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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Italy - Learn Arabic!

Arabic language school for non-Arabic speakers
2016
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In 2011 the Intercultural Centre Mondinsieme opened for the first time an Arabic language course for non-Arabic speakers.

This is a project in collaboration with the Local Health Authorities to improve linguistic cultural relations between foreign citizens and health services. Basic Italian language courses are provided for mothers of children attending primary schools to offer initial language support and correct communication with the school. In order to help families preserve the competence of migrant children in the mother language, in two schools in Reggio Emilia there are classes in the native languages of children and in parallel their parents learn Italian. There are Summer events to teach Italian youth who do not know Italian and who attend secondary schools at the second level. It aims to provide learners with a minimum knowledge of the language to facilitate access to school; prevent the summer “scattering” of youth and social marginality from their peers.


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