*.- Application form - O4. Page 37/…
“Students will be aware of the situation in each school and country referred to students from other nationalities attending their schools, immigrants, refugees,... Also about disabled students or students with special needs. They will investigate about the problems these groups face every day to integrate in the schools' life, and also in the society. We will start contacts with the associations that, in each country, work in this field.”

O4-A4
Preparation
Contacts with the associations that work with immigrants, refugees, disabled in the areas closed to our schools.
Here we will star working with these associations. BUBISHER form Spain that works with refugees from the Sahara. We will prepare, with their help, some activities with our students to make them aware of the problems of the immigration and refugees.
Proposal:
*.- We have contacted “Bubisher” our associated partner that works with immigrants and refugees from the Sahara. http://www.bubisher.org/

And they have proposed us some activities that we are organizing for the next months:
Every country can adapt them to their own reality (work with immigrants, refugees,… whoever could be consider, in anyway, “different”,.. disabled,…)


1.- Theatre play:
Bubisher organizes a theatre play to make people aware of the problems that the Saharawis are suffering in the refugees camps in Algeria. It is in Spanish and we will have three performances at school. Two for our own students and a third one opened to the town, to other schools and to the people of Laudio. We will also invite other associations that work with immigrants and some members of the University have also told us that they are interested in the experience.
Before it we will go to the radio to talk about our project in general and also to talk about Bubisher and their project.
We will also write an article for the magazine of the municipality.
2.- Book reading:
We have selected a book “Palabras de caramelo” that talks about the problem of the refugees and their life in the camps.
We have contacted the Author Gonzalo Maure and he will come to school in June to have an activity with the students. They will comment the book together.
We are also preparing an activity with the book, for teachers and parents in collaboration with the Teachers resource center.


3.- DVD:
Problems immigrants face in their daily life.
We want to study the differences and similarities between the immigrants and refugees that come to the Basque country nowadays, and the ones who came 50/60 years ago, our students’ parents and grandparents in fact.
We will ask them the same questions:
Example:
.- When and Why did you decide(or you family) to come to the Basque Country.
.- How did people treat you when you arrived?
.- Was it easy to integrate in the society?
.- What were the most important problems you faced when you arrived?
.- Have you ever felt discriminated?





SWDN0001.GIF

This is from our municipal homepage.
http://www.uddevalla.se/kommun-och-politik/nyheter/nyhetsarkiv/2016-12-13-elever-hjalper-vanskola-i-uganda.html

This is what it say´s in english:


For several years Norgårdenskolan has had a partner school, Kasana Junior School in Uganda. Thanks to this cooperation, the school in Uganda now has clean drinking water and school meals to pupils. Two classrooms have been renovated in Kasana Junior School. Students in grades 7-9 at Norgårdenskolan has performed duties in their home and the parents who want and have been able to pay a penny for this. The money is then sent to Kasana Junior School, which has a total of 375 pupils aged four to sixteen years. - School principals and teachers are now saying that there is hope for the future. It's amazing, it bring´s alot of pleasure to hear this. It is also good for our students at Norgårdenskolan to see that a little effort can mean so much, says Helena Hibell, a teacher at Norgårdenskolan.
Kasana Junior School have installed locking doors and windows and two classrooms have been renovated. All students at the school have for years not been able to write exams because they had no money to buy the paper to print on, which is now possible. Some of the money has gone to school meals during exam week. Thanks to the project the school has also been given access to clean water. Previously they had to walk to a lake and get water there so it has been a great upgrade. Students in Uddevalla have contact with students of twin school in Uganda via Skype. In this way, they have followed each other on a tour at each school and the commitment of all participating students is great. - It is good for our students to see what a big difference it is in living conditions, the school in Uganda is very primitive. But it is great to see the joy that creates cooperation from both sides, says Helena Hibell. Norgårdenskolan and Kasana Junior School have been working together since 2011.





This is the exercises the students did during their mobility to Sweden in May 2015. It was 58 students ( 29 students from Sweden who were host famililes, 5 students from French Polynesia, 7 students from Turkey, 9 students from the Basque Country (Spain) and 8 students from the Netherlands). The students were devided in three groups leaded by two teachers / group.




Another exercise our students did during the visit in Uddevalla to get to know each other during a walk.



