The subject of refugees is almost non-existent in school textbooks and core curriculum. The existing published lesson scenarios have been usually developed by educators working with adults and are not fit to the needs of schools and schoolchildren. Engaging and empathy-oriented methods of describing the issue of refugees are needed rather than only presenting facts, but also understanding of the situation of refugees and closer presentation of individual personal stories instead of impersonal and disquieting statistical data (the TEA Report "Discrimination - the Great Absentee").
The aim of the project was to prepare schools for receiving refugee children through enhancing competencies of teachers in the field of anti-discrimination education conducted using the applied drama method.
24 teachers increased their knowledge on refugees and their ability to conduct free lessons aimed at enhancing empathy level and understanding the situation of persons with refugee experience. 9 lesson scenarios tailored to school environment and the age of schoolchildren were developed, tested and popularised.
9 scenarios of drama workshops (3 for primary schools, 4 for middle schools, 2 for secondary schools) were prepared. Workshops were conducted (2 three-day meetings, in all 40 hours) on refugee issues and methods of drama education for 12 teachers who pilot-implemented the scenarios in their schools (19 lessons in 10 schools). The scenarios were presented to additional 12 teachers during a training (16 hours) and, together with 6 articles (containing essential information on refugees and drama method), were published (400 copies) and sent to schools, universities and organisations dealing with refugee issues, as well as made available on the web page of the organisation (approx. 150 downloads).
The project activities benefited 24 teachers from 5 voivodeships who participated in trainings, approx. 400 schoolchildren (19 forms) who participated in pilot implementation of scenarios, and 350 organisations and institutions that received the publication. The publication with scenarios was also made available on the web page and the information was included in a newsletter reaching 3458 persons.
The partners contributed to the project by cooperation with a person having refugee experience (consultation of scenarios, meeting with teachers, the Centre for Refugee Support) and by organising a panel on template technique during workshops (the Klamra Foundation).