The Intercultural city aims at building its policies and identity on the explicit acknowledgement that diversity can be a resource for the development of the society.

The first step is the adoption (and implementation) of strategies that facilitate positive intercultural encounters and exchanges, and promote equal and active participation of residents and communities in the development of the city, thus responding to the needs of a diverse population. The Intercultural integration policy model is based on extensive research evidence, on a range of international legal instruments, and on the collective input of the cities member of the Intercultural Cities programme that share their good practice examples on how to better manage diversity, address possible conflicts, and benefit from the diversity advantage.

This section offers examples of intercultural approaches that facilitate the development and implementation of intercultural strategies.

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To get acquainted with cities’ good practices related to the management of the Covid-19 pandemic, please visit Intercultural Cities: COVID-19 Special page.

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“EDUCA”

Promote school integration of children/young immigrants
2011 - Now
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To create a group of immigrant or immigrant descendent mediators (giving them training and support) in order to develop activities of animation and mediation in contexts signalled by the teachers, functioning as a resource for the various educational activities. These mediators are interlocutors in the pupil/school/ guardian triangle and a source for signalling specific individualised interventions.

The action consists in working with young adults who are unemployed and live in social contexts of exclusion, often coinciding with the provenance of the signalled situations, and facilitates the relationship enabling their identification and intervention. Schools feel that they have a quality resource: availability to play with students in the playground, management of emerging conflicts among students, identification and signalling of problem situations.

The partners committed to the practice include the creation of a consortium that includes schools, youth associations, toy libraries and the IPSS that monitors the project. The consortium plays a central role in helping to break down prejudices about some families by trying other ways of approaching problem situations.


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