For many years now, scholars, museologists, and members of source communities have been debating the contemporary relevancy of ethnographic collections and their appropriate use given their nineteenth century origins and association with Western colonialism. In the thirty pilot projects carried out in the framework of MAP for ID ... many innovative and unconventional ways participants are breathing new life into these and other types of collections and museums.
MAP for ID’s focus on working with immigrant and minority communities to facilitate more harmonious and just integration addresses a question of great social concern not only within European societies but also in the United States.
That is: How do we go beyond being multicultural societies to being ‘intercultural societies where a plurality of cultures cooperates in dialogue and in shared responsibility.
MAP for ID exemplifies the ongoing trend within the international museum community to democratize museums and make them more accessible to wider audiences, socially relevant, and responsive to their publics’ changing needs and interests. The initiative underscores the International Council of Museums’ definition of a museum as an institution ‘in the service of society and its development.’ It is one thing, however, to accept this axiom and quite another to put it into actual practice. The MAP for ID projects provide us with concrete models of how to utilise the many resources of museums, artistic and cultural organisations to serve contemporary social needs and interests.
The goal of the JICC was to gather the communities present in Senegal, to unite them and to discover each of them.
The European Institute of Cultural Routes (EICR) advises and evaluates Cultural Routes already certified, helps new projects obtain certification, organises training and visibility activities for route managers and coordinates a university network.
The e-book draws on the ability of a human mind to compare and contrast multiple versions of India and Pakistan’s shared past, and to critically analyse the subjectivity of history and to draw one’s own conclusions. It places Indian and Pakistani textbook narratives side-by-side to highlight the contrast between them, and to point to areas of convergence. The purpose is to introduce people to multiple versions of a shared past and to jolt their conscience into accepting, for starters, that parallel realities can exist in the form of perspectives, whilst being backed by equally.
WorldVuze is a map-based question and answer education platform where elementary and secondary students around the world can learn directly from each other.
Adyan is a Lebanese foundation for interreligious studies and spiritual solidarityand provides online teaching resources on diversity and intercultural and interreligious dialogue
The guidelines are focused on pre-service teacher education courses related to the teaching of world citizenship in Canadaб India and South Africa and cover current and future developments in assessment aims, organization and structure, teaching and learning approaches, teacher specialization and training, and resources.
The videos underline best practices and challenges faced by indigenous communities in Latin America (particular focus on Peru) in regard to promoting intercultural dialogue. Further material can be found on the website.
The Lens was designed to create awareness of cultural dimensions, issues, and factors in development programmes. It proposes an analytical framework with questions in five thematic areas (Context of the programme, Diversity of perspectives, Access and participation, Cultural heritage, Economics of culture and creativity), providing a step-by-step method for analyzing programmes in the light of cultural diversity.
WTC works to ensure political commitment to addressing and removing barriers that many women face in accessing essential services, providing advice on advocacy and political awareness raising.