Paper Title
RFCDC’S MINDSETS AND BELIEFS: WAYS FOR TEACHERS TO SUPPORT JAPANESE JUNIOR AND SENIOR HIGH SCHOOL STUDENTS IN DEVELOPING COMPETENCIES IN THE AREAS OF DIVERSITY AND INCLUSION

Abstract
Abstract - Disruption—Environmental, political, economic, demographic, digital, cultural, and scientific—has become part of daily life for students and for all of us in our rapidly changing world. Younger people, however, have had less experience in adapting to the complexities of these shifting realities. Indeed, there must be understanding, acceptance, and adjustment before adaptation takes place. Disruption may be regarded as difference rather then destruction in some cases. Cultural differences, in particular, may challenge the usual order and also provide valuable new perspectives for understanding the world. One may appreciate differences and make them part of one’s life; embracing cultural diversity and inclusion aids in survival and allows lives to blossom with new understanding and benefits. The younger generation has the biggest stake and will also reap the greatest advantages in this regard. Thus, the concept of intercultural competence is the organizing principle that may be imagined as a choir in which many voices—one’s knowledge, skills, attitudes, and values—join in a song of understanding and appreciation of the differences that give variety and depth and richness to the sound. Some voices may be in a section that is quite distinct from other parts of the choir. Intercultural competence may be imagined as the positive result that may be achieved when individuals and groups of differing knowledge, skills, attitudes, and values—with proper good cheer and dedication—balance their differences and sing together in harmony. And, just as an orchestra or choir has a conductor to direct its members, the Council of Europe (CoE) has a systematic approach to designing the teaching, learning and assessment of competences needed for active participation in complex and diverse democratic societies (CoE, 2018a, Vol. 1, p. 11). Their Reference Framework of Competences for Democratic Culture (RFCDC), which was introduced in 2018, lists four sections—1) knowledge and critical understanding, 2) skills, 3) attitudes, and 4) values—as its central components. This presentation deals with a diversity and inclusion workshop that the presenter conducted at a Japanese middle and high school. The event concentrated on RFCDC’s attitudes and values. Students had the opportunity to discuss ideas and exchange opinions about diversity and inclusion by engaging in practical exercises that came alive with the energy of peer learning. Short description of the presentation - This presentation shares findings from a session in which Japanese middle and high school students received practical training in the area of diversity and inclusion. These students could benefit through discussion and engagement with each other about the ways in which differences are perceived and about the techniques that may be employed to welcome divergent views. Peer learning—based on the lively exchange of ideas in various role-plays and exercises—was a key part of the experience. Our overall focus was to enhance students’ abilities to successfully adapt to our rapidly changing world of diverse connections and intersections. Keywords - Diversity and Inclusion, Intercultural Competence, RFCDC