During februar have all our students ( about 350) in secondary school possibility to visit a theatre about respect and tolerance and how you can use power in both good and bad ways. Some classes where there during the actors repetition and came with ideas and inspiration. The performance were very appreciated and our students could relate to their daily life. In school we have continued working with exercises about this. See below. A good partnership between our school and the theatre.



Bilder Göteborg.jpg

Our students was on a trip to Gothenburg and visited the city museum. Here they got to take part of an exhibition about inhuman behavior. Everything from the holocaust till what you can do to be a better friend. And the links to the website:
http://www.varldskulturmuseerna.se/varldskulturmuseet/utstallningar/aktuella-utstallningar/playground/playground1/
http://goteborgsstadsmuseum.se/utstallningar/omanskligt

Movies about relationships


https://youtu.be/6gXGO7APhpw

https://youtu.be/Z1H6rxfrkUY





bas.png

1.- Introduction

IES LAUDIO BHI and the Sahrawi issue: Relationships with immigrants and refugees

For years our school has been working with our students in the enhancement of their command of foreign languages. Thus we have been selected twice as references of good practices by both the Department of Education of the Basque Government and by the Spanish Ministry of Education. In 2014 we presented the European Commission a new project, namely, `It´s my Life, it´s my Choice´. This project aimed to foster the students´ hold of linguistic skills as well as the students´ exchange among the schools taking part. The project would also seek to reflect on social issues, such as drugs, ecology and sympathy. In the latter block and owing to the fact that there is a significant Saharan community, we got in contact with María López Belloso and Ángela Herrería , activists of the Saharan cause as well as members of Bubisher. They agreed to help us with our project.
1
1

3
3








2.- Conference about the Saharawi issue in our school by Maria L. Belloso, expert in international relationship at the University of DEUSTO in Bilbao.

ERASMUS_13
ERASMUS_13

ERASMUS_10
ERASMUS_10




As a result of this collaboration, Laudio Secondary School has organized, together with Bubisher, a number of activities seeking a twofold objective:

1 Spread the project and the awareness of the situation of the population in the Sahrawi refugee camps

2 Contribute to the project with the yearly salary of a librarian

These activities may be added to the previous efforts by the school to raise awareness of the Saharan cause.Thus , we were contributed with the organization of (`Tales and Songs Under the Haima´) on 25th April, 2015, under the direction of Bubisher´s president Liman Boisha and Gabriel Flores´ collaboration. This event was added to the traditional contribution of our school to both the Solidarity Markets organized by the Council of Llodio and the also traditional `Piztu Itxaropena´ (`Light Hope´) caravans, organized by the Association of Friends of RASD Basque Country, for shipping food to the camps.`Cuentos y Cantos Bajo la Haima´ was held in two sessions, one for our students exclusively and another one for the people of Llodio. There we could learn about the traditions of Sahara and hear some of their traditional tales.On September, 24 2015, in the frame of the World Day of the Languages, the presentation of the project in the context of the Basque Country Autonomous Community and the associated organizations, like ours, was held.
Besides, on October 22, our collegue María López Belloso visited our school to set a context for the students taking part in the project over the situation of the refugees at Tinduf camps, especially after the serious floods which they lived through in October. She also presented the Bubisher project and their challenge to raise the yearly salary of a librarian. Next December, Gonzalo Moure will visit the school to continue working with our students and see the improvement of their work in the accomplishment of the objectives.

3.- Theatre Play: "CUENTOS BAJO LA JAIMA"



external image 10407890_348475575333202_453269461051671380_n.jpg
ERASMUS 2
ERASMUS 2



4.- The writer GONZALO MOURE visits our school


external image images.jpg


Thursday, 19 November 2015



Proyecto ERASMUS +: IT´S MY LIFE, IT´S MY CHOICE. Colaboración del IES Laudio con el Bubisher
ERASMUS_10
ERASMUS_10

BUBISHER.ORG http://www.bubisher.org/
For years our school has been working with our students in the enhancement of their command of foreign languages. Thus we have been selected twice as references of good practices by both the Department of Education of the Basque Government and by the Spanish Ministry of Education. In 2014 we presented the European Commission a new project, namely, `It´s my Life, it´s my Choice´. This project aimed to foster the students´ hold of linguistic skills as well as the students´ exchange among the schools taking part. The project would also seek to reflect on social issues, such as drugs, ecology and sympathy. In the latter block and owing to the fact that there is a significant Saharan community, we got in contact with María López Belloso and Ángela Herrería , activists of the Saharan cause as well as members of Bubisher. They agreed to take part in the project.

