With this project the partners want to experiment and examine an alternative, bottom-up approach to foster inclusion and social cohesion adapted to different European realities, building on the wisdom present in the (wider) school community. In doing so, they want to examine their assumptions, understand whether and under which circumstances this way of working is feasible, realistic and efficient, how it relates to the teaching/learning processes and what is transferable.
The essence of the project lies in the assumption of each setting’s uniqueness and in the belief that ownership is crucial. This implies that there are no ready-made strategies, tools, methods that can be implemented as such to achieve the overall project goal. It also means that the overall goal is redefined locally to correspond to the lived reality in each setting.
The project was launched in November 2016, with the first partners’ meeting in Sweden, and will last until 31 of August 2019. The operational work, steered by 5 primary schools in Croatia, Greece, Sweden, and the UK in close collaboration with the partners, forms the core of the project. This phase, which lasted a school year on average, has also been monitored by researchers from the University of Cambridge.
The partners are currently working together to develop a set of intellectual outputs to share the project experience with policymakers and other primary schools that have an interest in becoming a Learning Community for Peace.
This project is funded by Erasmus+ and the Evens Foundation.