September 7, 2016

Speakers

  • Rob Berkeley MBE is the BBC Project Lead, Audience Accountability, previously in 2009 – 2013 he has been the Director of the Runnymede Trust, the UK’s leading race equality think tank and Deputy Director of Runnymede between 2005 and 2009.

    Rob has focused his academic and activist work on equality and justice – in particular in the areas of race/ethnicity, LGBT rights, and the intersections between the two. His doctoral studies at the University of Oxford focused on exclusion from school. He is now developing his understanding of broadcasting policy, working in strategy at the BBC. Working at the UK's leading race equality think tank enabled him to develop his skills, expertise and networks across a broad range of social policy areas at local, national and international levels. An educationalist by academic background, his current interests lie in broadcasting and arts, understanding power dynamics, capitalising on the potential of communications technologies for promoting justice and good governance, and building new coalitions for change.

    He has previously been Chair of governors at a South London primary school, Chair of Naz Project London, a Trustee of Stonewall, and a member of the Commission on 2020 Public Services. He is currently a trustee of the Baring Foundation and the Equality and Diversity Forum and a member of the Cabinet Office Review of Consultation Principles Independent Advisory Panel.

    How diversity and inclusion will save public service media.

    Rob Berkeley will use the presentation to reflect on atomisation in the public sphere, efforts to bring people together across ethnic/class/regional barriers, and the challenges of addressing inequalities/discrimination in public debate.

  • Rob Berkeley MBE

    BBC

  • Laurentiu Ciobanica (Mr) is a French and Romanian national, currently serving as IOM’s Chief of Mission in Ireland. For over 25 years, Mr CIOBANICA has occupied various communication functions at the organization’s HQ in Geneva, and has been IOM’s Head of Mass and Corporate Communications. In this capacity, Mr CIOBANICA has overseen the design and implementation of over 120 mass communications campaigns world-wide; brought in funding in excess of USD mil. 20 for the organization for communication activities and projects – a new field of activity for IOM; has developed thousands of information and communication materials and made IOM a world leader in mass communication with migrant audiences for which he has considerably increased its public profile and notoriety. Mr CIOBANICA has ample experience in working and dealing with the mainstream, online and informal media with which it has routinely collaborated as part of his responsibilities.

    Media and Migration: Foes or Friends? Media platforms: effective tools for promoting understanding, respect for diversity, social harmony?

    The presentation will cover the main challenges of media coverage of issues related to migration, including divergent functionalities and purposes, and discusses the possible approach that may bridge these „unnatural partners – starting from negotiating the roles and interests of diferent stakeholders, making them heard and designing and maintaining positiive and benevolent perceptions and attitudes. The presentation moves from particular examples to painting the bigger Picture, pointing out the important communication principles to be employed.

  • Laurentiu Ciobanica

    IOM

  • Dr. Milton J. Bennett is the author of Developmental Model of Intercultural Sensitivity, used internationally to guide intercultural training design and to assess intercultural competence. In 2006 he founded the Intercultural Development Research Institute (IDRI), whose mission is to sponsor new theory and research in intercultural development, to formalize a developmental approach to intercultural adaptation, and to inform public discourse with scientific study of intercultural relations. IDRI operates in the USA and in Italy.

    Dr. Bennett is an adjunct professor of intercultural studies in the Department of Sociology of the University of Milano Bicocca in Italy and also teaches in the graduate programs of the University of Switzerland in Lugano, Danube University in Krems, Austria, and Peking University Summer School in Beijing, China.

    Dr. Bennett is the author of Basic Concepts of Intercultural Communication: Paradigms, Principles, & Practices, co-editor and contributor to the third edition of The Handbook of Intercultural Training (Sage, 2004), and the author of many articles on intercultural competence and global leadership for American and European publications.

  • Milton Bennett

    Intercultural Development Research Institute
    Department of Sociology of the University of Milano Bicocca

  • Peeter Mehisto (University College London Institute of Education) has sparked ideas and cooperated with a wide range of stakeholders to launch substantial new public programmes. This has included the co-creation of the highly successful national bilingual education programme in Estonia.

    Peeter Mehisto has worked primarily in Europe, Asia and North America to support the development and management of bilingual and trilingual programmes, at the primary, secondary and/or university levels. He is the lead author of the awarding-winning book Uncovering CLIL published by Macmillan (2008). His more recent books (two of which are co-publications) have been published by Cambridge University Press. These are addressed to teachers, school administrators, regional and national officials, as well as to the research community.