1
1

3
3


2
2

As a result of this collaboration, Laudio Secondary School has organized, together with Bubisher, a number of activities seeking a twofold objective:
1 Spread the project and the awareness of the situation of the population in the Saharan refugee camps2 Contribute to the project with the yearly salary of a librarian
These activities may be added to the previous efforts by the school to raise awareness of the Saharan cause.Thus , we were contributed with the organization of (`Tales and Songs Under the Haima´) on 25th April, 2015, under the direction of Bubisher´s President Liman Boisha and Gabriel Flores´ collaboration. This event was added to the traditional contribution of our school to both the Solidarity Markets organized by the Council of Llodio and the also traditional `Piztu Itxaropena´ (`Light Hope´) caravans, organized by the Association of Friends of RASD Basque Country, for shipping food to the camps. `Cuentos y Cantos Bajo la Haima´ was held in two sessions, one for our students exclusively and another one for the people of Llodio. There we could learn about the traditions of Sahara and hear some of their traditional tales. On September, 24 2015, in the frame of the World Day of the Languages,
the presentation of the project in the contextof the Basque Country Autonomous Community and the associated organizations, like ours, was held
Besides, on October 22, our collegue María López Belloso
visited our school to set a context for the students
taking part in the project over the situation of the
refugees at Tinduf camps, especially after the serious
floods which they lived through in October.
She also presented the Bubisher project and their challenge
to raise the yearly salary of a librarian.
Next December, Gonzalo Moure will visit the school
to continue working with our students and see the
improvement of their work in the accomplishment of the objectives.
ERASMUS_13
ERASMUS_13






Tuesday, 1 March 2016

``We´re getting on with our challenge. Laudio Secondary School Project and Erasmus+ Project´´.


external image IMG_1089.JPG
These days the participants in our `It´s my Life- It´s my choice´ Erasmus+ Projectat IES LAUDIO BHI in the Basque Country are engaged in several activitieswhich are intended to accomplish our challenge:raise the funds for one year´s wages of a librarian at Tinduf refugee camps in Sahara.
For weeks the students have taken turns bringing the omeletsthey make at home and selling them among schoolmatesand teachers craving for a portion at break time.
At the same time we have been selling tickets for a rafflewhich will take place on March 18, when the traditional Friday of Sorrows fairwill be held in our town.
After expenses, almost €1500 has been raised with these two actions,which is making our goal close to come true.
external image LY0K-k5lyq-2dX7J3boa__RRG2TwTutqUnPDPEc4pWKKUFbLt7qAgW_GsKUf5ssuDKt8tIB9QbIrLbB1AMHsa8hmPyTRtvGJFUpL1aK3N8JvpbL32p9fVo_czkjD=s0-dBesides, there are other ideaswhich are being considered. One of these is turning cork bottle topsinto caring key rings.The cork tops have been provided by**`Victor y Amorim´ company from Navarrete (La Rioja),**
who have recently started collaborating with the project as associated partners.
external image IMG_1113.JPG



















net.png
interview about immigrants and refugees:
interview Zalal:
Question 1: What was the reason you decided to move with your family?
there was a war in my country.
Question 2: Why did you choose to Netherlands?
I don’t know, my family chose this country.
Question 3: when you arrived, how did people to you?
everyone was normal, it was difficult at first but they have accepted it.
Question 4: Was it easy to integrate?
First we went to Bulgaria, we were there for about 16 days at the police. Then to Serbia, I've also been about two days at the police. Then I was still a week to the police in Austria. when we went to the Netherlands. The trip took about 55 days.
Question 5: Who were the most important people when you were arrived in the Netherlands?
My family was the most important.









Interviews : Lubna Ghabbash, Tarik en Mouawia.
they are family, so it's one interview.
Question 1: What was the reason you decided to move with your family?
there was a war in our country.
Question 2: Why did you choose to Netherlands?
We don’t know, our family chose this country.
Question 3: when you arrived, how did people to you all?
everyone was normal, it was difficult at first because we didn’t know the language.
Question 4: Was it easy to integrate?
We first went to Turkey with the boat. From there we went with the plane to the Netherlands. We arrived in Amsterdam.
Question 5: Who were the most important people when you were arrived in the Netherlands?
Our family was the most important.


