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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Education for coexistence

Volunteering projects to foster equality and solidarity in Secondary Schools
2016
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This project aims to bring intercultural values into the heart of the classroom in the city of Parla. Run by the City Council’s Department for International & Intercultural Coexistence and implemented in 10 Secondary Schools (8 public and 2 private). It was initiated in the 2012-2013 school year, with the objectives of:

  • Promotion of intercultural relations in the educational space
  • Education in attitudes and values of equality, solidarity and inclusion
  • Prevention attitudes of discrimination, racism and xenophobia

There are 3 sessions with each school group, employing participatory methodology:

  • 1st session: mutual knowledge
  • 2nd session: emotional work, empathy, prejudices
  • 3rd session: rap against racism, to encourage self-esteem and prevent discrimination

A team of 4 interdisciplinary monitors (students from different faculties) work in each school and evaluates the project. Upon completion of the educational sessions, volunteers are asked to join a Network of Volunteers for Intercultural Coexistence.

The evaluation of the project by the students and coordinators was positive. One Institute with 31% immigrant students (the highest in Parla, which has an average of 20%) is also making a great effort to opened the school library to the public and cultural activities for all are organized.


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