    Finding common ground: Building an education system that supports perspective-taking and multilingualism

    The talk explores how nations have failed and/or succeeded in building bilingual education systems. These systems are inevitably multicultural, but can still serve national interests without undermining social cohesion. Stakeholder inclusion, a solid knowledge base in diverse fields, effective leadership and management, and growth mindsets are all hallmarks of such systems.

  • Peeter Mehisto

    University College London Institute of Education

  • Mr Mika Launikari (M.Sc.Econ.) has been working in the field of lifelong guidance since 1995. Currently he is employed by the Finnish National Agency for Education (EDUFI), where his duties include internationalisation of guidance and counselling services. During his professional career he has been involved in international guidance cooperation (policy, research, practice) with European Union institutions (European Commission, Cedefop, European Training Foundation, etc.) and European networks (Euroguidance, European Lifelong Guidance Policy Network, European Employment Services, etc.). Further, he has published reports, books and articles, managed large-scale development projects, acted as a trainer and presented papers at numerous international conferences. His special interests are multicultural guidance and counselling, guidance supporting employability and EU policy and strategy developments in the fields of lifelong learning and employment. In 2014, he initiated his doctoral research on intra-EU labour mobility at the University of Helsinki (Faculty of Educational Sciences). See also www.launikari.eu

    “Multicultural guidance and counselling seen through the lenses of identification, diversity and career capital”

    In Finland and across Europe, multicultural counselling competences of guidance practitioners have been widely discussed since 2015. Migrants who have recently arrived in the EU28 need information, advice and guidance support for their learning path and access to the labor market in the new country. Often guidance practitioners feel that they lack the professional skills and resources to provide high-quality services to people with a different cultural background. At the same time, their migrant clients may not even understand what guidance is all about or how it can be helpful for them.

    All individuals have multiple identities that they have developed through their belonging to different groups and sub-cultures within the broader society. Identity is a lifelong evolutionary process, in which becoming in the future as well as being in the past and in the present are closely intertwined. Seen this way, identity is a developmental resource that allows us to conduct and construct ourselves through relationships with others. Guidance counsellors must know themselves well enough to be able to work efficiently with their diverse clientele from near and far.

    Career capital consists of three different types of knowing. Knowing-why deals with aspirations, motivations and identity as well as how and why people derive meaning out of their work and learning. Knowing-how covers skills and expertise that will be in demand for a particular professional role or occupational field. Knowing-whom involves building and managing one’s social network of professional contacts in the interest of one’s career advancement and valuable informational and emotional resources. Do I as a guidance counsellor myself have all these areas of knowing well covered? How can I as a professional guidance counsellor empower my migrant clients and help them to develop their career capital?

  • Mr Mika Launikari (M.Sc.Econ.)

    Finnish National Agency for Education (EDUFI)

  • Zsuzsa Csergő (Ph.D. in Political Science) is Associate Professor and Head of the Political Studies Department at Queen’s University, Canada. She is also President of the Association for the Study of Nationalities (ASN). ASN is the leading international scholarly association in the field of ethnicity and nationalism studies broadly defined, with a particular geographic focus on Central, Eastern, and Southeastern Europe, Russia, Ukraine, the Caucasus, and Eurasia.

    Dr. Csergő specializes in the study of nationalism in contemporary European politics, with a particular focus on post-communist Central and Eastern Europe. She is currently writing a comparative book about the conditions of minority integration in new EU member states of Central and Eastern Europe (CEE). Her first book, Talk of the Nation: Language and Conflict in Romania and Slovakia (Cornell University Press, 2007) focused on the impact of democratization and Europeanization on majority-minority contestations over language use. Her articles have appeared in Perspectives on Politics, Foreign Policy, Publius, Nations and Nationalism, East European Politics and Societies, Europe-Asia Studies, Problems of Post-Communism and other journals.

    Zsuzsa Csergő has received a number of prestigious academic awards and fellowships, including the 2005 Sherman Emerging Scholar Award from the University of North Carolina; the Fernand Braudel Senior Fellowship from the European University Institute in Florence, Italy (Fall 2006); research grants from the Woodrow Wilson International Center for Scholars, the Institute for the Study of World Politics, the American Council of Learned Societies and Social Science Research Council, and the Social Sciences and Humanities Research Council of Canada; and a Distinguished Alumna Award from the George Washington University.

