic human rights are threatened; Introducing the lesson objective: The aim of the into an oil tanker, resulting in the shipwreck. About half a day instructing pupils how to recognise the needs story that was used in this lesson is to help the later, some of the rescue boats reached a small rocky island. The and feelings of others and how to respect them; pupils think about the main principles in which island was oval-shaped, about one and a half kilometres long ensuring that pupils learn how to support social justice should be rooted, and it points out the complexity of the issue at the same time. and half as wide, and partly covered by lush woods. There was others in exercising their rights; developing the feeling of responsibility for teamwork; Teacher’s copy: PART 2 no other island in the vicinity. This rather sunny island was not developing the feeling of mutual co-operation “The owner of the island decided to allow the shipwrecked peo- CENTRAL PART OF THE LESSON inhabited, apart from the family Richalone, who had a luxurious and assistance. villa on the top of the hill and owned the whole island. Years ago, ple to stay for some time. He expected them to pay him for ser- The teacher explains to pupils that (s)he will presented a story in four parts and that a this family had settled on the island, hardly keeping contact with vices and food. As long as there was food left from the ship, he TASKS: discussion will follow each part that is read. The the outside world; they merely arranged the monthly delivery of refused to sell them anything at all. There were 13 people who Pupils discuss the issues of distributive justice survived the shipwreck. There was Victor, his pregnant wife Jose- text may be read by the teacher or a pupil. fresh food, petrol and all sorts of other goods that they needed. using the example of privileged people and Their life was well organised: they produced their own electric- pha, and their two children aged 3 and 7. Abramovitch, 64, was unfair behaviour of people, and highlight the CLOSING PART OF THE LESSON a rich jewel merchant. He was the oldest member in the group ity, could afford to buy enough food and drink, and had all the importance of solidarity among people in comforts they wished for. In the past, the owner had been a very overcoming injustice. and had no relatives or friends. He had a collection of golden At the end of this lesson, looking at the list successful businessman. After a conflict with the authorities over rings, diamonds and other precious jewels with him. John, Kate, of human rights contained in the Universal Declaration of Human Rights, the European a tax issue, he had become disillusioned with life and from then TEACHING RESOURCES: Leo and Alfred were friends, who were strong, healthy and very skilful. They had lived together in an alternative community, in a Convention on Human Rights, and the Revised avoided all contact with the outside world. He had observed the Presentation (Power Point), flip-chart board European Social Charter, pupils first discuss house which they had refurbished themselves. Maria, a lawyer rescue boats landing on his pretty island and approached the (poster board) the general application of basic human rights: working part-time at a university, could only walk very slowly shipwrecked people.” citizens must be guaranteed the basic human METHODS: due to problems with her left leg and hip (the result of an acci- rights that will enable them to take part in dent). She was accompanied by Max, her assistant at university, Text-based discussion, critical thinking the decision-making processes in their living Questions after Part 1 of the story as they were travelling to the US in order to give a lecture at a environment. Citizens may and should exercise conference and to discuss the publication of a book with a pub- the right to protect their interests, but no The teacher asks pupils whether the owner of the island has OUTCOMES: lisher. Both were specialists in criminal law, but not gifted with community can survive unless its members are a moral obligation to allow these people to stay on his island. Pupils understand that justice is a concept of their hands. Last but not least, there was Marko and his girlfriend prepared to care for each other or their common just and ethical treatment of all people. Justice interest (the principle of responsibility for the To help the pupils reach a conclusion, he will read to them Vicky, both members of the boat crew who, at the last moment, is often perceived as a continuous endeavour general good). This short sketch shows that the the following statements and the pupils should decide which had taken as much as they could carry from the ship’s storeroom: to do what is ‘right’. In most cases the ‘right’ notions of “rights”, “fairness” and “responsibility” statements they agree with and why. cans of food, biscuits, oil and some cooking pans. All of them is deemed to be that which a majority thinks do not exist independently but are intertwined or feels, that which is logical. Pupils freely had some money with them, but the ship’s officer Marko carried with the tensions which need to be balanced a) The owner may allow the people to stay on his island. express their opinion about the relevant topic; a large amount, which he had stolen from an apartment in the and, therefore, understood. they understand how important it is to accept b) The owner may forbid the people to stay on his island as last port they had called at. To ensure better understanding of human rights, diversity; they recognise the problems in their long as he provides them with the necessary food and drink. the teacher, as proposed and explained by the surroundings and the times in which they live; c) The owner may forbid all those who cannot pay (with On the island there was a small, old shed on the hillside quite pupils, writes on the board the key rights in the they become aware of the issues of social justice money, jewellery, labour) to stay on the island. near the sea. It had only one room that could serve as a primitive opinion of pupils, which the “characters in the issues; they recognise the situations in which d) The owner has to allow the people to stay on the island as shelter for two or three people.” story” should respect. human rights are respected or not respected. long as necessary. The shipwrecked people have the moral obligation to respect the owner’s privacy and property.

8 The scenario was taken from the Council of Europe manual Living Democracy available at https://www.living-democracy.rs/textbooks/volume-3/part-1/unit-2/lesson-4/ How to Achieve a Democratic Culture in Schools Page 36 How to Achieve a Democratic Culture in Schools Page 37

Questions after Part 2 of the story Teacher’s copy: PART 4 Development of Didactic Visual-imagery The teacher explains that pupils should decide who, in their “The shipwrecked people decided that the food should be opinion, should be allowed to use the shelter. shared without any compensation. They forced Marco to Material for the Acquisition of New Knowledge, hand over his food supplies appealing to his moral obliga- The teacher reads out the following statements and asks the tion. After about a week there was no more food and the Skills, and Competences pupils to say which statements they agree with and why, only solution was to try and get some food from the owner and whether they have another solution. of the villa». Pupils discuss in pairs about who should ask the owner for a) The pregnant woman and the children. food, and how this should be done. b) The four young friends who are the only ones able to refurbish the shelter. c) The jewellery merchant who pays for it (therefore Questions after Part 4 of the story Primary School “Dušan Dugalić“, Beograd allowing the others to buy some food). d) The ship’s officer and his girlfriend, on condition they Pupils discuss who should ask the owner for food, and how Competence: Valuing democracy, justice, fairness, equality and the rule of law share their food with the others. this should be done. The teacher reads the following state- e) The lawyer, who can act as a mediator and reconcile ments and asks the pupils which statements they agree Activity aim: to makе the topics of equality, peer co-operation, tolerance, respect of their own needs those who quarrel. with and why, and whether they have another solution. and the needs of others, and the understanding of the importance of equality and justice; emotion After the discussion, the teacher tells the pupils how the a) Each person should individually negotiate trade development and control; creation of equal opportunities for all, more accessible to the pupils with story continues. conditions with the owner (paying with money, hearing impairment and underdeveloped verbal communication skills. jewellery or labour). In this case, the family with children, and the lawyer and her assistant, will have a problem. b) All available resource (jewellery, money) should be shared by all the people, irrespective of the true owner. Teacher’s copy: PART 3 The food bought this way will be distributed equally to all. Additional food could be bought individually, in Results “The shipwrecked people also had to decide what to do exchange for labour. Visual teaching material was created identify how other people feel ba­ ac­quisition of knowledge and ex­ with the food reserves the ship’s officer had taken with him c) Everything the same as b) but everyone is expected to and used to teach the pupils which sed on other people’s non-verbal perience by using imagery material and which he did not intend to share. In fact, sharing the work to the extent he or she can and to share the food be­haviour is good and acceptable co­mmunication (facial expressions, are well-accepted by the pupils. food would have decreased his and his girlfriend’s chances he or she earns that way. and which is not. By working with gri­mace, body language). Learning of survival. “ d) The jewellery merchant is allowed to buy everything emo­tions, they were directed to through play and the spontaneous the owner wants to sell and thus “help” the others with food packages. Questions after Part 3 of the story After the discussion among pupils, the teacher can conduct Pupils are asked to think about who should get the food the discussion in order to help them apply the story to the from the ship’s supplies. real world. The teacher again reads the statements and then asks the pupils to decide which statements they agree with and why, Do you recognise similar situations in our society? and whether they have another solution. a) in your neighbourhood or family? b) in your country? a) The ship’s officer must be allowed to keep the food for v) on global scale? himself and his girlfriend. b) The food available should be distributed equally among What actual situations that you know about struck you as the people. being unjust in the distribution of food, water, housing? c) The food available could be bought by the highest bid- a) in your neighbourhood or family? der (be it with money, goods, or services). b) in your country? After the discussion, the teacher reads to the pupils the rest v) on global scale? of the story. Why? How to Achieve a Democratic Culture in Schools Page 38 How to Achieve a Democratic Culture in Schools Page 39

Mathematics: Thematic Month: The Serbian Language, The Greatest Common Divisor Civic Education, Form Teacher Class

Primary School “Velјko Dugošević“, Turija Primary School “Matko Vuković”, Subotica Competence: Co-operation skills Competence: Valuing democracy, justice, fairness, equality and the rule of law Activity objective: co-operation among the pupils, learning about and understanding the culture of Objective: to apply in practice what they learnt about the greatest common divisor; to improve their the members of minority populations in the class, reducing the cultural distance among the pupils co-operation skills by applying the teamwork technique; development of critical thinking about in the collective, understanding the problems encountered by the pupils who are using a non-moth- themselves and others, development of empathy, valuing human dignity and human rights. er tongue and the importance of mutual assistance, learning about the Serbian and Romany languages and cultures

Activities termined using the method of the itoring the Democratic Competence in Activities “thank you“, “sorry“, etc.). The - knowledge and critical under- greatest common divisor. the Class designed by the team. pupils whose mother tongue is standing of language and com- - The selection of the text with a In the first part of the lesson, dis- Romany translated the poem “A munication, At the end of the lesson, the pupils focus on friendship, together- Friend to a Friend” from Serbian cussion, the teacher encourages The most important factor contribut- - feelings of belonging to a collec- are encouraged to consider if they ness, supporting the collective to Romany, with the support of the pupils to answer and give their ing to the successful implementation tive can carry out such an activity in real spirit; presentation of the Dra- the City of Subotica local Roma opinions about the following ques- of the activity in the class is the fact - empathy, life, for the New Year or Christmas, for gan Lukić poem “A Friend to a coordinator. The pupils decid- tions: Should everyone have the that the pupils actively expressed - development of socially accept- instance. Friend”in the Serbian language ed which parts of the text will same rights? Does everyone around their opinions and listened to other able moral values. class (implementation: 2 weeks). be recited in Serbian and which us have the same rights? Does people’s opinions and attitudes, and Results ones will be recited in Romany at everyone have the same living con- that they have developed empathy - Reading the poem, explaining a public event (such as a school Results (which have been ditions? How important it is to help as well as the required mathematical unfamiliar words, talking about Pupils were given an opportunity to performance – reception for the achieved and how they others? How important it is to be knowledge to solve a specific task the importance of friendship, express their opinions, to compare new generation of first grade humane? Are they humane? In this from everyday life. togetherness, respecting oth- were evaluated) them with the opinions of others, to pupils, Democratic School Open part the pupils should realise that develop assertiveness and empathy. er people’s needs and feelings, Day, etc.). The performance on stage was not everything in their environment At the same time, they were practis- practicing expressive recitation warmly received and rewarded with is perfect, that many persons need ing some content in mathematics of the poem (the pupils who took - Preparing parents and pupils to the loudest applause at the event. help and that humanity and empa- solving a concrete problem. This ac- part in the recitation helped one accept the public appearance thy are very important. tivity showed that democratic com- another to pronounce and ex- and reciting in a non-mother The parents’ and children’s positive petences can be developed even in pressively recite the poems in a tongue – minority language attitude was reflected in the smiles In the second part, the pupils are di- the classes in which this is deemed non-mother tongue). which they think is not very pop- vided into groups and are given the on their faces. to be “hardly practicable“, such as in - Workshop “Who is a Good Friend” ular. task to make an optimal number of mathematic class. (listing good and bad examples equal gifts from the sweets donat- - Public appearance at a school In the last class devoted to these ac- of friendship in the selected ed for poor children. The number of The evaluation of the lesson was performance (International Day tivities, the pupils expressed their at- texts) in the civic education class. gifts and the content of gifts are de- made based on the Checklist for Mon­ of Democracy). titudes by showing numbers from 1 - Visit of a representative of Roma (minimum) to 3 (maximum): community to the form teacher class (local Roma coordinator). Cluster of competences - Are you prepared to share your food with a classmate who hasn’t - Presenting Romany culture and which are being built: brought his own food? traditions. - co-operation skills, - Talking about the customs and - flexibility and openness to other- - If you see from close by that your culture of Roma people, learning ness, friend has fallen off her bicycle, some words in Romany (“hello“, - valuing cultural diversity, will you go to help her? How to Achieve a Democratic Culture in Schools Page 40 How to Achieve a Democratic Culture in Schools Page 41

Serbian Language: Serbian Language: “The Tortoise and the Hare“, Aesop’s Fable Speech Culture

Primary School “Žarko Zrenjanin”, Agricultural and Chemical School Banatsko Novo Selo “Đorđe Radić“, Kraljevo Competence: Respect Competences: Skills of listening and observing; co-operation skills; responsibility; civic-mind-

Activity objective: teach pupils how to analyse a text, identify characters and determine the moral edness; openness to cultural otherness and to other beliefs, world views and of the fable; enable pupils to think logically, make the right conclusions, and apply what they have practices learnt in real life.

