Session 4, Culture, identity, diversity in education




Basic Topics
  1. Identity
  2. Ascribed status
  3. Attained status
  4. Culture
  5. Diversity
  6. Intercultural education
  7. Multicultural education

The duration of the session is 9 hours (3 reading + 3 learning + 3 working/practicing)


The Objectives of this session are:

  • To support students in developing a critical understanding of the socio-psychological process of construction of identity and of the role of formal education in this process.
  • To support students in developing an understanding of the interplay and interdependence between culture and identity. 
  • To support students in recognising and appreciating diversity.
  • To familiarise students with the principles of intercultural and multicultural education and and how these can be implemented in the classroom
Learning outcomes

After completion of the session students will:

  1. Understand the concepts of identity and status and influences on them, including culture.
  2. Recognize and appreciate the importance of different educational approaches, including interculturalism, multiculturalism and related practices, for promoting intercultural understanding and combatting prejudice and discrimination.
  3. Be able to reflect critically on their own understanding and positionality in relation to diversity in their society and their roles as future educators.
  4. Developing relevant methods for their own classrooms.


  1. Personal reflection essay on the themes of identity, culture and status in the students’ own life and implications for their teaching practices.
  2. One fully developed strategy on the completion of the workshop.
Outcomes and CDC
  • Knowledge and critical understanding
    • Including politics, law, human rights, cultures, religion, etc.
      • 119: Can describe basic cultural practices (basic)
      • 120: Can reflect critically on how her/his own world view is just one of many world views (basic)
      • 126: Can explain the dangers of generalizing from individual behaviors to an entire culture (intermediate)
      • 123: Can explain the universal, inalienable and indivisible nature of human rights (intermediate)
      • 132: Can explain why there are no cultural groups that have fixed inherent characteristics (advanced)
  • Values
    • Valuing cultural diversity
      • 201: Promotes the view that we should be tolerant of the different beliefs that are held by others in society (basic)
      • 202: Promotes the view that one should always strive for mutual understanding and meaningful dialogue between people and groups who are perceived to be “different” from one another (basic)
      • 203: Argues that one should promote communication and dialogue between people from different cultural backgrounds (basic/intermediate)
      • 204: Expresses the view that the cultural diversity within a society should be positively valued and appreciated (intermediate)
      • 205: Argues that one should try to learn from one another in order to deepen understanding of both one’s own and other people’s backgrounds (intermediate/advanced)
      • 206: Argues that intercultural dialogue should be used to help us recognise our different identities and cultural affiliations (advanced)
      • 207: Argues that intercultural dialogue should be used to develop respect and a culture of “living together” (advanced)
  • Attitudes
    • Open to Cultural Otherness
      • 401: Shows interest in learning about people’s beliefs, values, traditions and world views (basic)
      • 404: Expresses curiosity about other beliefs and interpretations and other cultural orientations and affiliations (intermediate)
      • 406: Expresses interest in working with people from different cultural backgrounds (intermediate/advanced)
      • 409: Seeks and welcomes opportunities for encountering people with different values, customs and behaviours (advanced)
  • Skills
    • Autonomous Learning Skills
      • 1006: Can identify relevant sources of information to Accomplish a learning task (basic/intermediate)
      • 1014: Can assess the quality of his/her own work. (intermediate)
    • Empathy
      • 1302: Expresses sympathy for the bad things that he/she has seen happen to other people (basic)
      • 1303: Expresses compassion for people who are being treated unfairly (intermediate)
      • 1320: Expresses sympathy for people who are less fortunate than himself/herself (intermediate)
      • 1325: Expresses the view that, when he/she thinks about people in other countries, he/she shares their joys and sorrows (advanced)


A series of resources that the student teacher must study in this session and a series of additional resources for further study.

A full paper and additional e-lessons on the topics of the session and additional interactive presentation of the materials, for the student teachers to study all the materials in a row.

A series of authentic, up to date and relevant activities with their accompanying materials, which deliver the intended learning outcomes of the session and are carried out face to face or E-learning with groups of student teachers.

Several types of questions to evaluate how much the student teachers have learned throughout the session (reading material, learning material and workshop).