IMG_4357_opt.jpg

Some of our school students from various Nationalities.

this one are from: Syrië, Egypt, Kameroen, Polen, el Salvador, Ivoorkust, Iran, Turkey, Hondura, Nepal, Bulgaria, Portugal, Philipines, Russia, China, Maroc, Somalia, Oekraïne, Laos, Spain, Eritrea, Irak, Surinam, Hungary and Croatië. Some are not on picture.
So we have a lot of Diversity.



Immigrants and refugees



An immigrant is an incoming emigrant. Unlike a casual visitor or traveler has an immigrant's desire to settle permanently in the country. In general, people are considered immigrants as they remain more than one year in the new country. People immigrate for several reasons:
• associated with their profession
• political motives
• economic motives
• prosecution
• sentimental motives (ie, the personal preference to settle in a particular country)
• family reunification
• war
• Psychological reasons (such as more rest, less crowds)
A particular group of immigrants are refugees. A refugee is someone who has fled his home area for fear of violence or his life. Most refugees come from areas of war or threat to, or place in states where gross violations of human rights.
Imagine that you have to leave everything you own. Or worse, your family! Then you long for a safe place, a roof over your head, a meal and an opportunity to build a new life.

Assignment:
Immerse yourself in the conditions of immigrants and refugees. Approach someone from the audience and ask them to help you and research.

a. Interview a student or someone you know personally.
Possible questions:
1. What was the reason that your family decided to flee - emigrate
2. Why did you choose the Netherlands?
3. When you arrived, how were you treated?
4. Was it easy to integrate? How come?
5. Who were the most important people you had to do when you arrived?
6. Have you ever left out or felt discriminated against?

b. Interview someone who belongs to the 'first generation' or else: the grandparents of your classmates. They came as guest workers, refugee or immigrant to your country
Possible questions:
1. When and why did you or your family decided to come here?
2. How were you treated when you arrived?
3. What was the most difficult for you in a foreign country?
4. Did you learn to speak the language?
5. Do you share taken over by the ‘new’ culture?


Interview from Angio with two people that came from Spain and Kaap Verdië.
And are working now in the Netherlands.


https://www.youtube.com/watch?v=y0K-0diM0C0






tahiti.pngThe Chinese community in French Polynesia


French Polynesia is a multicultural society made up from people who came from different countries. One of them is the Chinese community.
We have worked on the history of this community here in Tahiti and we interviewed some families and students at school to see how this community is integrated here.
History of this community
The first chinese people arrived at the beginning of the XIX century. They were not numerous till 1860. But in 1865 -1866, 1010 Chinese from the South East of China near Canton were crammed into three ships to Tahiti. Most of them were poor peasants .

IMG_20160427_172608.jpg




code

code



At that time Tahiti was a French protectorate where a work contract was waiting for them .



Solidarity Campaign at AORAI High School after floods


inondations.PNG


In the middle of the night between Saturday 21st and Sunday 22nd January, Aorai and Taaone high schools were

flooded following the torrential rains that struck Tahiti and Moorea . According to Météo France, 200 millimeters

of rain fell in twenty-four hours, equivalent to a month of precipitations.

The Hamuta River, which crosses the two high schools jumped out of its bed and began flowing into the two highschools. Everything was flooded: parking lots, classrooms, offices, boarding school.

16388225_725144194303971_8264718905970443663_n.jpg
cour.jpg
cour.jpg

inondationsCour.jpg
inondationsCour.jpg

inondationsBureau.jpg
inondationsSalleG.jpg
inondationsVoiture.jpg





The two boarding schools were flooded and filled with mud. The mattresses were soaked in water
and had to be disposed of. The students of the boarding school have lost everything: their books,
their notebooks, clothes, sheets ...

internat.jpg
inondationsDortoir.jpg



Following this disaster, a solidarity campaign was set up in the high school to help students of the boarding school. As our boarders come from remote archipelagos - Marquesas, Australes, Tuamotu, Gambier - they found themselves totally destitute far from their families since the school is a long way from their homes.