Teaching unit: “The Tortoise Results (which have been The most important factor and the Hare” (Aesop), third achieved and how they that contributed to the suc- Cross-curricular Communication, co-operation, responsible participation in a grade were evaluated) cessful implementation competences democratic society The presentation of the teaching unit Working in groups, using the co-op- The lesson was prepared with the which, apart from having a learning eration principle, helped with the pupils with whom the work on the Teaching model Frontal instruction, individual or group work objective, also has a broader educa- guiding questions, pupils were di- development of logical thinking was tional objective – respect for other rected towards the key educational previously done in both regular and Teaching methods Monologic, dialogic, text-based, demonstration people, tolerance and prevention of concepts addressed in this lesson. demonstration classes. The pupils’ prejudices. In the class, the aim was Pupils were encouraged to provide and teachers’ motivation and their Teaching resources, media Work material, presentation (projector and laptop) to ensure that the pupils develop their own interpretation, to listen to mutual co-operation contributed to logical thinking and adopt moral the opinions of other people, to val- the successful lesson delivery. concepts by switching between dif- ue different views of the issue, and to Lesson timeline Double class (detailed timeline of both classes are provided in ferent suitable forms and methods clearly express their opinion. the Class Description section) of work. Correlation Civic education, philosophy, religious education

Teachers’ reference material Methodical Approach to Creatively Teaching Serbian Language and Literature (Metodika kreativne nastave srpskog jezika i književnosti), Simeon Marinković How to Achieve a Democratic Culture in Schools Page 42 How to Achieve a Democratic Culture in Schools Page 43

Group 1: LANGUAGE EDITING Task: Agree the topic you will discuss (suggested topic: “Mi- INTRODUCTORY PART grants should enjoy open borders“) and who will be on which CENTRAL PART: Addressing the issue of public speaking starts with the norm. During the introductory part, the students should team. Prepare as much information to defend the resolution Presentation on the topic: rhetoric; The norm of modern standardised literary Serbian language be informed that the next two lessons will be as you can (affirmative team) and arguments to challenge the conversation, speech; relationship between consists of a body of rules determining what is correct in terms devoted to speech culture. Discussion on what resolution (negative team). the speaker and the audience, and exercises of of pronunciation (orthoepic norm), writing (orthographic speech culture is and how important it is. public speaking in front of the audience. We will norm), word forms (morphological norm), word meanings (lex- Speech culture is the level to which individual Work material: Karl Popper debate guidelines and the cards cover this topic by publicly speaking about the ical norm), and sentence structure (syntactic norm). speech and one’s own literacy has been perfected. marked with roles: A1, A2, A3, N1, N2 and N3. The information openness towards cultural otherness, and to Speech culture is a linguistic discipline which stud- needed to prepare the arguments and take part in the debate other nationalities, world views, and beliefs. Task: Language edit the text complying with all the norms of ies the use of language, namely oral and written should be obtained by the pupils themselves (they are allowed Pupils will be divided into teams of five or six standard Serbian language. speech, successful explanation of the subject of to use internet in the class). (teams will be created in accordance with the talk, concurrence with the speech situation, and pupils’ wishes) and all groups will get tasks and Work material: an excerpt from Jasminka Petrović’ novel listening culture. It includes: Group 5: SPEECH (ORATORY) working material. Each team will be allowed Everything is OK, in which a Roma girl is the narrator. For liter- – Linguistic culture, 5 - 10 minutes for presentation in the following ary and artistic purposes, aimed at adding more personality to class (depending on the tasks). The tasks and – Culture of social behaviour, and Task: Write a speech intended for your peers, on the topic: “The the characters, no capital letters or punctuation are used in the the method of work will be discussed with the – Culture of thinking. Wealth Lies in the Diversity“. Strive to make your speech sound text. formed teams. We enhance our speech culture throughout life inspiring and carry a positive message. After shaping the written and we need it in everyday speech communication form of the oratory, practice the oral delivery, using the prompts. CLOSING PART: Group 2: ANNOUNCING THE PUBLIC as well as in the most complex speech forms. Why You will give your speech in the next class, in such a manner that APPEARANCE AND THE INTERVIEW is its enhancement important? Because it contrib- every member of the team will say a part of the oratory. The teacher encourages pupils to exercise the utes to fostering the culture of dialogue, valuing delivery of their tasks and to add to their work Task: Imagine that you need to organise a book promotion and promoting diversity, and complying with the Work material: criteria for a good speech (encourages people on tasks at home by using additional reference event for Jasminka Petrović’ book Everything is OK. The partic- key communication norms; it strengthens our to do something moral and important, is well-argued, has a material, information and data, if necessary. ipants in the event: a presenter, the book’s author, a literary ability to express our attitudes, opinions, feelings, clear message, has dramatic tension, reveals the beauty of ver- Pupils are instructed to sit together with the critic, and two actors who will read the excerpts (Admir and values, and identities in a positive and construc- bal expression with appropriate facial expressions and gesticu- members of their team at the beginning of tive well-argued manner, so that we can achieve Jelena’s love story). Assign the roles among the members of lations), guidelines (write a synopsis: introduction, elaboration, the next class and to bring with them all the our goals and expand our understanding of the the group and prepare the announcement, the questions and conclusion; write in a clear and simple language; check all the material they need to do the exercises. world, other people, and communities. The history answers of all participants. information and facts you are presenting). A brochure with the of mankind best shows how powerful words are. explanation of the competence: openness to otherness. Words started wars, words spread freedom and Work material: the book Everything is OK, excerpts from inter- justice, but also intolerance and hate. views After receiving their assignments with instructions and work ma- The ancient Greek civilisation rested on oral expres- terial, pupils start to prepare their tasks and work until the end of sion and one of the most important educational the class. The teacher encourages pupils to be creative, uninhib- Group 3: A SPEECH (A TOAST) aims was to acquire rhetorical skills. In ancient ited, to speak on the basis of facts, and to all participate actively. times already, the Greeks devoted great attention Task: Imagine that you need to give a speech, or a toast, at the to developing the theory of public speaking and wedding of your friends, Admir and Jelena. Writing it should be set the rules under which rhetoric is defined as a joint effort and you should try to make it funny, inspirational, good speaking skills. Aristotle believed that rhet- and to send the message that love overcomes all differences oric is a theoretical knowledge and that oratory is and overpowers hate. One of you should give the toast orally in the practice of formal speaking. The skills, art and virtue of speech had to be based on the principles the following class. The toast is given while standing, holding a of morality and honesty in the first place, and only glass in your hand, without consulting your notes. then on the principles of wisdom and beauty. In his Institutes of Oratory, Quintilian said: “If God gave to Work material: the book Everything is OK (a copy of the excerpts men the gifts of speech … which is of tremendous that follow the characters so that pupils can learn more details value for ourselves and our fellowmen, should we of their love story); the instruction with the elements a toast not strive to cultivate the greatest possible excel- should have. lence in the use of speech?“ In this class and in the following class in which work will take place in Group 4: KARL POPPER DEBATE groups, pupils will do several creative public speak- ing exercises, such as speech, debate, interviews. All forms of speech culture will be devoted to an This debate format focuses on relevant and often deeply divisive important topic – openness towards diversity. propositions, emphasising the development of critical thinking Before that, the characteristics of good speech will skills, and tolerance for differing viewpoints. Debaters work to- be highlighted (correct, clear, succinct, fluent, to gether in teams of three – Team A (affirmative, responsible for the point) as well as other important elements of defining and interpreting a resolution) and Team N (negative, oral speech (body posture and facial expressions; argues against the affirmative position). The debate is com- rhythm, melody, and pace of speech; articulation posed of ten parts - six speeches and four cross examinations and accentuation; “the speech landscape“). in a specific sequence as provided in the detailed instruction. How to Achieve a Democratic Culture in Schools Page 44 How to Achieve a Democratic Culture in Schools Page 45

Examples of the situations Civic Education: Educational profile:9 for high schools and all educational profiles, first grade From Gender Stereotypes to Discrimination EXAMPLE 1. Ana is in the eighth grade of primary school. Teaching topic: I, we, and others She has excellent grades in all subjects but her favourite Teaching unit: From gender stereotypes to subjects are mathematics, physics, and IT. She would like discrimination to go to a high school to study natural sciences and math- Lesson type: Presentation ematics, but her parents do not agree. Their opinion is that it would be better for her to go to a secondary vocation- Teaching methods: Discussion, text-based work al school. Their recommendation is a secondary medical Place: Classroom school, to study to be a nurse. They believe that this is a Material required: Story texts Agricultural-chemical secondary school “Dr Đorđe Radić”, Kralјevo smarter thing to do because Ana may fall in love, get mar- ried, and have a child, and after graduating from second- INTRODUCTORY PART Competences: Skills of listening and observing; co-operation skills; responsibility; civic-mind- ary vocational school she can get a job. After graduating Planned delivery time is approx. 5 minutes. from high school, Ana will have to go to university and, if edness; openness to cultural otherness and to other beliefs, world views and she marries and has a child, she would not have time to In the introductory part, we will refer to the previous practices devote to her education. Ana reluctantly accepts her par- class in which we talked about belonging to a group, ents’ advice. the meaning of belonging to a specific group, possible acceptance/non-acceptance of a member Lesson objective: introducing the students to the concepts of gender role, gender discrimination, Questions for the group of some group only because of her/his affiliation and not because of the personal characteristics/traits of gender stereotypes, and prejudices. 1. Discuss within the group the parents’ opinion and the person concerned. their suggestion for the choice of school. The teacher starts the discussion by asking: Note: this lesson may be delivered as part of the class meeting, Students’ Parliament, or peer educa- 2. What is the expected, traditional behaviour? Discuss! What do you think is the reason for this? tion programme. 3. What are gender roles? Can we really assess a person only based on the information that she/he belongs to a certain group 4. Who imposes gender roles? Explain! (e.g., a group of punkers, a group of the fans of a certain type of music, etc.). 5. Describe some examples of gender roles from your surroundings. CENTRAL PART Planned delivery time is approx. 5 minutes. Planned delivery time is approx. 30 minutes. Tasks General cross-curricular school syllabuses for the Serbian The teacher divides students into four groups. Every language, sociology, constitution 1. ACADEMIC – after the class is over competences group receives a different text with a description of and the civic rights. EXAMPLE 2. Mirjana is a third grade student of a second- the situation. and students study on their own, Specifically designed activities ary school. She is pregnant and wants to get married. Her they will be able to identify gender encourage the development of the Teacher’s instruction parents approve of her decision. Her form teacher and CLOSING PART stereotypes and prejudices in their following general competences in the school pedagogue explain to Mirjana that she should Read the text and answer the ques- Planned delivery time: 5 minutes surroundings, understand how prej- students: responsible participation continue her education and that this is possible. The law tions. Every group has a different sit- The teacher gives students to explore the ways to udices and stereotypes work, under- in a democratic community – allows her to finish her school as a full-time student. She uation. The time allotted for the task respond to and defend against discrimination for stand how important they are for the active participation in the life of refuses to do that. She does not want to continue her is 10 minutes. homework (to explore and present the rules, norms, formation of attitudes of the people the community by respecting education, not even as a part-time student. She says she institutional protection mechanisms): around us and the way in which they other participants as equally Representative of the group will pres- will continue her education once her baby grows up. Her behave. worthy autonomous persons, ent the observations and answers to future husband supports her decision. Parents agree with • How is discrimination treated in school, what are disciplinary measures? (prohibition, Art. 110 of 2. EDUCATIONAL – the students de- and combating different aspects questions. their decision. the Law on the Fundamentals of the Educational velop the awareness about: the exist- of violence and discrimination; Questions for the group System); ence of prejudices and stereotypes, promoting the spirit of tolerance, Are there any legal protections of citizens against and their impact on the formation equality, and dialogue. 1. Discuss within the group Mirjana’s decision to leave • discrimination? If so, what are they and what of people’s attitudes and behaviour; school. do they contain? (the Law on the Prohibition of the presence of stereotypes in gen- Correlation with school 2. What is the expected, traditional behaviour? Discuss! Discrimination, Law on Gender Equality); der roles and the need to overcome subjects Is there any institutional protection against them; the importance of overcoming 3. What are gender roles? • Correlation is possible with all discrimination? If so, what? (the Commissioner prejudices and stereotypes. programmes which incorporate 4. Who imposes gender roles? Explain! for the Protection of Equality); 3. FUNCTIONAL – students will ac- elements of education relating EXAMPLE 3. Milan and Vesna are twins. Both of them are • It there any connection between discrimination quire the skills of critical thinking and to values, beliefs, habits, and good students. They live in a rural area. Their parents work and violence? If so, what? arguing a position. are implemented in the school long hours to support the family. After the children finish Students do this assignment individually but the in accordance with the School secondary school they will be able to send only one child teacher may divide them into four groups, by type of Curriculum and the secondary to university because of their bad financial situation. They assignment. decide that it should be Milan.