    “The role of intermediary institutions in minority integration”

    In societies that achieve and sustain democratic governance, formal institutions of democracy are complemented by a robust set of intermediary institutions that enable social actors to articulate, deliberate, and negotiate diverse interests, and to practice diverse forms of social life. There is a growing body of relevant research about the dangers of minority alienation and marginalization. There is also an increasing repertoire of research about minority social networks focused on immigrant communities.

    This presentation will focus on these questions in a way that highlights the significance of minority intermediary institutions, and draws comparative lessons from North American scholarship.

  • Prof. Zsuzsa Csergő

    Association for the Study of Nationalities (ASN) / Queen’s University, Canada

  • Marco Martinello is Research Director at the Belgian National Fund for Scientific Research (FRS-FNRS) and the director of the Center for Ethnic and Migration Studies (CEDEM) at the University of Liège and the Vice-Dean for Research at the Faculty of Social Sciences at the same University. He teaches Sociology and Politics at the University of Liège and was visiting scholar or visiting professor in different universities in United states, Sweden, France, UK, Australia, South Africa, Italy and Switzerland. He has BA in Sociology and PhD in Social and Political Science, European University Institute Florence (Italy).

    Marco Martinello is also a founding member of the European Research Network IMISCOE and was President of the Research Committee n°31 Sociology of Migration (International Sociological Association) from 2008 to 2014. He is the author, editor or co-editor of numerous articles, book chapters, reports and books on migration, ethnicity, racism, multiculturalism and citizenship. His current research examines the artistic expression and participation of immigrant, ethnicized and racialized minorities in super-diverse cities and countries.

    Glocal communities of artistic practices and the slow emergence of a post-racial generation

    The paper sheds light on a neglected urban process in our heavily racialized and polarized contemporary societies: the slow emergence of global post-racial generation through artistic collaboration that are both locally rooted and transnationally connected.

    On the one hand, race and racism clearly still matter at the social level. In many places, racist exclusion and racist behaviours even seem to be on the rise with the growth of extreme right-wing political movements and parties formations. But on the other hand, a part of urban youth transcends ethnic, racial, gender, class and religious boundaries in their daily life. Used to living together whatever their assigned identity, they challenge more of less consciously the mainstream racism and ethnicism manly through an active and intense collaboration in various artistic projects in various disciplines (music, dance, theatre, etc.).

    The paper, based on qualitative empirical date will explore the way of life of this 'post-racial generation', which is very much rooted locally and also imbedded in strong transnational connections.

  • Marco Martinello

    Belgian National Fund for Scientific Research (FRS-FNRS)

  • Omar Khan is the director of Runnymede – the UK's leading independent race equality think tank that generates intelligence for a multi-ethnic Britain through research, network building, leading debate, and policy engagement. Omar is a Governor at the University of East London and a 2012 Clore Social Leadership Fellow. Omar's other advisory positions include chair of Olmec, chair of the Ethnicity Strand Advisory Group to Understanding Society, chair of the advisory group of the Centre on Dynamics of Ethnicity at the University of Manchester, Commissioner on the Financial Inclusion Commission and a member of the 2014 REF assessment, the 2011 Census, and the UK representative (2009-2013) on the European Commission’s Socio-economic network of experts.

    Omar has published many articles and reports on political theory and British political history for Runnymede and has spoken on topics including multiculturalism, integration, socio-economic disadvantage, and positive action. These include giving evidence to the United Nations in Geneva, the European Parliament in Strasbourg, on Capitol Hill in Washington DC, academic conferences in Manchester, Oxford, Paris, and Warsaw, the CRE Race Convention, the Lithuanian Centre for Human Rights, a Treasury/DFID conference on remittances, St George’s House (Windsor Castle), Wilton Park, and many other engagements in the UK and Europe.

    Omar completed his DPhil in Political Theory from the University of Oxford, a Masters in Political Science from the University of Wisconsin-Madison, and a Masters in South Asian Studies from the School of Oriental and African Studies.

  • Omar Khan

    Runnymede

  • Prof. Dr. Haci-Halil Uslucan is the Deputy Chairman of The Expert Council of the German Foundations on Integration and Migration and a Professor of Modern Turkish Studies and Academic Head of the Zentrum für Türkeistudien und Integrationsforschung at the University of Duisburg-Essen. His fields of expertise are developmental and educational psychology, comparative cultural psychology, migration and mental health, religious education (school and beyond), youth development and education in intercultural contexts.

    Religious diversity in Germany: The perception and acculturation of Muslims in Germany

    The presentation by Prof. Haci-Halil Uslucan will address the theoretical problems of acculturation of Moslems in Germany, as well as such issues as medial representations and social perceptions of Moslems, managing religious diversity in administration and politics, some results in context of school and education, along with conclusions/Implications for strengthening social participation of Muslims and social cohesion.

