3.2 Dealing with children from different cultures and backgrounds: Do’s and don’ts.
3.2.1 Coexistence and diversity as an educational axis
At schools, the diversity existing in society is reproduced, that’s why we can find a great variety of diversities in there:
Diversity of capabilities.
Sexual orientation diversity.
The most threatened groups, and therefore, those that require more attention in school education, in fact, are those in which a greater number of these diversities appear. One of the greatest challenges facing the educational field is how to respond with quality and equity to diversity from an inclusive and integrative point of view. According to UNESCO, this backbone of attention to diversity must be the obligation of states and their educational systems to:
“To guarantee the right to education, keeping in mind the diversity of needs and establishing an open and flexible educational system that allows access, permanence and school success of all children” (UNESCO)
Consequently, school centres must take this aspect into account, making it one of the fundamental axes in family participation on school activities, especially in the earliest stages of education. If the students are educated in diversity, they’ll become complete and integral people with essential human values in nowadays society.
For this being possible, both teachers and families have to play an essential role. The teacher must be able to meet the needs of each child with diversity and offer them what they need at all times. This is not an easy task, but it is necessary and very important. In the same way, families must be able to transmit the values of respect, empathy, solidarity and integration, so that children assume them as their own, being capable to transfer them to others.