9 For secondary schools. How to Achieve a Democratic Culture in Schools Page 46 How to Achieve a Democratic Culture in Schools Page 47

Questions for the group Questions for the group Discrimination is said to be prejudice in action. NOTE 1. Discuss within the group the reasons why the parents de- 1. Discuss within the group the behaviour of the nursery Why? In the above example, where do you see Content of teacher’s presentation cided that it is their son that should be sent to university. teacher and her wish to redirect Luka to the corner with build- discrimination? Discrimination happens in the Traditional stereotypical gender roles impose ing blocks and trucks. 2. What is the expected, traditional behaviour? Discuss! conative component of prejudice. restrictions on both men and women. In the The teacher informs students about the concept 2. What is the expected, traditional behaviour? Discuss! kindergarten example we see that the nursery 3. What are gender roles? of gender discrimination. teacher does not allow the boy to play with dolls 3. What are gender roles? 4. Who imposes gender roles? Explain! The teacher asks the students to describe some because she believes that it is not “male” play, examples of gender discrimination. 4. Who imposes gender roles? Explain! and she pushes him into his gender box, namely 5. Describe some examples of gender roles from your sur- For example, when you apply for a job exerts pressure on him to play with building roundings. • 5. Describe some examples of gender roles from your sur- blocks. What is more, other children do not find (questions to a woman at the initial roundings. interviews relating to her civil status, family it odd that a boy plays with dolls. planning, etc.). A young man who is following the latest fashion EXAMPLE 4. A boy in the kindergarten, Luka, likes to play with in clothes is an object of ridicule because only dolls. He spends a lot of time in the corner with dolls. The nurs- The issue of ownership of property (only • Presentation of group work girls and women are expected to dress well. ery teacher encourages him to play with trucks and building a small percent of women are owners of Our environment imposes on us the norms of blocks and tries to get him interested in such play. She explains immovable property). Discussion about gender roles within a large group. behaviour with respect to the gender role given to him that it is not how boys play. Other children in the group The teacher gives a short lecture about stereotypical gender to us. If necessary, the teacher explains the do not see anything strange in the fact that Luka likes to play Stereotypes are hard to overcome. It is a roles, expectations of the environment in accordance with the difference between sex and gender. with dolls. long and difficult process. However, changes do happen. We can see this in the example imposed gender roles (suggestion in the Note). Stereotypes are schematic and rigid perceptions of girls enrolling into military schools and of the characteristics of individual members of a military academies. Thirty years ago that was group, which are then generalised and trans- unthinkable and girls were forbidden from ferred to the entire group. enrolling in military schools. Last year, more girls than boys applied for the military gymnasium. In a traditional patriarchal society, stereotypical gender roles are clearly defined and any other- ness may meet with strong disapproval. LITERATURE: For example, female bus or taxi drivers often Handbook for the Prevention of Gender Based provoke negative emotions. Violence, Ministry of Education, Science and Stereotypes create prejudices. Technological Development, 2015. Prejudices usually carry a negative connotation Handbook for Civic Education for the First Year and cause strong emotional response. of Secondary School, Ministry of Education, Science and Technological Development, 2002. A prejudice has three components: • Cognitive, thought-related, what I think about it; • Emotional, how I feel about it; • Conative, will and action-related, what I do about it.

EXAMPLE Cognitive component: This young man dresses very well, as if he just stepped out of a fashion magazine. He gives too much attention to dressing well. Emotional component: I don’t like it. He seems effeminate. Conative component: I do not want to be friends with him. I will persuade others not to be friends with him. I will disparage him, he deserves it. How to Achieve a Democratic Culture in Schools Page 48 How to Achieve a Democratic Culture in Schools Page 49

Distribute Post-it Notes and instruct using the listed adjectives. The de- Presentation English Language: students to choose an adjective scriptions should give answers to the whose meaning they are not sure following questions: What this per- Explain to students the tolerance of about and to write it down. Give in- son does/doesn’t do; what this per- ambiguity concept and the occur- Personality structions for group work. In groups, son likes/doesn’t like, etc.“ Set a time rence of this phenomenon during students compare the adjectives limit. Monitor the work of the groups the process of learning a foreign lan- they have chosen. They can choose and provide clarifications. guage. Secondary School “Miloje Vasić”, Veliko Gradište only one to write it down on a new Ambiguity – the fact of something hav­ Post-it Note. A representative of the Your task is to describe 5 people with ing more than one possible meaning group will stick their Post-it Note into Competences: Openness to cultural otherness and to other beliefs, world views and practices; these characteristics without using and therefore possibly causing confu­ one of the circles. Form groups by these adjectives. Write about what this sion; a situation or statement that is the Post-it Note colour (5 groups). civic-mindedness; conflict-resolution skills person does/doesn’t do, what this per­ unclear because it can be understood On the paper write only one adjective son likes/doesn’t like etc. (10 min) in more than one way. (5 min) Lesson objective: to brush up adjectives used to describe personality, to practice the use of adjectives from this category I am not sure about Give them questionnaires to assess that are not clear to students, to introduce students to the tolerance of ambiguity concept, to assess the meaning. A group representative reads the the tolerance of ambiguity. Set a description. Other groups guess. (3 time limit of 5 minutes to complete the level of tolerance of ambiguity among students. Find students with the same colour of min) the questionnaire. Explain the key to paper and form a group. Outcomes: the student uses adjectives describing personality; the student understands and uses the assessing tolerance. (10 min) concept of ambiguity; the student assesses the level of tolerance of ambiguity. In your groups discuss and choose one Ask students if anything has changed. Closing part adjective which is not clear in mean­ Would they change the adjective cat- Note: in addition to the subject-related (oral and written expression, mediation, sociocultural com- ing for all of you. The representative egory or not? Homework: Workbook, page 28, ex- of your group should paste it on the ercises 3, 4. petence) and cross-curricular competences (communication, co-operation, responsible participa- board. (5 min) tion in a democratic society, co-operation), the democratic competence of tolerance of ambiguity Has anything changed? Do you under­ Evaluation: Students draw emoti- Give instructions for group work. stand some adjectives better? Would cons on Post-it Notes, which show will also be developed in the class. „Your task is to describe 5 people you put them into different category? how they feel after the class, and put with these characteristics without (2 min) them on the blackboard.

Introductory part TEACHING TOPIC: Prompt students to list some of the adjectives describing Extraordinary Behaviour personality, which have been mentioned during the previ- ous class. Tell them to open their textbooks on page 44 and GRADE: 4 choose one adjective that could describe how they feel at that moment. Several students give verbal answers to the question that was posed. TEACHING UNIT: Personality What adjectives did we talk about yesterday? Can you list some? Now, please open your books on p44 and choose 1 adjective LESSON TYPE: which best describes how you are feeling today. Practice Practice Instruct students to classify adjectives into three categories: TEACHING METHODS: Dialogic 1) I absolutely understand the meaning of the adjective. 2) I don’t understand the meaning of the adjective. TEACHING MODEL: 3) I am not sure about the meaning of the adjective. Individual and group work, frontal instruction Draw sets for the above categories on the blackboard. Set a TEACHING RESOURCES: time limit of 3 minutes. CD player Look at all the adjectives and classify them into these three cate­ gories: I absolutely understand the meaning. I don’t understand LITERATURE: the meaning. I am not sure about the meaning. (3 min) Gateway B2, textbook and workbook Ask a few students to verbally list adjectives whose meaning they are not sure about. Write them into the relevant circle. CORRELATION: Can you tell me if there are examples of adjectives whose meaning The Serbian language, psychology, civic you are not sure about? (2 min) education How to Achieve a Democratic Culture in Schools Page 50 How to Achieve a Democratic Culture in Schools Page 51

Project implementation III SCHOOL WEEK: The first half of PUPILS’ ACTIVITIES: They propose Project-based the week should be dedicated to the and select questions (statements) for I SCHOOL WEEK. In the classes of graphic processing of the collected the survey; conduct surveys at the mother tongue and literature, histo- data. Pupils’ groups, in cooperation level of their class; collect numerical Learning/Teaching and Research Work ry, civic education and form teacher with the informatics teacher, should data at the level of their class and classes, within related teaching units, show the results obtained in the consolidate the collected data for pupils are introduced to and focus pre-determined graphic form (dif- the 5th grade; represent the collected on the concept of gender equality, ferent types of graphs) and integrate data in tabular form; represent the gather information, research and the work of individual groups into a results of the survey in diagrams, in debate about gender prejudices and joint presentation that graphically the form of a digital presentation; Primary School “Zdravko Gložanski“, Bečej stereotypes. At the end of the school depicts the interpersonal relation- research and draw conclusions; pres- Competence: Analytical and critical thinking skills week, in collaboration with the form ships of boys and girls in the class. On ent the results of the research. teachers and the expert support ser- the basis of the presentation made, vice, pupils propose and select ques- the pupils discuss the facts with the TEACHERS’ ACTIVITIES: They intro- Project objective: to achieve the outcome and to master the content of the teaching topic “Collec- tions (statements) and formulate the form teacher and suggest possible duce pupils to the phases of statisti- tion and Graphical Representation of Data”, envisaged for the 5th grade of primary school, by using final version of the questionnaire. further steps. At the end of the week, cal research; coordinate the setting With the help of the teachers of the scheduled meetings are organised at up of pupils’ groups and the assign- an everyday life topic that is interesting to pupils and describes their interpersonal relationships. languages spoken in the community, which representatives of the pupils’ ment of specific duties; follow pupils’ The project will help to acquire mathematical knowledge about: the methods of data collection, the questionnaire is translated into groups present the results of the sur- work and help them; discuss with its calculation and representation by using tables and graphs. Cross-curricular connections (intro- Serbian/Hungarian. Then it is repro- vey. pupils and provide clarifications; re- duced in the required number and mind pupils of the next steps in the ducing pupils to the topic of gender equality through history, literature, art and music), educational distributed to the classes. MONITORING AND EVALUATION research; together with pupils, they influence (fostering and development of a democratic culture and cooperative atmosphere), de- By implementing this project, all set draw conclusions. velopment of working and aesthetic habits (precise and creative presentation of data) and digital II SCHOOL WEEK. In the first math- outcomes are accomplished as de- ematics lesson, pupils in the class fined by the mathematics curriculum technology literacy (preparing a presentation). Fostering peer co-operation and pupils’ participa- should be divided into heteroge- for the fifth grade of primary school tion in the work of the school. neous groups (of four to five stu- in the fields of collection, process- dents). Each group should include ing and graphical representation of pupils with different abilities, those data. At the end of the project, pupils who have predilection for calcu- are given homework to conduct a Operationalised outcomes lus, research, discussion, work on a “mini-survey” into the topic of gen- TOPIC: computer, public presentation. Af- der equality in their nuclear families Pupils will be able to: ter splitting into groups, each group Equality of boys and girls in the fifth grade - based on the acquired knowledge should be given survey forms and Prejudices and stereotypes and experience from the project. • collect data by themselves; clear instructions for the conduct • distinguish relevant from irrelevant information; of surveys. A deadline to conduct • count and collate the collected pieces of data (on their PROJECT DURATION: the surveys (for example, two days) own or with the help of peers, by using a calculator or 3 school weeks should be clearly defined. After the available software if necessary); surveys, the pupils should count the • to present the obtained results in tabular and graphic PROJECT PRESENTATION METHOD: answers received and, by the end of the week, present the obtained re- form (in a pie chart and histogram, by using the To their classmates, during the form teacher sults in the form of a table. available technology); class; at the level of their grade; at parent-teacher • interpret qualitative and quantitative data and results conferences; at a peer team meeting; at a session of of statistical research. all fifth-grade class teachers’ meetings.