  • Prof. Dr. Haci-Halil Uslucan

    Deputy Chairman
    The Expert Council of the German Foundations on Integration and Migration, Germany

Russian minorities and Russian migrants – integration challenges and perspectives in Estonia and Norway

This workshop will present the results of research cooperation project between Tallinn University in Estonia and Bergen University in Norway. Results bring out the differences in integration context in the two countries – Estonia and Norway, and the relation with integration and acculturation attitudes of Russian minorities.

Prof. Raivo Vetik, Tallinn University, Estonia
Prof. David Lackland Sam, Bergen University, Norway
Marianna Makarova, Tallinn University / Integration and Migration Foundation Our People, Estonia

Radicalisation – responsibility of immigrants or local community members?

What kind of local communities tend to radicalise more? Is Estonian society open for a new behavioural and belief system, which could prevent radicalisation and various violence occurrences? In this workshop, we take a look at two target groups, local community and immigrants’ attitude, and discuss how on one hand the ability of local population to accept new and sometimes unusual behavioural models, and on the other hand immigrants’ readiness to make changes in their habits to accept Estonians lifestyle, influence the likelihood of radicalisation. The main focus is on preventing radicalisation.

Prof. Ringo Ringvee, Ministry of Interior
Mai Beilmann, Tartu University
Prof. Shamit Saggar, Essex University
Linda Noor, Minotenk
Alo Raun, Eesti Päevaleht, Estonia

Culture, identity and multiculturalism

Presentations of this workshops will explore such questions as culture, multiculturalism and interculturality, local and regional identity, history and their role and importance in the context of integration.

Petr Potchinshtshikov, Art Promotion Center, Finland
David Edwards, Glasgow University, UK
Marianne Leppik, Tartu University, Estonia
Chair: Prof. David J Smith, University of Glasgow

Segregation at Estonian labour market – challenges and opportunities

The discussion in this workshop evolves around the recently conducted meta-analysis of studies on ethnic segregation in Estonian labour market. This analysis has combined results from different research projects conducted in Estonia during the last decades. Experts from various organisations in Estonia will join to discuss the developments and trends in Estonian labour market, with a focus on ethnic segregation.

Kristjan Kaldur, Institute of Baltic Studies, Estonia
Marta Traks, Estonian Unemployment Insurance Fund, Estonia
Kelly Grossthal, Human Rights Centre, Estonia

Memory Conflicts in History Lessons

The aim of this workshop is to analyze the ways of addressing the themes that may evoke strong emotional reactions, or may be strongly intertwined with national identity. We discuss different methods of teaching history in the school, especially in the multi-national class. The workshop is meant to study issues of historical memory and public history, in particular, what role may history lessons play in the conflict resolution in the multicultural societies? How to deal with situations in society where there are different histories? Are history lessons meant to educate patriots or citizens?

Timur Guzairov, University of Tartu, Estonia
Merit Rikberg, University of Tartu, Estonia

How to develop intercultural competence through non-formal learning methods?

Practical examples of games and non-formal learning methods aimed at language learning for children and adults.
Group size limit: 30 people.

Aleksei Razin, GameClub, Estonia

Inclusive leadership to support diversity in education sector

It is increasingly important for all organisations to be diverse and inclusive. But what does this actually mean, and how might organisations becoming more inclusive. One of the great challenges facing an organization is getting all employees to develop the competence and confidence to embrace its diversity. This workshop will provide opportunity for participants to develop understanding of diversity competence and the importance of inclusive leadership by all members of an organisation.

Prof Uduak Archibong, University of Bradford, United Kingdom
Prof Nazira Karodia, University of Wolverhampton, United Kingdom

Vene vähemused ja vene migrantrahvastik – lõimumise väljakutsed ja perspektiivid Eestis ja Norras

Antud töötoas esitletakse Tallinna ülikooli ja Norra Bergeni ülikooli teaduskoostööprojekti tulemusi. Tulemused kajastavad lõimumisega seotud erinevusi kahes riigis – Eestis ja Norras, ja nende seoseid vene vähemuste lõimumise ja kultuurilise kohanemise hoiakute kujunemisega.

Prof. Raivo Vetik, Tallinna Ülikool, Eesti
Prof. David Lackland Sam
, Bergeni Ülikool, Norra
Marianna Makarova, Tallinna Ülikool / Integratsiooni ja Migratsiooni Sihtasutus Meie Inimesed, Eesti

Radikaliseerumine – immigrantide või kohaliku kogukonna liikmete vastutus?

