"Acceptance for cultural diversity - remembering, developing, testingAgainst the background of the current movement of refugees into the countries of the European community, the project pursues the question of how adult education can contribute to promoting the acceptance of cultural diversity in these countries. Didactic concepts and methods were exchanged and tested in a consortium of five partner organizations from Germany, Poland, Austria and Romania. The project proceeded from the assumption that a historical-biographical approach to adult education, as well as learning in a social environment, are particularly suitable for promoting attitude change. In addition it took up adult education's required critical examination of its own offerings regarding cultural ascription and ""unconscious biases"". The goal of the project was to become acquainted with concepts and methods of participative work in the social environment, memory work, and anti-discrimination work in an exchange with partner organizations. The innovative aspect of the project was the attempt to link the methods and the systematic reflection under the perspective of ""promoting the acceptance of diversity,"" and the identification of ""conditions for success"". Four elements were decisive in the project's process: the learning groups of the partner organizations (4 - 10 persons), three European workshops, a semi-public blog for the exchange of evaluations of the learning groups, and the transnational meetings of the project team. In the course of the project three conceptually related learning activities (workshops) were conducted in the Offenbach district in the Frankfurt/Main region, in Vienna, and Warsaw; these took up the aspects of ""participation"", ""memory work"" and ""anti-discrimination work"". The methodology of the workshops followed the principles of subject and experience orientation. The learning groups sent 3 - 7 members to each workshop. There were also day guests. In the workshops the participants presented their own work experiences and concepts, they tested methods of biographical work and anti-discrimination work. At the end of the project it could be determined (in the evaluation) that the participants had enhanced their capacity for action related to the attention to diversity (in school and community), and become sensitized for discriminatory practices. In excursions and discussions they became acquainted with the participative approach to the admission of refugees, and could discuss its conditions and risks. The ""opening"" effect of biographical work has been confirmed, but also the special conditions in a multicultural group became clear.Experience-based learning also pointed out the borders of their own acceptance. Thereby both their own personal prejudices as well as their attitudes could be articulated and brought to reflection. Within the framework of the project we were successful in recognizing various levels of acceptance and in conducting open-result discussions.The results of the project with respect to the identification of ""conditions for success"" have been published in a documentation for further dissemination as ""Recommendations"". The project reached approximately 80 persons working as teachers, counsellors and trainers in adult education, anti-discrimination work, refugee work and staff development of teachers and social pedagogues. Another 120 people involved in the issue as experts, citizens' groups and stakeholders were involved.Feedbacks to the Project:""As a whole, the experiences from the workshop are important in order to be better able to estimate the contexts and conditions of one's own work. In fact the objective European exchange and the cross-linking is the greatest gain for us. The experiences from the workshop will become part of our continuing work. “ ""My participation in the workshop has increased my consciousness and my knowledge of the situation of foreigners in Poland enormously. I use this knowledge in discussions with students in the Department for Pedagogy and Psychology at the university in Białystok."""

“But this method is no longer relevant, because students are no longer listening.” Teaching Digital Natives - Partnering for Real Learning Marc Prensky, 2011 The new generations of young students are challenging the very basic axioms of what we know as “education” and “educatability”. An increasing number of young students might therefore be called “unteachable” from the point of view of the educational establishment. The project aims to explore to what extent the new generation can be transformed from “unteachable” not to “teachable” but to “learnable” or “engagable” – without “revolutionizing” the entire education system. The “The Unteachables” is basically a KNOWLEDGE CREATION project, but knowledge based on practical experimentation. It addresses the rapidly increasing challenge of the unteachability of the new generations with which teachers and schools all across Europe are increasingly struggling. Schools and teachers are not at all prepared for this “cultural revolution”. Teachers are not trained at all to create learning environments for the new generations of digital natives and “unteachables”. IT IS INCREDIBLY IMPORTANT THAT BASIC AND FURTHER TEACHER EDUCATION AND TRAINING INCLUDES CAPACITY BUILDING OF THE NEW GENERATION OF YOUNG TEACHERS TO MANAGE AND TACKLE SUCH NEW “LEARNABLES” STRATEGIES AND DIDACTICS, GOING FAR BEYOND WHAT TEACHER EDUCATION AND TRAINING MEANS TODAY. THEY ARE NOT EXPECTED TO HAVE READY-MADE SOLUTIONS, BUT TO HAVE TOOLS TO WORK THE WITH THE CHALLENGES. In fact, the new generations of teachers need to have considerable insight into the profiles and identities of the young 21st century learners and how they can be taken from “unteachables” to “learnables”. This is why the project directly addresses and involves teacher education partners and teacher students. We all know this, but we see few attempts to systematically analyse what “unteachable” means, and what taking the young people to “learnable” means – in practice. Unteachable does not in any way mean that the young people are not able to learn. On the contrary, many of them are brilliant learners. The way they learn, however, does not fit well with what we know as “education”. Of course, this is to a great extent a result of what we know as “the internet revolution”, “digital natives” and “globalization”. The Commission calls for such initiatives as The Unteachables, and is at the same time aware of the mountains of challenges linked to such education innovation: it will take a sea change, says the Commission. The consortium therefore opts for a “The Unteachables” project with a clear knowledge creation profile and producing the needed resources to engage in future not one but several Erasmus+ experimentations, including preparation a higher level Knowledge Alliance. The missions of “The Unteachables” are therefore: To create authentic and accurate profiles of the present and future “unteachables” on which the development of future “learnables” strategies can build To identify the key challenges to traditional educational didactics emerging from these profiles To collect evidence of “learnables” experimentation from Europe and beyond and summarize this evidence into a set of basic principles for future-oriented “learnables” strategies To outline and describe a number of possible practicable innovative approaches to applying “learnables” strategies in school education for young students in secondary school. To create a powerful Knowledge Alliance application to be submitted in 2020, building on a considerable number of Erasmus+ projects and conceptualized from the “The Unteachables” project “The Unteachables” is prepared to face and tackle the “unteachability” of the new generations in its radical and future-oriented form and to address the full consequences of the increasing “unteachability” for traditional education. The project is based on extensive studies in the field of “21st century youth and learning”. The project will develop, produce and widely share in particular among teacher educations in Europe the following resources: 1 THE COLLECTION The full “The Unteachables” Collection 2 FROM UNTEACHABLES TO LEARNABLES Innovation strategies for turning “unteachables” into “learnables in the 21st century educational scene 3 THE FUTURE IS HERE – THE “UNTEACHABLE” LEARNER Profiling and analysing the new generations of “unteachables” and the challenges they present to 200 years of “education” 4 – “YET LEARNABLES” Collecting and presenting evidence of successful “learnables” experimentation from Europe and beyond and summarizing this evidence into a set of basic principles for future-oriented “learnables” strategies 5 – AND NOW WHAT? Politics recommendations for further research and practical experimentation with 21st century “learnables” strategies based on young people’s co-creation