Project outputs METHOD FOR INCLUDING THE ENVIRONMENT IN THE PROJECT: At the end of the project, separate presentations will be th Going with pupils to a museum to see an exhibition prepared for each class and a joint presentation for the 5 on gender equality; visiting a library to research this grade containing tabular and graphic representations of topic; a theatre play or a cinema projection of a film the results obtained in the research, as well as messages on this topic. providing good guidance on how to address the habits that were the subject of the survey (the existing prejudices The required human and material resources have and stereotypes among boys and girls) and possible steps been defined. to be undertaken with a view to achieving a higher level of gender equality. PLANNED PROJECT EVALUATION METHOD: On the basis of a ten-statement questionnaire answered by using a three-level scale, about the level of active engagement in the project and about the feelings experienced while working on it. How to Achieve a Democratic Culture in Schools Page 52 How to Achieve a Democratic Culture in Schools Page 53

the teacher shows the whole picture er/sie? Was macht er/sie auf der Ar­ ic?). Viele Menschen haben Vorurteile German Language: revealing that the young man is a beit? Wie findet er/sie diesen Beruf? – and shows the last slide in the pre- pre-school teacher. Er ist Kindergärt­ (What is his/her occupation? Where sentation: Vorurteile – prejudices? Männer- und Frauenberufe (Gender Equality) ner – and asks the question: Ist das does he/she work? What does he/she The teacher then plays a video clip ein typischer Männerberuf? (Is it a typ- do in his/her job? How does he/she about stereotypes in the field of la- ically male occupation?). The teacher like this job?). After that, represen- bour and about prejudices towards reads the text from the presentation tatives of the groups read the texts. women in the professional world that answers the previously posed The teacher then shows the whole and translates adjectives mentioned questions. The next activity is to write picture of the persons in their work- in the video: führungsstark (a strong a shorter text based on the picture. places and compares them to the leader) – herumkomandieren (giving The teacher shows the photos of texts to see if someone has guessed orders); überzeugend (convincing) three persons from the presentation, the occupation. For the last person, – fordernd (demanding); engagiert which only feature their faces. Each a female car mechanic, the teacher (committed) – selbstsüchtig (selfish); Primary School “Zdravko Gložanski“, Bečej gepflegt (well groomed) – eitel (vain); group draws one person, so that asks the following questions: Ist das geschmeidig (supple, stylish) – ange­ Competence: Valuing human dignity and human rights two groups write texts on each of ein typischer Frauenberuf? Kann eine berisch (pretentious); Lass dich nicht the persons. The text should include Frau eine gute Automechanikerin sein? vonVorurteilenaufhalten! (Do not be answers to the following questions: (Is this a typically female occupation? hindered by prejudice!). Lesson objective: the pupils should apply and develop the vocabulary related to occupations and Was ist er/sie von Beruf? Wo arbeitet Can a woman be a good car mechan- develop awareness of gender equality in the field of labour. Closing part (8 min) The teacher hands out a survey to each pupil to be filled in anon- ymously. The survey lists various occupations, and pupils should mark whether they consider that occupation to be a typically female/ male or gender-neutral occupa- tion. In the next class, the survey Outcomes will be processed, and results will TEACHING TOPIC: be derived: five typically male and Pupils will be able to: link occupations with the work per- Zukunftspläne; teaching unit: Männer- und five typically female occupations formed within a particular occupation, as well as with the Frauenberufe with the highest number of votes. place where the work is performed; based on a photo- graph, make verbal and written assumptions about occu- EVALUATION: The result pations; describe the work performed as part of an occu- pation and where this work is performed; cite male and Pupils evaluate the lesson based on their satisfaction. Of all these activities is for pupils to female job titles; express their opinions and likes/dislikes; demonstrate a higher degree of tol- pupils are faced with gender equality-related prejudices ACADEMIC TASKS: erance and be encouraged to think that exist in society when it comes to choosing a profes- Lexical: developing skills of oral and written about gender equality. The pupils sion. expression - the use of words and sentence and teachers, as well as parents, are structures related to the topic of occupations; stimulated to engage in critical-ana- Introductory part (5 min) grammar: the use of causal sentences, the lytical thinking about the topics that distinction between male and female genders, the focus on stereotypical and atypical Pupils draw illustrations of professions from a box and use of the verb finden to express opinions. roles that are assigned daily to pupils form six groups. They try to guess the topic of the lesson. based on their gender. A compre- EDUCATIONAL TASKS: hensive action plan and permanent work on this topic inevitably lead Encouraging pupils’ interest in learning about to the re-examination of attitudes. Central part (about 30 min) different occupations; pupils build awareness about gender equality in the field of labour and The objective of the first part (10 minutes) is revision and The most important factor occupations and discover something new about development of the vocabulary. Pupils link occupations jobs that are performed within various professions; that contributed to the suc- with their descriptions - twelve occupations. Answers are pupils are encouraged to think about their desired checked verbally, pupils read. The teacher asks the fol- cessful implementation occupation. lowing questions: Was macht der Lehrer?... After that, the A comprehensive work plan for the teacher runs the presentation (5 min), shows the picture topic of gender equality, the interest of a young man’s face and asks: Wo arbeitet er? Was macht FUNCTIONAL TASKS: of teachers and pupils in this top- er in seinem Beruf? Was ist er von Beruf? Wie findet er sein­ Enabling pupils to understand job descriptions and ic (which is then discussed outside en Beruf? (Where does he work? What is his occupation? to write about them, to make assumptions, express the classroom as well), an interest- What does he do in his workplace? How does he like this their opinions. ing lesson plan for a lesson deliv- occupation?). The pupils jointly make assumptions, then ered by a large number of teachers. How to Achieve a Democratic Culture in Schools Page 54 How to Achieve a Democratic Culture in Schools Page 55

Serbian Language: Examples of Extracurricular Activities “The Gypsies“, A. S. Pushkin Aimed at Strengthening Democratic Competences

Area 2. School Culture Zemun Gymnasium, Zemun, Belgrade The organisational culture of the School culture has several aspects: • student participation - students Competence: Conflict-resolution skills school can be such as to allow all ac- have opportunities to express school management - manage- tors of the school system to contrib- • their opinions on issues that ment style based on respect for ute to school management to a de- concern them directly or indi- human rights, democratic princi- gree. The approach to management, rectly and to participate in deci- Objectives of the activity: eliminating prejudices against the ethnic community and shedding light ples, equality and solidarity, par- the vision and mission of the school, sion-making in their school and ticipatory decision-making; on the disastrous effects of stereotypical ideas about a community; developing a positive attitude the school management and deci- wider community, but in a man- towards democratic principles of equality, justice and honesty; developing conflict-resolution skills sion-making systems, student partic- • decision-making - inclusive and ner that is authentic and ensures through concrete independent student solutions based on understanding of the nature of frustra- ipation and the general atmosphere participatory decision-making a certain power of their voice; all restrictions and conditions are tion; developing critical thinking aimed at actualising topics; developing a culture of dialogue and in the school can be based on dem- procedures that empower teach- ocratic principles, can emit openness ers, students and parents (for visible. debate. and trust, good interpersonal rela- example, representatives on the tionships. Such a school where stu- school board, various councils, This section provides examples of dents feel safe and welcome, where focus groups, consultations ...); school extracurricular activities that the relationships between students are aimed at strengthening demo- • policies, rules, procedures - plan- cratic competences and democratic and teachers and among teachers ning and reviewing policies in school culture. are positive, where everyone feels line with the values and princi- as a worthy member of the school ples of democracy and human Results (which have been The most important factors A discussion was also held about the community, whose human rights are rights, with the required empha- respected, can be called an inclusive achieved and how they of the successful implemen- changes in the meanings, because sis on the fairness issue (for ex- today the title of the literary work is school. Practice and research have ample, gender equality, security, were evaluated) tation derogatory, but in Pushkin’s time it shown that such schools can best de- access to quality education, an- The lesson was evaluated by using • The relevance and provo­ca­ti­ve­ did not have that connotation. velop competences for democratic ti-discrimination, interculturality, emoticons drawn on the blackboard. ness of the topics which the work culture. etc.); The conclusion is that students are puts before the reader. eager for this type of work, work in • Applied form and method of workshops and interaction, team- work in the class. work, actualisation of contemporary • Motivation of students to work topics in classical literary works. during the class.

TEACHING UNIT: A. S. Pushkin “The Gypsies“, 2nd grade (two class periods) How to Achieve a Democratic Culture in Schools Page 56 How to Achieve a Democratic Culture in Schools Page 57

„Living Library“ Campaign

Primary School “Velјko Dugošević“, Turija Competences: Co-operation skills; knowledge and critical understanding of the self; valuing human dignity and human rights; empathy

The objective of the “Living Library” is to combat discrimination by promoting intercultural dia- logue, understanding and tolerance, reducing social distance and opening the vision of a demo- cratic and fair society in which differences are accepted, respected and understood as wealth and development potential rather than a threat and danger.

Books are real people, carefully se- Impressions of participants lected from social groups that are often subject to prejudice and neg- ative stereotypes. They engage into • “Very interesting and edifying experience.“ a dialogue with their “readers” in order to overcome these prejudices • “An excellent idea, compliments to the organisers, and stereotypes. The “Living Library” and I hope that we’ll have more of such libraries.“ functions as a kaleidoscope of oth- erness that enables participants to • “A very instructive story in which we see that better understand and accept dif- ferences and cultural diversity. Vis- people can overcome all their problems if they itors had the opportunity to talk to have the willpower.“ people, each of whom represented a unique book, and the essential fea- ture of the “Living Library” is the fact THE RESULT THE EVALUATION that it is based on authenticity, that each book is based on a true story. is that the “Living library” was visit- The offered titles included Former ed by 86 readers of different ages was performed on the basis of eval- drug user, Animal Rights Protector, and levels of education and that the uation questionnaires filled in by Single Mother and Blind Person. Each books were read 169 times. visitors after reading, and they could also share their impressions in the visitor could choose one or more THE OUTCOME visitors’ book. It was the first encoun- books. Readers, citizens and pupils of ter with the “Living Library” method primary schools and students of one is that visitors did not remain indif- for all the readers, they had positive secondary school from the munici- ferent to the stories, and they devel- impressions and would recommend pality of Kučevo had thirty minutes oped empathy towards the books to others to visit a “Living Library”. each to learn about the fate of their and showed understanding and tol- They liked the titles but would prefer interlocutors. erance. a bigger selection. How to Achieve a Democratic Culture in Schools Page 58 How to Achieve a Democratic Culture in Schools Page 59

STUDY VISIT A Group of Extracurricular Activities Aimed at TARGET GROUP ACTIVITIES signed activities. (Museum of A visit to religious and cultural African Art in Belgrade – making Pupils of the 8th and 7th grades. To • Introducing Pupils to Cultural Goods of General Interest facilities important for our pu- model houses of African tribes, pupils, a study visit is a reward for pils and a certain community/ Museum of Yugoslav Air Force in their efforts and work during the city (temple, church, synagogue, Belgrade, Natural History Centre school year. The selection of at least mosque, historical monument.) of Serbia in Svilajnac, Ćele Kula fifty pupils is made in accordance The plan of the visit has to in- (Skull Tower) Museum in Niš, Me- with pre-defined criteria well-known clude religious facilities of three morial Complex “12 February” in to the pupils: no failing grades, tan- confessions: Orthodox, Catholic, Niš). gible progress or improvement in Islamic. Due to the sensitivity The presentation prepared at the Primary School “Matko Vuković”, Subotica school achievements, participation • of the topic and structural dif­ previously held workshops (the in school activities during the school ferences in the group of pupils, content was related to the inter- Competence: Openness to cultural otherness and to other beliefs, world views and practices year, pupils from socially disadvan- our practice is to also visit other esting facts and specific features taged families, a relevant share of available sites/institutions, and of cultural sights). pupils attending classes in Croatian, the first that is chosen does not Conversations with the represen­ ­ equal shares of pupils attending • belong to any national minority tatives of a cultural good/institu- Catholic religious education, Ortho- or confession. In such a manner, tion. dox catechism, Islamic religious edu- we put the pupils in an equal Pupils ask pre-defined questions. cation and civic education ...). • WORKSHOPS and magazines, experiences of Ascension, the Muhajir mosque, position, and channel the com- older family members. the Jovan Nenad Crni monu- munication towards a topic that The activity has been implemented CORRELATION WITH SUBJECTS: ment, the Church of St. Sava, the is equally unknown/known to all. for four years now with the financial They have to rely on each oth- support from donors. So far, we have history, religious education - Islamic Marking the Necktie (Cravat) Day Church of St. Anthony of Padua, • er, hence they more easily start visited the sights of Belgrade, Svila- religious education, Catholic reli- (contribution of the Croatian na- the Holy Cross Monastery, the communicating through pre-de- jnac, Niš and Subotica. gious education, Orthodox Cate- tional minority). Sukkat Shalom Synagogue in chism, civic education, art, music, Belgrade) has been presented geography, form teacher class • Pupils define questions for rep- in several ways (in a poster with resentatives/experts of local in- photos, by making cardboard/ TARGET GROUP stitutions to be asked during a paper symbols, in a short text, in- Pupils from the second educational study visit. terview, presentation). cycle who have shown interest and • Pupils compile a text containing affinity for studying tangible and -in general information and interest- tangible cultural heritage. MAKING POSTERS ing facts about the sights they will visit during a study visit. CORRELATION WITH SUBJECTS: Development of elements for the ACTIVITIES • informatics, history, religious edu- quiz “Who/what belongs where?” Implementation of workshops • cation - Islamic religious education, for the Democratic School Open in the classes with the following Catholic religious education, Or- Day. topics: Identities, Equal opportu- thodox Catechism, civic education, Students searched the Internet nities, Same yet different, What English, Hungarian, art, music, geog- • makes us unique? for symbols, famous people, raphy, form teacher class, before or items, products, foods or animals after the classes. • Research work in a group of pu- typical of certain countries in the pils (religions - Orthodoxy, Ca- TARGET GROUP world. They made printouts and cut them (1 cm x 1 cm). tholicism, Islam, Judaism, nation- Pupils from the second educational Making bookmarks. al minorities). cycle who have shown interest and • affinity for studying tangible and in- • Development of a glossary in Ser- tangible cultural heritage In addition to the date and the title bo-Croatian, Hungarian, Romany, of the event written on one side, Turkish, English, German with ACTIVITIES each bookmark also has a message the words selected by pupils. The • Creation of posters, presenta- of some famous person on the other glossary will be displayed at the tions by pupils, reports on col- side. Some messages are written in school stand on the Democratic lected information under teach- foreign languages as well - Hungari- School Open Day. ers’ mentorship. an, Croatian, English, German: “Az idő • Pupils are divided into groups az egyetlen, ami magától megy, a többi • Collection of information in con- based on the chosen topic, indi- rajtunk múlik“ (“Time is the only thing versations with representatives vidual preferences, skills. that flows on its own, everything else of local institutions, use of the In- • Each topic (the Franciscan mon- depends on us“); “Count your age by ternet, a visit to the City Archives, astery, the Synagogue, the Serbi- friends, not years. Count your life by use of encyclopaedias, cameras an Orthodox Church of the Holy smiles, not tears“. How to Achieve a Democratic Culture in Schools Page 60 How to Achieve a Democratic Culture in Schools Page 61