Millised kohalikud kogukonnad kipuvad rohkem radikaliseeruma? Kas Eesti ühiskond on avatud uuele käitumis- ja ususüsteemile, mis võiks ära hoida radikaliseerumist ning vägivallailminguid? Antud töötoas vaatleme kahe sihtrühma, kohaliku kogukonna ja sisserändajate suhtumist. Arutame, kuidas ühest küljest kohaliku elanikkonna võime aktsepteerida uusi ja mõnikord tavatuid käitumismudeleid ning teisest küljest sisserändajate valmisolek muuta oma kombeid, et aktsepteerida eestlaste elustiili, mõjutavad radikaliseerumise tõenäosust. Tähelepanu keskmes on radikaliseerumise ärahoidmine.

Ringo Ringvee, Siseministeerium
Mai Beilmann, Tartu Ülikool
Shamit Saggar, Essex’i Ülikool
Linda Noor, Minotenk
Alo Raun, Eesti Päevaleht, Eesti

Kultuur, identiteet ja mitmekultuurilisus

Antud töötoa esitlustes käsitletakse selliseid teemasid nagu kultuur, mitmekultuurilisus ja kultuuridevahelisus, kohalik ning piirkondlik identiteet, ajalugu ja nende roll ning tähtsus lõimumise kontekstis.

Petr Potchinshtshikov, Art Promotion Center, Soome
David Edwards, Glasgow Ülikool, Suurbritannia
Marianne Leppik, Tartu Ülikool, Eesti
Chair: Prof. David J Smith, Glasgow Ülikool

Eesti tööturu rahvuslik ja keeleline jaotus – väljakutsed ja võimalused

Antud töötoa arutelus keskendutakse hiljuti tehtud analüüsile, mis keskendus viimastel aastatel avaldatud Eesti tööturu uurimisprojektide kohta. Eesmärk on teha kindlaks peamised suundumused ja arengusuunad seoses rahvusliku jaotumisega Eesti tööturul. Selle analüüsi tulemuste aruteluga ühinevad Eesti erinevate organisatsioonide eksperdid.

Kristjan Kaldur, Balti Uuringute Instituut, Eesti
Marta Traks, Eesti Töötukassa, Eesti
Kelly Grossthal, Inimõiguste Keskus, Eesti

Mälu konfliktid ajalootundides

Antud töötoa eesmärk on analüüsida, kuidas käsitletakse teemasid, mis võivad tekitada väga tugevat emotsionaalset reaktsiooni või olla rahvusliku identiteediga tihedalt põimunud. Arutleme ajaloo õpetamise eri meetodeid koolis, eriti eri rahvusest õpilastega klassis. Eesmärk on uurida ajaloolise mälu ja rahva ajaloo küsimusi ning eelkõige seda, kuidas saab ajalootundide abil lahendada konflikte mitmekultuurilises ühiskonnas. Kuidas toimida eri olukordades ühiskonnas, kus on erinevad ajalood? Kas ajalootundides tuleks kasvatada patrioote või kodanikke?

Timur Guzairov, Tartu Ülikool, Eesti
Merit Rikberg, Tartu Ülikool, Eesti

Kuidas arendada mitmekultuurilist kompetentsi mitteformaalse õppe meetodite abil?

Interaktiivne töötuba pakub praktilisi näiteid laste ja täiskasvanute keeleõppeks kasutatavate mängude ja mitteformaalsete õppemeetodite kohta.

Aleksei Razin, GameClub, Eesti

Kaasav juhtimine toetamas mitmekesisust haridussektoris

Aina tähtsam on muutumas organisatsioonide võimekus olla mitmekesised ja kaasavad. Aga mida see tegelikult tähendab ja kuidas saavad organisatsioonid muutuda kaasavamaks? Üks peamisi katsumusi, mis organisatsiooni ees seisab, on arendada kõikide töötajate pädevust ja suurendada kindlustunnet, et võtta omaks organisatsiooni mitmekesisus. See töötuba pakub osalejatele võimalust arendada arusaamist mitmekesisusega seotud pädevusest ja sellest, kui tähtis on kõikide organisatsiooni liikmete kaasav juhtimine.

Prof. Uduak Archibong, Bradfordi Ülikool, Suurbritannia
Prof. Nazira Karodia, Wolverhamptoni Ülikool, Suurbritannia