This is the message we addressed to all the students and the teachers of our school


sev pic.PNG
Sev Pic 2.PNG

Thank you once more for all the items we have collected for our boarders

Dons1.PNG



Dons2.PNG

I'm Hinaiarii Tamaititahio and I am a boarder like Fanautea Flores we were present when there was the flood in the school of Taaone. So during this desaster me and Fanautea were there, it was terrifed, we never seen this before. Then, the only solution to this was to go out of the boarding school. After that, the students went out of the boarding school. but another students didn't have a correspondent so, they had to stay in the boarding school. The most affected were the boys: they woke-up in the night, it was horrible because the water reach alert level of knee and they were forced to leave the dormitory and after that they were to put their in another higher dormitory. To be continued, me and the girl in the dormitory were in security because our dormitory is height, we were lucky. Then, Fanautea and the other boys were in the dormitory, in the security, the CPE the persones who give the food during this flood, because the boys and the girls can't come down because all the boarding school was in the water and they stay in the dormitory during 8 hours.

And also, they organize a fund-raising for to have a money or clothes or matter for the school because ,they lost they school matter in the food, only students boy are affect by this flood, they lost many object like book, copy-book,clothes,computer and another. That's why they organize this fund-raising.

After that, when we begun the school, the teacher give a paper for to know who are the student lost they book are another then they can help them.






türk bayrağı.png

The questions that we ‘ve asked the immigrants in our country:
1.When and Why did you or your family decide to come to our country?
2.How did people treat you when you arrived?
3.Was it easy to integrate in the society?
4.What were the most important problems you faced when you arrived?
5.Have you ever felt discriminated?
The first person(Mustafa TÜRKOĞLU age:93)
An immigrant from Bulgaria
1.We came here in 1938.
2.How well can be a country after the war? Turkey had just been tired of the war when we came here. Nevertheless they all teated us well.
3.It was very easy to integrate in the society because of the hospitality of the Turkish people.
4.At first we had accommodation problem.Then I started to work as a rural guard and found a place to stay.
5.No,we’ve never felt discriminated.

The second person
An immigrant from Kazakhistan
1.I was unemployed in my country so we came here to work.
2.It was nice,people got accustomed to me in time.
3.Yes,It was quite easy .If you are polite to people,it is easy to integrate.
4.We had no problems here.
5.No,I’ve never felt discriminated.


The third person
An immigrant from Iran
1.We came here after our marriage.
2.They were nice,thus I don’t talk too much.
3.It was easy.They are all nice people.
4.I haven’t had much problems.
5.No,I’ve never felt discriminated.
The fourth person
An immigrant from Bulgaria
1.We came here to get employed.
2.They were nice people.
3.It was easy for us we’ve never felt discriminated.
4.I cound’t get employed easily.People have to get accustomed to trust you so we didn’t have much money and food.
5.No,I’ve never felt discriminated.
The fifth person
An immigrant from Azerbaijan
1.We decided to come after we had got married.
2.They treated us well.People treat you as the same way you treat them.
3.Fortunately we had no problems.
4.No,we had never felt like that.
The sixth person
An immigrant from Syria
1.After the Civil War had started in Syria we decided to come.Our friends in Turkey called us and said that they could help us,and we liked that idea.
2.They showed heir hospitality.They shared their house and food with us.We have never felt discriminated and unfamiliar.
3.We have the same culture and language so we’ve never felt discriminated.
4.You can stay in a house as a guest for only for a while.We had to have our own home.Thanks to God,our need was met.
5.We have never been treated like that or never heard even a word that make us feel discriminated.However much we miss the places that we were born in,here is our second motherland and these people are our sisters and brothers.


SOLIDARITY CAMPAIGN IN CELALETTIN TOPÇU ANATOLIAN HIGH SCHOOL


We did a solidarity campaign in our school to help people from Syria who suffered from the war in their country and need help. For this reason we collected clothes,books,packed food and some home stuff.For this campaign we asked for the contributions of our family and neighbours and teachers and friends.The process of collecting the goods was very pleasant as well as a bit difficult but we were happy to be able to help people in the end.We collected all the items and put together and kept in one of our empty rooms in our school.And when we finished with all them we sent them in a bus in order to transfer to the poor people.



IMG_4737.JPGIMG_4758.JPG
IMG_4747.JPGIMG_4742.JPG
IMG_4759.JPGIMG_4753.JPGIMG_4758.JPGIMG_4755.JPG

Our students prepared and presented a presentation about immigrants and refugees living in Turkey and Çanakkale during the students meeting in The Basque Country between the dates 15-22 May 2017.