Workshop Inter-school Exchange Titled “Indian Paper Art“ “Exchange the Energy of Tolerance and Democracy!“

Primary School “Bratstvo”, Novi Pazar Agricultural School with Dormitory “Sonja Marinković”, Požarevac Competence: Openness to cultural otherness and to other beliefs, world views and practices Competence: Co-operation skills

Seventy-five final year students from the Secondary School for Agriculture, Food, Veterinary Medi- cine, and Services from Sarajevo, together with their principal and teachers, have paid a two-day Indian Krishma Rai showed to pupils ed in English, and the lecturer was of making decorative paper items. visit. from the 1st to the 6th grade the In- impressed by the pupils’ command They are acquainted with the specific dian technique of making decorative of English. The objective of the activ- features of Indian culture and tradi- paper items and gave a lecture on ity is familiarisation with the specific tion. The activity has been met with the specific features of India’s culture. features of Indian culture and the great interest from pupils and other About 1,200 pupils attended the technique and skill of making dec- schools, which would like to host the demonstration and the lectures. The orative items from paper. Children presentation as well. lecturer and the pupils communicat- are delighted with the techniques OBJECTIVE OF THE VISIT ACTIVITIES RESULTS continuation of the established co- The programme included introducti- Socialising with the students from operation, exchange of experiences on to the organisation of theoretical Sarajevo resulted in students’ better in the organisation of secondary and practical instruction at the scho- understanding of the characteris- vocational education, familiarisati- ol, conversations with teachers, stu- tics and individuality of other na- on with the organisation of theore- dents and residence hall occupants, tions, and development of a sense tical and practical instruction at the and visits to cultural and historical of cultural affiliation of other nations, school, staying and spending time monuments in the city and the surro- which encourage togetherness and together at the students’ residence unding area. The guests were accom- appreciation of others. Through joint hall and visiting historical and cul- modated in the residence hall, where activities during their stay in our resi- tural monuments of the city and the social activities were also organised. dence hall, barriers between different surrounding area. The principal, the Members of the school team for Fo- cultural groups have been removed. residence hall manager, educators stering a Democratic School Culture A short film about the visit was also and teachers of vocational subjects engaged the students’ part of the made. in the fields of agriculture, veterinary team to conduct an interview with medicine and food processing have the students of the Sarajevo School been responsible for the reception of about their visit and stay in Požare- the guests. vac and in Serbia. How to Achieve a Democratic Culture in Schools Page 62 How to Achieve a Democratic Culture in Schools Page 63

Event on the Occasion of the International Roma Day Election of the Most Tolerant Pupil

Primary School “Sveti Sava”, Vladičin Han Primary School “Radoje Domanović”, Niš Competence: Respect; civic-mindedness Competence: Co-operation skills

Activity aim: getting to know and respecting different cultures and customs; understanding the We have included this activity in our action plan for the implementation of the project “The Co- importance of marking the Roma Day. lours of Democracy”, in order to promote the respect for intercultural views and to develop humane attitudes, tolerance and co-operation, as qualities of everyday life, responsibility and preparedness for decision-making. TOPIC ACTIVITIES iour, attitude and responsibility that On the occasion of the International Pupils of all grades, together with they respect and appreciate cultural Roma Day, in the detached school teachers, parents, the local Roma as- diversity. Factors that contributed to department in Prekodolac, a perfor- sociation and other members of the the successful implementation of the mance was organised for pupils and local community designed, organ- activities include: great interest of all parents, created and presented by ised and gave the performance. pupils to participate in the perfor- upper grade pupils from the central mance; the participation of parents We elect the most tolerant pupil 5. he/she never provokes conflicts the importance of promoting these RESULTS school, pupils from the 1st to the 4th in the organisation (procurement twice a year: at the end of the 1st se- and helps in identifying risks of values. At the end of the school year, The performance was successfully grade from Prekodolac and Žitorađa, and selection of folk costumes) and mester and at the end of the school peer conflicts. certificates of excellence are award- organised and realised. A large num- with the support of the Serbian lan- during the performance (a big wind year. So far, we have only elected the ber of pupils participated, singing, ed at the St. Vitus Day ceremony. The guage and music teachers and the orchestra comprising pupils’ par- most tolerant pupils in the upper dancing, playing music and reciting... ACTIVITIES names of the most tolerant pupils project team. ents); high attendance by parents grades (from the 5th to the 8th grade). (the programme was performed in are published on the website of the and members of the local communi- The initiative for this activity came The first phase - the selection. A survey the Romany and Serbian languages). school and on the official Facebook ty and representatives of the Roma from the Mediation Team trained for has been prepared, which, in addi- Pupils have shown by their behav- page. In order to make them recog- association. non-violent conflict resolution, me- tion to the operational instructions, diation in peer conflicts and estab- also lists all the criteria. The survey is nizable in the peer group at the lev- lishment of proper understanding anonymous. It is carried out in every el of the whole school, all pupils are and co-operation in the peer group. class. The survey has been distribut- informed about their names through The team consists of two represent- ed and explained by expert associ- the official Book of Announcements. atives of each class in the 6th to the ates or form teachers in each class of This is followed by the production of th 8 grades. At the Team level we have the upper grades. Pupils write down a poster board with the photographs defined the selection criteria for the their proposals for one pupil from of the most tolerant pupils, which most tolerant pupil. They include the their class who would earn the title is exhibited in the central part of following: of the most tolerant. The winner has the school. The activities and works to get more than 50% of the votes in 1. he/she communicates with all his class. In case several pupils have of these pupils are exhibited at the pupils and helps all the pupils in the same number of votes, the vot- school poster board, which is en- the class; ing is repeated. In this way, we get titled “The Accomplishment of the Week and the Work of the Month”, in 2. he/she initiates co-operation sixteen most tolerant pupils (equal processes among pupils (in stud- to the number of classes) in the up- order to make them more visible and ying, in the performance of joint per grades. to promote them. At a panel discus- activities in the class, in socialis- sion organised on the occasion of the ing); The second phase - the promotion of Day of Tolerance, attended by all pu- the most tolerant pupils. The most pils, the most tolerant pupils speak in 3. he/she initiates the organisation tolerant pupils are awarded certifi- detail about themselves, their values of humanitarian activities (the cates of excellence as promoters of and motives that guide them to be- financing of outings, excursions co-operation and democratic values. and free tickets, various types of The most tolerant pupils in the 1st have in such a way. After the meeting assistance) for friends in need; semester are awardedcertificates of at Mt. Zlatibor, we got the idea to im- prove this example: to also elect the 4. he/she enjoys trust in the peer excellence at the Saint Sava Academy best friend in the lower grades by fol- group; in the school, while clearly emphasiz- ing the goals of such elections and lowing a similar procedure. How to Achieve a Democratic Culture in Schools Page 64 How to Achieve a Democratic Culture in Schools Page 65

ENCLOSURE 1. SURVEY FOR THE ELECTION OF THE MOST TOLERANT PUPIL Campaign to Paint the School Wall “Zero Tolerance for Gender-Based Violence “

Primary School “Radoje Domanović“ – Niš Grade and class ______

2018. School of Fashion and Beauty, Niš Competence: Openness to cultural otherness and to other beliefs, world views and practices

S U R V E Y As part of the project, in co-operation with the association “Osvit (Daybreak)”, the students carried out the campaign of painting a wall of the school, with the slogan “I can say no! Love is not vio- Dear pupils, lence,” thus making a significant contribution to the global campaign to combat intimate partner On the initiative of the Mediation Team of our school, we are electing the most tolerant pupil violence. in the class. The aim of this activity is to promote pupils who are willing to cooperate, toler- ant and well-intentioned. Therefore, the most tolerant pupil in the class will be elected. The The aim of the activity is to draw attention to and to raise awareness of the students of our school election is made by you – pupils, anonymously, without signing the ballot (you only write your and the general public about the problem of violence, especially violence against women. grade and class). In order for someone to earn the title “the most tolerant pupil”, they should have the following qualities:

1. he/she communicates with all pupils and helps all the pupils in the class; 2. he/she initiates co-operation processes among pupils (in studying, in the performance of joint activities in the class, in socialising); 3. he/she initiates the organisation of humanitarian activities (the financing of outings, excur- sions and free tickets, various types of assistance) for friends in need; 4. he/she enjoys trust in the peer group; 5. he/she never provokes conflicts and helps in identifying risks of peer conflicts.

You need to write down the first and last name of just one male or female pupil from the class, so think carefully before writing down the name.

As the most tolerant pupil in the class I propose: ______

Thanks for participating in the survey.

After your vote, the title of the most tolerant pupil in the class will go to the pupil with more than 50% of the votes. If several pupils have the same number of votes or the number is below 50%, the voting will be repeated. How to Achieve a Democratic Culture in Schools Page 66 How to Achieve a Democratic Culture in Schools Page 67

keep thinking and to eliminate RESULTS FACTORS THAT CONTRIBUTED prejudices that were imposed on THE MOST TO SUCCESSFUL IM- Peer Education Workshops The implementation and completion them by society. For their peers, PLEMENTATION of joint activities and deepening of the in its role of trainers, the peer feeling of belonging to the communi- We put emphasis on the activation of team selects and implements the ty; mutual respect for other people’s the work of the Student Parliament, workshop “A Prize Contest with opinions; training of the peer team raising awareness about otherness, Passenger Names”, modelled on (they convey principles of democratic mutual respect and co-operation skills, “Eurotrain”, on the topic of preju- culture to their peers). improving the relationship between dice and stereotypes. Technical School, Bor students and teachers, reducing mis- understandings and improving tol- Competences: Co-operation skills; respect; openness to cultural otherness and to other beliefs, erance, strengthening tolerance and democracy in the social environment, world views and practices respecting other people’s opinions.

Activity aim: raising awareness about the goals and values of democracy, respect for personality and cultural otherness, co-operation skills in joint activities; peer education will convey the princi- ples of democratic culture to the peers and raise awareness about respect, co-operation and foster- ENCLOSURE 1. A COMMUNICATION WORKSHOP: RECOGNITION OF THE TYPE OF SPEECH/COMMUNICATION ing otherness; raising the threshold of tolerance, respect and readiness for teamwork.

