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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Fostering integration and intercultural skills in Sherbrooke schools

Since 2002
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To raise the awareness of school staff (teachers, professionals, management) and encourage them to develop interculturalism in schools, an information and discussion day is held at the school services centre. The aims of this day are to address issues and challenges relating to intercultural education and living together, suggest ways of implementing inclusive education practices by presenting intercultural education projects and support the development of the intercultural skills of participants who work with pupils.

In schools, teachers and various staff members have had the opportunity voluntarily to attend intercultural communication training sessions held by external trainers. During the regional training day, the participants (teachers) were able to attend talks to develop their intercultural skills, among other things. Over the last few years, the team at the school services centre, which is made up of education consultants and an educational psychologist, has presented immigrant clients and the school services centre reception process. An interactive tool is also available to assist with the reception of pupils, and the fact that the team covers multiple disciplines means that it can provide tailormade support catering to the specific needs encountered in schools in terms both of teaching and of psychosocial care.

Projects that pair newly-arrived immigrant pupils with Quebecois pupils have also been implemented. Through a range of activities, pupils are able to learn how to get to know one another and to open up to those who are different from them, beyond the bounds of a different culture. Pen pal correspondence, interaction with immigrant pupils from other regions, evening discussions about various topics, winter sports, books and films about the realities in different countries are just some of the activities that take place in schools every year.

Since 2002, the School Services Centre of the Sherbrooke Region has been implementing a School Integration and Intercultural Education Policy [French only] to enable immigrants to integrate into society as successfully as possible and promote intercultural education. Reciprocity in the obligations of immigrant children and those proposed by the School Centre is central to this policy, which sets out to boost the language, social and professional skills of those catered for by the Centre.


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