STEP 1: Students split into several groups 5. The female student feels that the female teacher STEP 2: Each group is assigned one dialogue has understood her problem. STEP 3: After the analysis of the dialogue, we give the groups Worksheet 1 STEP 4: Analysis of the students’ answers STEP 5: Groups are given Worksheet 2 ACTIVITIES specific examples/sentences to “Every picture tells a story”. The ob- • ______STEP 6: Analysis of students’ answers recognise the type of communi- jective of the workshop was for STEP 7: Summarising and drawing conclusions 1. The project team has presented cation (I messages /YOU messag- students to identify the way in DIALOGUE 1 ______the project “Fostering a Demo- es), to analyse the statement of which prejudices are created and Female student: “Will we have a test soon?” cratic School Culture” in the ac- the interlocutor from the aspect how our expectations affect our Female teacher: “We will have a test in the second WORKSHEET 2 tion plan and planned activities, of the message sent to the other thinking and attitudes. This was week of October. I told you that in the previous class.” in the Student Parliament, with interlocutor, and to discontinue achieved by giving pupils a part TASK 1: Classify the sentences below into two groups an emphasis on lectures and a flow of unacceptable messag- of a picture (cut in half). Based on DIALOGUE 2 by putting the statements that can be characterised workshops about communica- es that offend or criticise, by re- the first part of the picture, they Female student: “Will we have a test soon?” as I messages into group 1, and those characterised as tion, tolerance, prejudice and sponding assertively and using I should develop a story: what Female teacher: “Are you worried that I will soon test YOU messages into group 2. stereotypes. messages (Enclosure 1). happens in the picture, what the your knowledge?” “Non-violent commu­ nication­ rules”. man in the picture does, etc. Each • Female student: “No, it’s just that I don’t know what TASK 2: Now try and connect the corresponding YOU 2. Representatives of the Student Within this workshop, students student had a different ending of kind of test you will give. I’m afraid this will be in the messages with I messages (reworded messages that Parliament inform the students had the opportunity to watch the story, based on which they form of an essay. “ do not hurt and express the same intention). of their classes about the planned observed that each of them had an animated film “Non-violence Female teacher: ” I see, you’re worried about the type activities and a peer team (fifteen different opinions about what Umbrella”, which encourages of the test we’ll have...“ students) is formed from among was happening in the picture. them to think about the conse- Female student: ”Yes, I’m not particularly good with That’s not what I thought. interested students. quences of violent communica- The conclusion is that a reaction essays.“ Let me put it differently. and thinking based on lack of tion for the self-confidence of the Female teacher: ”I see, you think you are better in 3. At the proposal of the Project information can cause conflicts participants in communication. other types of tests.“ I’m very upset. Team, workshops have been se- While watching the film, students and clashes between interlocu- Female student: ” Yes, I always mess up my essays.“ I see other options here as well. lected for the peer team train- worked in groups on a protocol tors, that it is always necessary to ing with a view to encouraging in which they analysed the film check all sides to a situation and I wish you’d appreciate me more. students to think and detect the through questions and answers. base one’s views on arguments WORKSHEET 1 (circle the statements that are true for I wish you called more often. connection between the manner rather than on assumptions. The objective of this workshop the dialogue assigned to your group) of communication and tolerance, You’re not listening to me. was for students to recognise • “Eurotrain”. The objective of the 1. The female teacher has shown a genuine interest in which is a prerequisite for estab- violent communication (raising workshop was to discuss stereo- lishing democratic values (rais- the problem of the student. You’ve got me wrong. one’s voice, insults, blackmail, types and prejudices about other 2. The female teacher has not seriously dealt with the ing awareness about otherness, You’re getting on my nerves. etc.), the effect it has on the in- people. Based on the participants’ problem of the student. mutual respect and readiness for terlocutor (the person who is the interventions, it was noticed that teamwork). 3. The female teacher has shown that she accepts and I think your view of this matter is too narrow. victim of such communication stereotypes are also a family cat- respects the female student. I’ve got a feeling that I don’t mean anything to you. becomes insecure) and the way egory, and not just a social one, 4. The female teacher has not understood the concern • “Active communication”. In several in which they can react to pre- because the students reacted dif- of the female student. You never call me. meetings with the school peda- vent further development of a ferently to certain minorities. We gogist, the students practiced on conflict (Enclosure 2). wanted to encourage students to How to Achieve a Democratic Culture in Schools Page 68 How to Achieve a Democratic Culture in Schools Page 69

Data-based Planning of School Activities: Gender Equality in Our School been identified in the areas believed Forum theatre performance sive action plan and permanent work to be areas in which boys are supe- on this topic inevitably lead to the rior - data processing, informatics, In the created and presented fo- reconsideration of attitudes. graphic representation. The teachers rum theatre performance, we have put themselves in the role of listen- a father who is “Homo Balcanicus”, COMMENTS Primary School “Zdravko Gložanski“, Bečej ers and re-examined their views on who thinks that his son should not gender equality. After the survey, an be a “softy” but must be an Alpha TEACHERS Competence: Valuing human dignity and human rights action plan for this topic was drafted, Male and respond to violence with which has been implemented since violence. The second forum theatre “Such great writers, with such a low September 2018. performance, whose preparation is opinion of women.“ (horizontal teach­ in progress, deals with the situation ing) FOLLOW-UP ACTIVITIES of domestic violence, where a stepfa- ther is committing violence against a “This is the first session of the Teachers’ • In the informatics class, pupils Calculation of the gender equality in­ girl, and the mother is on his side and Meeting, which we followed with great ACTIVITIES ther training and adopt a self-critical learned how to create charts and dex of each class covers up the violence. attention.” Horizontal teaching about gender attitude towards their own views on presentations. • th equality for the teaching staff - two gender equality when planning and • During the mathematics class, For each class from the 4 to the TEACHING ACTIVITIES BASED ON “It’s an excellent topic! It’s great that in the informatics classroom, the th Teachers’ Meeting sessions delivering instruction. 8 grade, the gender equality index RESEARCH FINDINGS the story can be continued.” pupils created charts and com- has been calculated in order to ob- Within professional orientation In order to sensitise and train the piled a presentation – teamwork. tain gender equality indicators of • RESEARCH ON GENDER EQUALITY for eighth graders, a form teach- PUPILS teaching staff on this topic, the The analysis of the results fol- each class, based on which, at the • er class was delivered, entitled: school psychologist held a training Part of the questionnaire was lowed, which was carried out by end of the school year, we will check • the pupils themselves. “Gender equality in the choice of “We had great fun processing the data. course on gender equality, focusing taken over from the programme through a posttest whether changes occupation - relations in a patri- Some classes’ thinking is really weird.“ on identifying the difference be- “School without Violence”. Al- “Brainstorming” with pupils on in student attitudes have occurred. • archal Balkan family (a role play)”. (during data processing) tween gender and sex, gender roles, though the questionnaire was what to do next to improve the translated into Hungarian back situation. Certain topics were discussed in prejudices and stereotypes, on sex, Presentation of the results of the re­ • in 2013, the pupils translated the subject classes (history: “Women “In what age do you live when you gender and language, with a special • The pupils volunteered to hold search on gender equality by class in questionnaire with the coordina- the presentation for the Teach- Rulers in History”, and in lower think that man should run the show emphasis on misogyny. The main ob- the form teacher class and at the first tion of the Hungarian language ers’ Meeting - bilingually, and the grades: “Male and Female Fairy at home!“ (girls during the presenta­ jective was to initiate and stimulate parent-teacher conference tales”). teacher, thus achieving correla- presentation itself was prepared tion of the research results in the form the gender equality-based thinking tion with the language teaching/ as bilingual. Technical support • Model classes were delivered: teacher class) in school practice. The interesting learning. was also provided by the pupils. The form teachers of classes from the art and music - four joint class- concept of the training arouse teach- 5th to the 8th grade showed the re- 8th grade pupils surveyed pupils es were delivered on the topic PARENTS ers’ interest in the topic, motivated • sults concerning gender equality to from the 4th to the 8th grade - “Woman in Folk Songs”, followed them to actively participate and to THE OBJECTIVE of these activities pupils and parents, from which some by the creation of an art work children surveyed children and “It would be interesting to see boys’ re­ identify possibilities for embedding was to take stock of the baseline sit- lessons were learned. An agreement with the theme “A Portrait of a provided explanations (they sponses versus girls’ responses.“ (pres­ the topic into their own classes, as explained the statements, an- uation at the school regarding the was also reached to continue work- Brave Woman”; German: “Male entation of the research results at the well as in the form teacher classes. swered the question of why the attitudes of the pupils towards gen- ing on this topic. Confrontation and and female occupations - preju- parent-teacher conference) questionnaire was developed, der equality. It is planned to repeat familiarisation of pupils and parents dices and stereotypes”; physics: Development of lesson prepara­ “Famous male and female phys- • why it is anonymous ...), which the stock-taking exercise at the end with the results of the research was tion materials by teachers for their icists”. has encouraged the develop- of the school year. By comparing the geared to prompting them to think respective subjects incorporating ment of analytical and critical baseline situation and the situation about the topic and to establish a gender equality, and delivery of thinking and many other demo- at the end of the year, we will find dialogue leading to further engage- RESULT the lessons and form teacher class­ cratic competences. es once a month out whether the implemented activi- ment with the topic of gender equal- • As mathematics homework as- ties influenced the attitudes towards ity. Pupils exhibit a higher degree of After the training, teachers have in- signment, 8th grade pupils were gender equality. Also, the objective tolerance, they are encouraged to corporated the topic of gender equal- tasked with organising into was to strengthen the self-esteem of Debate on female and male gender think about gender equality, pupils, ity into their respective subjects, and groups and counting votes. They boys and girls who presented the re- roles teachers and parents are all prompt- sent the obtained results by they send lesson preparation materi- sults of the research to adults. Equal ed to engage in critical-analytical email, thus also achieving cor- als to the school pedagogist, for the co-operation between boys and girls During the last school year, the de- thinking about topics focusing on relation with informatics, while purpose of educating and sensitising also strengthening co-operation in research work resulted in a change bate club devoted several meetings stereotypical and atypical roles that th pupils for gender equality, and en- among students from different in the dominant gender roles and to this topic with students of the 7 are assigned to pupils on a daily basis couraging teachers to engage in fur- classes. the intellectual abilities of girls have and 8th grades. based on their gender. A comprehen- How to Achieve a Democratic Culture in Schools Page 70 How to Achieve a Democratic Culture in Schools Page 71

Regional Meeting of Student Parliaments Language Fair

Zemun Gymnasium, Zemun, Belgrade Požarevac Gymnasium, Požarevac Competence: Responsibility Competence: Skills of listening and observing

Activity aims: development of democratic culture and parliamentarism at school; development of a positive attitude towards the statutory activities, obligations and responsibilities of students Activity aim: developing life skills, inter alia, the skills of listening and observing, which are crucial and other players at the school (teachers, parents, local community); strengthening the obligation for good communication, development of sociability and self-development. By taking part in the to abide by legal norms among young people; development of an active attitude among young preparations for participants, as well as in games and activities for visitors, students leave their people towards the needs of the society they live in; development of a culture of speech, discussion classrooms and their process of learning and development takes place through the work on practi- and critical thinking; development of social skills among young people; development of an entre- cal and tangible tasks in a team, with specific outputs, in interaction with their peers, thus including preneurial spirit and competences for lifelong learning among young people the aspect of peer learning by listening and observing.

ACTIVITIES tions in groups about prejudices, ten­tial of the Parliament in the DESCRIPTION The event is attended by students of and impressions in a discussion. All all grades of the school because it is students involved in the activity have stereotypes, discrimination, and tol- Gymnasium by other players The Language Fair is organised at the organised in the school corridors dur- developed an active attitude towards The introduction started with a task erance, and then presented them in (students, teachers, parents, the Požarevac Gymnasium on the occa- ing the period in between two shifts. searching, finding and exchanging for the students to name a character- a large group. We supplemented the local community). sion of the European Day of Languag- Visitors, students and teachers devel- information and accepting otherness, istic which they believed was shared presentations together and clarified Respect for the rights, needs, es. Interested students and teachers • op skills of listening and observing and those who participated in the or- by all the present, and then a thing the dilemmas. obligations and responsibilities participate in the preparatory activi- by visiting stands and taking part in ganisation also developed the skills of which in their view distinguished of the Student Parliament in the ties, and they last from the beginning In the next exercise, volunteers were activities and games offered at the teamwork and the initiative to launch them from everyone else in the Gymnasium. of the school year to the actual Day of group. given labels that were taped to their stands. new activities at the school. forehead (saying that they belonged Languages. Students pick their teams and report their composition to the The characteristics which prevailed to different age and social groups), THE MOST IMPORTANT FACTORS teachers they want to work with, and among those common ones includ- with the task of simulating the situ- THAT CONTRIBUTED TO THE SUC- then choose the language and culture RESULTS FACTORS THAT CONTRIBUTED ed the characteristics related to the ation on the bus, behaving towards CESSFUL IMPLEMENTATION school, place of residence, charac- they want to present on their stands TO THE SUCCESSFUL each other in a manner similar to A large number of students at the teristics shared by all people, and ex- We can stress students’ motivation in consultation with the teachers. IMPLEMENTATION the way society generally behaves, school were included in the activities pectations were also mentioned that to design and implement activities, without revealing who is who. At the that were organised, as document- In addition to the participation of a all present were Serbs, Orthodox, strong support of the school man- end, everyone shared how they felt ed by the photographs. Students large number of students and a good and the like. After that, a discussion agement and motivation of a num- ACTIVITIES in their respective roles and tried to involved in the organisation were in- atmosphere and energy, this year we was initiated which revealed that we ber of highly creative teachers for the guess who they were. Preparation of the stands includes re- terviewed to get their feedback about put special emphasis on the co-op- share many common characteristics; implementation of activities. search, creation of posters and pres- how satisfied they were with their eration among colleagues from the however, each of us is different and RESULTS entations, electronic or physical, and participation, whether they had any teachers’ meetings of mother tongue, each of us can find himself/herself EVALUATION the selection and preparation of inter- objections or suggestions, etc., and foreign languages, art and social in a situation to be discriminated Results (what has been achieved and active games and activities for visitors. visitors also shared their feedback sciences teachers. against. how the results have been evaluated) A survey found that the students Interaction and connection of were very satisfied with the activities The next activity aimed at explor- • regional secondary school Stu­ (the average rating was 4.8). As the ing stereotypes and prejudices and dent Parliaments with Belgrade most significant thing, the students the way they operate was the activ- secondary school Student highlighted the fact that they re- ity “Cultionary”. Divided into groups, Parliaments. ceived more information on discrimi- students competed in explaining Visible participation of the Stu­ nation, tolerance and stereotypes, as the assigned terms by drawing (for • dent Parliament in the Gym­ na­ ­ well as that they exchanged opinions example, the terms a Montenegrin, a sium. and experiences, and learned the Roma, racism, a Muslim). • Recognition of intellectual, cre­­ difference between stereotypes and The pupils then prepared presenta- a­tive and entrepreneurial po­ prejudices. How to Achieve a Democratic Culture in Schools Page 72 How to Achieve a Democratic Culture in Schools Page 73

Programme “Mediation in the Peer Group”

RESULTS powers parties to the conflict, both FACTORS THAT CONTRIBUTED the victim and the violator. TO THE SUCCESSFUL (what has been achieved and how IMPLEMENTATION the results have been evaluated) Požarevac Gymnasium, Požarevac The programme is evaluated by in- A democratic, friendly and working terviewing students and teachers, The programme has helped to pro- atmosphere has been created in the Competence: Skills of listening and observing based on the atmosphere at the mote a culture of non-violence in school, with appreciation of students school and the number of conflict the school, reduced the number as associates, continued education of The aim of the activity is to empower students for: preventive work, i.e., creation of a climate of situations resolved by using non-vio- of conflicts, conflicts are resolved students and teachers, trust in non-vi- lent methods. In the previous school non-violence in the school; recognition of different forms and levels of violence; averting the conflict through dialogue with the partici- olent approach to students. A mod- year, there were fifteen mediations pation of mediators. Peer mediators el was offered of problem solving at the stage of its emergence; prevention of further escalation of the conflict; mediation in resolving and no educational or education- have better perception and are more through dialogue, and students were conflicts between conflicting parties - students or students and adults (teachers and parents); cre- al-disciplinary measure was imposed sensitised to detecting students who involved in school activities through for conflict or peer violence. ation of a safe atmosphere in the classroom and on other school premises; promotion of the idea suffer violence. Teaching staff do not the work of the Student Parliament, of non-violence; education of students, teachers and parents about the importance of non-violent apply punitive measures in conflict class meetings and volunteer work. conflict resolution. situations, but they rather encourage The relationships among teachers the process of mediation which em- constitute a model for non-violence, culture and appreciation.

ACTIVITY DESCRIPTION 2. The selection of students for a lectures, presentations and work- three-day training course, which shops. Through the exercises, The programme “Mediation in the was performed during the form they were empowered to closely Peer Group” has been implemented teacher classes in September monitor and observe their envi- at the Požarevac Gymnasium as part 2017. All students in the classes ronment and react in situations of the activities aimed at protecting of the 1st and 2nd grades were of imminent conflicts in order to students against discrimination and introduced to the concept of stop them, and they were trained violence and as a form of training mediation, the method for de- to listen carefully to the parties to for non-violent conflict resolution in veloping the skill of mediation the conflict and show empathy. peer groups. The programme is im- and its significance for creating a During the training, the students plemented, and work with the Team safe atmosphere in the class. The mastered the mediation skills - of Mediators performed during the presenters were representatives the skills of mediating between year, by Živkica Đorđević, school of the school team of mediators, parties to a conflict. pedagogist, mediator, member of who had been trained in the pre- 4. After the training, the students the Serbian National Association of vious year and who participated presented their mediation skills Mediators (NUMS). in additional training courses and in their classes and developed a activities during the year. Support programme of preventive work. The programme implementation in to students was provided by form 5. The trained peer mediators have the school year 2017/2018 (activi- teachers who are familiar with the been included in the peer me- ties): programme characteristics. diator team of the school. They 3. The three-day seminar was held are active in recognising conflict situations in the class, in extra- 1. Preparation for the implementa- on 17, 18 and 19 October 2017. curricular activities and during tion of the programme “Media- The training was attended by 24 st nd breaks. They can detect violence tion in the Peer Group” by plan- students of the 1 and 2 grades. and react in an appropriate man- ning this activity in the Annual The training was delivered by the ner to prevent and stop violence. Plan of the school for the school pedagogist with the help of three Peer mediators mediate in resolv- year 2017/18, inclusion in the Ac- final year students, experienced ing conflict situations by point- tion Plan of the Team for the Pro- mediators - Gordana Ilić, Anja ing to them, referring students tection against Discrimination, Popović and Ognjen Jelisavac. who are in conflict to mediation, Violence, Abuse and Neglect and At the seminar, students covered and they also perform mediation the organisation of work of the the contents related to conflicts themselves. school Peer Mediator Team. and communication through How to Achieve a Democratic Culture in Schools Page 74 How to Achieve a Democratic Culture in Schools Page 75

Examples of School Activities Aimed at Strengthening Democratic Competences Through Co-Operation with the Local Community

Area 3. Co-operation with the Local Community

The manner in which the school co- perts in the fields closely related to ticipation of students in school or operates with the local community democratic competences, human municipal bodies also strengthens - parents, local authorities, non-gov- rights and civic education, to hold competences for democratic cul- ernmental organisations, univer- lectures at the school. ture and sets the foundations for the sities, the media, local businesses, strengthening of democratic culture other schools - can help in creating a If a school cooperates with other not only in schools, but also in the democratic school culture. schools in the community, they can wider community. both share the resources and expe- Examples of co-operation are many, rience and connect students and Such and similar activities also and both sides enjoy benefits. teachers in learning and teaching. strengthen the competences of indi- Connecting two schools with dif- viduals (students, teachers, parents, For instance, through co-operation ferent ethnic or religious structures community representatives) for dem- with non-governmental organisa- through activities that allow intercul- ocratic culture both at school and in tions, schools can build the capac- tural learning is an example of that. the wider community. This section ities of their teachers in different presents examples of activities of fields, and local authorities can ben- Through partnerships with local in- co-operation with the local commu- efit from school involvement (for stitutions and organisations, schools nity, organised by the schools partici- example, involving students in pro- enable their students to learn about pating in the project, which strength- ject-based teaching/learning and and gain experience with procedures en many different skills, values, research) in the resolution of various and structures, and to critically ex- attitudes and knowledge important issues of local importance. Likewise, amine them from the standpoint of for establishing democratic culture. a school can invite parents or com- democratic and human rights val- munity representatives who are ex- ues and principles. Moreover, par- How to Achieve a Democratic Culture in Schools Page 76 How to Achieve a Democratic Culture in Schools Page 77

Towards an Inclusive Society Through Dramatic Creativity “ALONE“ The result of the joint work with the students of the school is the play “Alone“, which deals with the prob- School with Dorm for Children with Impaired Hearing and Speech “11. maj”, lems faced by persons with develop- mental disabilities. The performance Jagodina is primarily intended for children and Competences: Openness to cultural otherness and to other beliefs, world views and practices; young people and has a clear mes- sage that we need to understand and valuing cultural diversity; valuing human dignity and human rights; responsi- accept otherness and that we are all equal. The play was developed in the bility; skills of listening and observing; flexibility and adaptability; knowledge form of a shadow theatre and panto- mime. and critical understanding of the world; co-operation skills

The objective of promoting creative work of students in the school, in the field of dramatic creativ- ity, in co-operation with organisations from Serbia (Centre for Creative Growth and Multicultural Cooperation - CEKOM from Zrenjanin, Centre for Creative Growth and Multicultural Cooperation) is the sensitisation of the local community and the general public for accepting persons with develop- mental disabilities. The preparation of theatre plays is based on the Work Programme of the drama club and carried out on the basis of a system of dramatic games which offer significant opportu- nities for the development of creative abilities in education and teaching/learning. The dramatic game system includes the following games: games for concentration, attention and imagination; games for liberating and cultivating speech; games in dialogues - dramatic plays; games for liber- ating oneself in space and movement. “A DIFFERENT KIND OF AWAKE“ The second drama project “A Differ- OBJECTIVES AND TASKS OF ACTIVITIES on the personal and social level, the ent Kind of Awake“ is conceived as a DRAMATIC CREATIVITY acquisition of new skills and creative sequel to the story that began in the expression. Students are introduced play “Alone“, and which deals with Introduction to the culture of dra- The repertoire of the drama club has the wishes and dreams about the fu- matic creativity, creative ability de- so far included the plays “The Jour- to the culture of dramatic creativity and the basics of dramatic expres- ture of a young man - a person with velopment, enrichment and de­ve­ ney around the World“, “Cinderella“, a disability. The play uses ultraviolet lopment of imagination and creative “Professor Vujic’s Hat“, etc., which sion, they develop creative abilities, enrich and develop imagination and light and shadows, while selected thinking, development of the ability used classical drama and theatrical poetic materials are accompanied for concentration and the ability for elements. The team of the drama creative thinking; develop the ability for concentration and the ability for by music and movement. The play is public appearances, acquiring the club has implemented three major primarily intended for young people ability of smooth, eloquent and cre- projects, together with the students, public appearances; they acquire the ability of smooth, eloquent and cre- and has a clear message that all peo- ative improvised expression, gaining of which one received an award for ple are equal, that otherness should experience and habits for collective special effects in Skopje, at the In- ative improvised expression, enrich their experience and habits for col- be understood and accepted, that living and working, development of ternational Festival for Persons with one should fight for their dreams, be perception, thinking and free expres- and without Disabilities, the theatre lective living and working. Similarly, they develop their ability of percep- persistent and pursue their goals. In sion, emotional maturing (emotional without discrimination entitled 2018, the twelfth performance of this and cognitive development), devel- “Games without Masks“. tion, thinking and free expression. The students become emotionally play brought the first international opment of critical ability, develop- awards, the award for the best ac- ment of self-control, resourcefulness. The objectives of all these activities mature (emotional and cognitive de- velopment), develop critical abilities, tress and the special effects award in include sensitisation of the local com- Skopje, where the Fifth International munity for accepting persons with the abilities of self-control, resource- fulness and, most importantly, these Festival for Persons with and with- disabilities, promotion of the theatre out Disabilities was held, the thea- play as an artistic expression, devel- activities stimulate their interest in research work. tre without discrimination entitled opment of capacities of students “Games without Masks“. with disabilities and positive changes How to Achieve a Democratic Culture in Schools Page 78 How to Achieve a Democratic Culture in Schools Page 79

Event on the Occasion of the Ruthenian Day Panel Discussion “Status of Students with Developmental Disabilities in the Educational System”

Primary School “Jovan Jovanović Zmaj”, Đurđevo Primary School “Miroslav Antić Mika”, Pančevo Competence: Valuing cultural diversity Competence: Empathy Activity aim: acquainting all the pupils in the school with the cultural tradition of the Ruthenians, their settlement in these areas, their contribution and co-existence with other nations. Activity aims: enriching curricular and extracurricular activities by introducing new forms; inform- ing pupils about the functioning of blind/visually impaired persons and their status in the commu- nity; raising awareness about the role of the community and institutions in securing quality educa- tion, growth and development of students with developmental disabilities; promoting equal rights and fairness; developing empathy and eliminating prejudices.

DESCRIPTION OF THE ACTIVITY The national holiday of the Rutheni- ans, 17 January, was marked in the The field special education teach- and in society, what was difficult for has set an excellent example of how school for the first time by organis- er – special educator for visual im- them, what they enjoyed, what they a disability is no obstacle to success. ing an event entitled the “Ruthenian pairments, who provides support to hoped for ... They answered the pu- Day”, as a project activity for fostering visually impaired female pupils, in pils’ questions about their ability to RESULTS OF THE ACTIVITY and valuing cultural diversity in our co-operation with the Serbian lan- tell colours and how they did that, guage teacher, held a panel discus- whether they dreamt, how they prac- school and in the local community. The pupils have been acquainted sion in the 7th grade on the status ticed «reading» with their fingertips, The event was organised in sever- with the way in which the blind/vis- of blind/visually impaired students how a pupil learned to play a musi- al segments on several locations ually impaired persons function from in society, with a special emphasis cal instrument, to which extent their throughout the day, with the par- the experience of their peers; they on their inclusion in the mainstream hearing was more acute than that ticipation of all pupils, teachers and have also been informed about the educational system. The invitation to of people who can see, how they guests as observers. problems these persons encounter the event was sent to all schools and managed to move in traffic ... A blind in society; a feeling of empathy has other institutions in the city. boy’s mother also spoke about their been developed and prejudices have efforts to provide everything that is been eliminated. RESULTS necessary for education in the main- The national holiday of our fel- ACTIVITIES stream educational system, about low-countrymen was marked by a their monitoring of breakthroughs THE MOST IMPORTANT FACTOR The special educator for visual im- in medicine and their struggle to musical and drama programme pre- THAT CONTRIBUTED TO THE SUC- together with pupils, a high-quality continue marking the Ruthenian Day pairments made introductory re- make it possible for their son to have pared for the occasion, by striking up CESSFUL IMPLEMENTATION the anthem and raising the flag of programme and a presentation of each year. marks on the Braille, the mechanical a childhood as any other child. The the Ruthenians, by a video presenta- the school in a short period of time. braille writer, special textbooks and blind boy is above-average intelli- the willingness of the mother and the tion and a TV Vojvodina film about The residents of Đurđevo, and mem- notebooks, the white stick. Then gent and multi-talented (he plays the blind boy and the visually impaired the Ruthenians and their national bers of the Ruthenian national com- blind/visually impaired pupils talked piano, competes in reciting and sing- girl to be guests at the lecture and to dishes. munity in particular, were glad that about themselves, their “vision” of ing, can speak two foreign languag- speak openly about everything; stu- the world, how they felt at the school es, he is a great mathematician), and dents’ interest in this topic. this day was celebrated in the school and that special significance was THE MOST IMPORTANT FACTORS attached to it. The joint celebration THAT CONTRIBUTED TO THE SUC- and participation have connected CESSFUL IMPLEMENTATION the school and the Ruthenian Na- We emphasise the willingness of tional Council and representatives the Project Team and other teachers of the local community. The plan is to engage in the implementation to ensure the sustainability of this of this project activity and prepare, project activity in the future and to How to Achieve a Democratic Culture in Schools Page 80 How to Achieve a Democratic Culture in Schools Page 81

Fashion Show “Beauty of Experience” Event “Find Your Formula for Democracy”

Technical School “23. maj”, Pančevo Agricultural School with Dormitory, “Sonja Marinković”, Competences: Empathy; co-operation skills Požarevac The objective of this activity is to encourage and develop empathy among young people towards Competence: Co-operation skills older persons, to socialise with older persons and to reduce discrimination against them. The ben- eficiaries of the Gerontology Centre were very satisfied with the attention and care of the students, they enjoyed the grooming sessions and the fashion show. The students also enjoyed spending time with older people. Television Pančevo promoted this campaign in the media. As part of the event marking the THE PROGRAMME CONSISTED OF parents, colleagues from other scho- Democratic School Open Day, enti- THE FOLLOWING ELEMENTS: ols, students and teachers. tled “Find Your Own Formula for De- mocracy”, the cultural and historical 1. texts about Roma, Serbian and differences between Serbs, Vlachs Vlach culture, By presenting cultural differences, and Roma were presented, while promoting the project and the scho- ACTIVITIES legends on the specificities of all respecting otherness, human rights 2. ol, they have drawn the attention of three nations, For the Women’s Day, as every year, There they were spending time with the fashion show, they all enjoyed and developing the co-operation the local community and social par- 3rd grade students training to be their older fellow citizens, dress- refreshments, danced and sang and skills. The students of the school, 3. proverbs common to all three tners to the possibilities of students male/female hairdressers, together ing their hair, giving them haircuts had great fun. members of the drama, music and nations were read in all three and teachers which are realised in with their teachers providing practi- and shaving them and organised a folklore clubs were included in the languages, extracurricular activities. The values cal training, visited the Gerontology hairstyle show, where each student This whole activity would not have organisation of the event. Team 4. music that is specific to all three of the school were presented to fu- Centre in Pančevo and together with walked with his/her model, an old- been possible without good co-op- members made a synopsis of the nations, ture students and their parents. All event with the help of their teachers, those involved in the organisation its beneficiaries organised a fashion er lady or an older gentleman, and eration between the school and the 5. comparisons of the names of educators and staff of the residence of the Democratic School Open Day show entitled “Beauty of Experience”. presented his/her creation. After local self-government. members of all three nations hall. In order to successfully present demonstrated a high level of respon- which are different but have the the tradition and customs of Roma sibility, motivation and the desire same meaning, culture, they co-operated with mem- to successfully present the planned bers of the Roma Association “Ruž” 6. presentation of traditional food. activities in the programme of the from the city municipality of Kostol- event. Every student had the oppor- ac and the Roma Association of the The Democratic School Open Day tunity, in accordance with his/her Braničevo district. The programme was attended by representatives of knowledge and skills, to present him- hosts were dressed in the folk cos- the local self-government, the school self/herself and his/her culture and tumes of all three nations. administration, Roma associations, tradition in the best possible way.

Comments from local partners

“After attending your event on the occasion of the Democratic School Open Day, we have realised how identical and yet how different we are”. How to Achieve a Democratic Culture in Schools Page 82 How to Achieve a Democratic Culture in Schools Page 83

Event “Friendship Tree” Educational Activities for Youth in the Field of Protection against Violence

School for Tourism and Hospitality, Belgrade Požarevac Gymnasium, Požarevac Competences: Empathy; co-operation skills Competence: Co-operation skills The objective of the activity is to develop a sense of togetherness, co-operation and empathy; to The objective of the activity is to establish co-operation with associations that competently and overcome differences, stereotypes and discrimination; to spend time together, to have fun, mentor- professionally deal with the issues related to violence against children and youth in order to em- ship, team spirit; fostering an inclusive culture. power teachers and students for timely and adequate reactions to these issues; direct meetings with experts from different sectors dealing with issues related to violence - from the Police, the Prosecutor’s Office, the Community Health Centre, the Social Welfare Centre.

The “Friendship Tree” is an event held on the occasion of the Democratic DESCRIPTION OF THE ACTIVITY School Open Day in co-operation liament and form teacher classes. A olence and cyber-bullying has been with the “Dušan Dugalić” Primary In the period of twelve months, panel discussion was also held at improved. Direct co-operation has School, which educates children with co-operation between the Team of the school for students and teachers, been established with represent- developmental disabilities. the Požarevac Gymnasium and local which empowered students to react atives of the departments dealing organisations was established on in cases of violence. At the end of the with issues of violence. Procedures ACTIVITIES projects for the protection of chil- project, a study visit to Macedonia for dealing with cases of violence dren and youth against violence, was organised, to the city of Radoviš, against children and young people • Making the “Friendship Tree” - a stylised tree on which names and abuse and neglect. The association where new co-operation was estab- are clearer. They are signatories of thoughts of the participants will “The World of Words“ from Velika lished, and experiences exchanged, the Protocol on the Protection of be left (as leaves and flowers), as Plana implemented the project “The related to the protection of students Children and Youth against Violence, well as messages of friendship Eleventh Hour – Before It Is too Late”. against violence and addictions. Abuse and Neglect in the City of and love and children songs. The project included two training Co-operation was also established Požarevac • Making and decorating “cup­ courses for teachers and students with the association “Children’s cakes”. from twenty schools. One training Friends of the Municipality of Požare- EVALUATION course was devoted to issues of do- vac”, which worked on cross-sectoral was made by using student surveys, mestic violence, and the other to co-operation within the MODS feder- by photographing activities, drawing RESULTS cyber-bullying. The training courses ation (The Network of Organisations up reports and promoting the activi- A direct result, for which no evalua- were delivered by prominent experts for Children of Serbia) in protecting ties in the local media - on the radio tion form was needed, were smiles in this subject-matter and skilled children and youth against violence, and in local newspapers. on the faces of all participants! The instructors. The training courses abuse and neglect. Teachers and stu- guests from the primary school were followed by stage performanc- dents of the Požarevac Gymnasium FACTORS THAT CONTRIBUTED TO at which examples of good practice professional and humane work of the “Dušan Dugalić” (five pupils and four es - dramatisation, which left a very participated in the drafting of a local THE SUCCESSFUL IMPLEMENTA- and problems encountered by chil- teachers of both schools, the team TION teachers) were extremely active in strong impression on students and Protocol on inter-sectoral co-oper- making cake decorations, and 3rd dren with developmental disabilities spirit among students and on the teachers and enabled easier and ation at a round table, a conference grade students training to be con- were discussed. Project team, a lot of laughter, fun We emphasise the willingness of fectioners and their teachers were and patience. Art has linked the art, lasting learning. Within the project, and a public event, and in the dis- teachers to cooperate with associ- genial and charming hosts. The confectioners’ and language clubs, students were involved in local cam- tribution of flyers pointing out the ations and to take part in projects “Friendship Tree” will decorate the with a view to promoting inclusive paigns, public promotion of non-vi- importance of protection against implemented by associations, to school corridors for a long time. The FACTORS THAT CONTRIBUTED TO culture and empathy. olence by distributing colourful bal- violence. also volunteer to improve their own indirect result is the promotion of THE SUCCESSFUL IMPLEMENTA- loons with messages to the citizens knowledge and work at school, the an inclusive culture in our school, to TION of Požarevac. Students - participants RESULTS climate in the school that encourag- which the colleagues from the visit- in the training organised peer educa- es co-operation and points to its im- ing school also contributed by partic- We emphasise the support of the tion on topics of violence and abuse The knowledge of students and portance for educational work and ipating in the round table which was school management in the provision the interest on the part of represent- at the meetings of the Student Par- teachers in the field of domestic vi- a side event of the workshop, and of physical and material resources, atives of associations. How to Achieve a Democratic Culture in Schools Page 84 How to Achieve a Democratic Culture in Schools Page 85

About the Editor Useful Links

Team of the Centre for Education Policy

The team of the Centre for Ed- two-year period. We are pleased to • Council of Europe (2018). Reference Framework of Competences for Democratic Culture: Volume 3 Guidance for im- ucation Policy (CEP) played dif- say that the CEP had the opportuni- plementation. Strasbourg: Council of Europe Publishing. Downloaded from https://rm.coe.int/prems-008518-gbr- Тferent roles in the course of the ty to not only share its expertise but 2508-reference-framework-of-competences-vol-3-8575-co/16807bc66e project, which is why we can say that also strengthen its capacity by learn- together with the twenty schools ing from the schools participating in • Council of Europe (n.d.). Joint Programme Horizontal Facility. Downloaded from https://www.coe.int/sr_RS/web/bel- that participated in the project we the project. Therefore, it is our special grade/joint-programme-horizontal-facility have experienced an extraordinary pleasure to also appear in the role of educational adventure. Our main this publication’s editorial team at • Council of Europe (n.d.). Reference Framework of Competences for Democratic Culture. Downloaded from https:// role was the role of local coordina- the end of the project. www.coe.int/en/web/education/competences-for-democratic-culture tors. As local coordinators, we coop- erated with schools first by providing The Centre for Education Policy, as • Gollob, R., Huddleston, T., Krapf, P., Rowe, D., Taelman, W. (n.d.). Living in Democracy: EDC/HRE lesson plans for lower support for the planning of project a multidisciplinary research centre, secondary level. Downloaded from https://www.living-democracy.rs/textbooks/volume-3/ activities at the school level. As our recognises the project as a resource role developed, we designed and im- that can participate in informing • Institute for Education Quality and Evaluation (2013). Standards of General Cross-Curricular Competences for the plemented several-day events aimed educational policy-makers on the End of Secondary Education. Downloaded from http://www.ceo.edu.rs/images/stories/obrazovni_standardi/Opsti_ at strengthening the capacity of basis of evidence produced in prac- standardi_postignuca/MEDJUPREDMETNE%20KOMPETENCIJE.pdf schools and their networking. Events tical work and research. The breadth that addressed democratisation is- and complexity of the experience • Ministry of Education, Science and Technological Development (14 June 2017). Schools selected for the project Fos- sues in unique ways included peer gained in this project encourage us tering a democratic school culture. Downloaded from http://www.mpn.gov.rs/izabrane-skole-za-projekat-podstican- learning events, aimed at strength- to highlight procedures and practic- je-demokratske-kulture-u-skolama/ ening the capacity of schools to im- es based on democratic principles of plement the Model of Competences fairness and respect for human rights • Ministry of Education, Science and Technological Development (17 November 2017). Fostering a democratic school for Democratic Culture. Also, we de- as an area which decision-makers, culture. Downloaded from http://www.mpn.gov.rs/podsticanje-demokratske-kulture-u-skolama/ signed and conducted the training researchers and other stakeholders of trainers, which strengthened the should address. • Council of Europe (2016). Competences for Democratic Culture: Living together as equals in culturally diverse dem- training skills of school team repre- ocratic societies – Executive summary. Strasbourg: Council of Europe. Downloaded from https://rm.coe.int/compe- sentatives, while also addressing the tences-for-democratic-culture-srp/1680782138 sustainability of the project idea after the completion of all project activi- ties. The end of the project also saw the co-operation of the COP team and the schools in developing stra- tegic school plans and evaluating the project activities implemented in the How to Achieve a Democratic Culture in Schools Page 86 How to Achieve a Democratic Culture in Schools Page 87

By introducing innovations into the teaching and by And in fact, this will be a rounded-off story only developing analytical and critical thinking we have if each school invests efforts in developing these improved the quality of the work of our institution, competences. lessons are more interesting, the motivation of students is higher. Our idea was to apply the priority democratic competences at all levels and among all actors of school life, and therefore we have incorporated all the activities into the daily portion of the inclusive policy, culture and practice in the school, thus ensuring the sustainability of the project outputs.

We needed such a project. We think that, to a great extent, this project has opened the door, and raised We see developed competences for democratic culture the awareness of teachers about how important these within various academic and vocational subjects: things are. Philosophy, Civic Education, Sociology, Serbian Language and Literature, History, Geography, Cultural Geography, National Cuisines, Cookery, Bakers Confectionery, Serving, English, French, Mathematics, etc.

We understand that we have been on the right track, but our engagement in the project has helped us to A lot has been done and achieved, positive changes improve and systematise both the existing and new in the school are evident. The most interesting thing activities and to work more on improving the defined is this slow, but unstoppable spreading of positive competences. changes and how much we actually needed all this to also work on interpersonal relationships among us, adults. Council of Europe Office in Belgrade, Španskih boraca 3, 11070 Novi Beograd, Serbia Tel. +381 11 71 555 00 Fax +381 11 31 22 088

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This document has been produced using funds of a joint programme between the European Union and the Council of Europe. The views expressed herein can in no way be taken to reflect the official opinion of the European Union or the Council of Europe. Published within the scope of the project “Fostering a Democratic School Culture in Serbia”.

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