Please make sure you read the following information, before heading to the application form.
The next summer workshop will be in 2024 close to Göttingen (Germany).
Week one from the 7th of July til the 13th of July 2024.
Week two from the 14th of July til the 20th of July 2024.
Topics will be “everything” we have not addressed so far. Diversity and inclusion on the school/institution level and the community level (and if there is stuff missing on the classroom/group level, this as well).
Who are we looking for?
This project is searching for self-advocates, researchers and teacher educators who are interested in developing materials for initial teacher education in the following dimensions of diversity: gender, sexual orientation, economic, social & cultural background, class, dis/ability, race, languages, health, age, caring roles, belief & religion (or lack thereof), biography, appearance.
It will be presented through the medium of English, with subtitles for videos, texts and podcasts. It is envisaged that this cutting-edge resource will be the first of its kind in providing opportunities to build a community of educators across Europe and beyond.
What is our aim?
The aim of the innovative, modular OpenTextbook “All means All” is to respond to the growing need to support educators in addressing the needs of diverse learners in classrooms, schools and communities. This resource will be an accessible, interactive and multi media textbook for students in Initial Teacher Education. It endeavours to cover 60 topics in the field of education aimed at addressing structural disadvantages in education such as poverty, social class, culture, religion, dis/-ability and much more. This project is also interested in intersectionality of dimensions. The materials will address topics on the group/classroom level, the institution/school level and the community level.
This current call is the lastof three calls and addresses topics on the community level, the group/classroom level and the school/institution level.
What is included in the scholarship?
This third call is for 30 researchers and 30 self advocates to contribute to this Open Educational Resource from the 7th to the 13th of July 2024 and from the 14th of July to the 20th of July 2024 in Göttingen, Germany with flights, food and accommodation all paid for according to Erasmus+ guidelines(see FAQ at the bottom of this page). We sadly cannot refund visa-application costs.
What is our timeline?
Over the course of the next 3 years (2022-2024), this innovative project will create an interactive, modular, multimedia OpenTextbook for an inclusive and intersectional, multi-dimensional approach in teacher education together with 60 researchers and 60 self-advocates.
Will there be another opportunity?
The call in 2024 is the last one for this funding period. However, we are looking into new funding opportunities to keep this project alive and to add new perspectives (and possibly also other languages).
If you would like to participate in later calls please email the team at email@example.com and we will make sure to inform you about later calls.
Who is eligible to apply for a scholarship?
Self-advocates, researchers and teacher educators from the following countries are eligible to apply for a travel and accommodation scholarship. Please note, the invited experts (self-advocates and researchers) are not limited to Erasmus+ countries. Therefore, we are happy to announce we can also include colleagues from UK and Switzerland.
What about everyone else?
Colleagues from outside of Europe can apply but we most likely will not be able to cover the complete flight costs. We are currently looking into funding for experts from China, India and Japan.
We are planning to extend the OpenTextbook beyond the European perspectives in the future. If you want to be a part of this interesting journey, let us know (firstname.lastname@example.org)!
What are our requirements?
Participants must be 18 years of age and older and be proficient in English.
It is super important that you speak English at least on a B2-Level, as the language of the workshop and the group work is English.
Also, the recorded videos are in English so feeling comfortable speaking English is important. (You can use notes and tools for the video recording, so don’t be afraid.)
What is required of me?
If you are a self-advocate/activist please let us know what dimensions of diversity you would like to address during the Summer workshop. This is an opportunity to work with other experts in the field as you will be required to work as part of a team of three-five people on one topic for one week at classroom level. Your work will include the production of short interviews for videos and podcasts (with the help of our technical team).
If you are a researcher/teacher educator please tell us your areas of expertise and your ideas. You too will also have an opportunity to work with other experts in the field and you will be required to work for one week on one topic as part of a team of three-five. Everyone will have shared responsibility for the topics and will help to review the work of and give feedback to other teams.
Researchers and teacher educators, in instance whereby your team does not get the opportunity to complete the write up of your chapter during the Workshop, you will have to complete them afterwards.
You will be required to attend two-three online meetings (of one hour each) before the Summer Workshop and prepare some materials for the workshop regarding your topic.
What will the workshops look like?
For each week there will be 15 self-advocates/activists, 15 researchers/teacher educators, 13 staff members and 3 students from the three coordinating universities. Each will work in teams of three to four on one topic.
The program will most likely look like this workshop program document, but is subject to update before the summer workshop.
Feedback from 2022 was:
“The milestones for each day, the poster session and feedback from others, the accommodation, food etc. which was very comfortable and sociable, having a dedicated work space for the group, free evenings to socialise or sleep, a concentrated week of writing with very little distraction (if you didn’t open your email!)”
“The work in group was really cooperative, open and respectful.
- even if I wasnt sure about some details before arrival, the organization in Brixen worked well!
- the group work was quite intense, very good!
- the group spirit was very welcoming :-)”
The making of the video was a challenging moment, overcome well.
It was hard, it was challenging, it was so awesome and a great experience!
Which topic areas might be addressed in 2024?
You as an expert can apply for topics that you deem important and would like to work on. The team suggests topics from the following areas (but you can add other topics):
- Status and perceptions of schools in their local communities
- Horizontal transitions (interaction with the community)
- Community Building
- Comparative education adressing diversity
- Striking the balance – curriculum between the national level and the community
- Inclusive Education in diverse contexts (other than educational institutions e.g. prison/hospitals/traveling families/ischools)
- NGO intervention in schools
- Social Space Orientation and Inclusion
- The relationship between school and community in building inclusive cultures/ policies and educational practicies
- Universal Design for Learning as a pedagogical and operative framework to sustain inclusive development at a community level
- Use of the community as learning space (esp. Education City – democratic education on community level)
- School as resource center
- Use of the community as learning space
- Supported employment
- (Inclusive) curriculum making
- Representation of minorities in the curriculum
- System/School Assement in an inclusive education system – Do we measure what we value or do we value what we can measure?
- Fostering Inclusive Transitions: Supporting the transition from school to post-school life for students with disabilities
- Leadership for inclusion
- Children’s well-being in inclusive education
- Committee work in the school: school assembly/dispute resolution/staff recruitment by pupils
- Critical thinking skills
- Gender and School Policy
- Engaging marginalized students in school (school disaffection/school dropouts)
- Education for community and civic participation
- Utopias – Where do we go from here? Inspiring ideas for schools of tomorrow
- Inclusivity in Outdoor Education/Education in nature
- Inclusive extra curricular activities
- Being afraid of ‘the other’ – Phobias in education
- School administration – Allocation of resources
- School administration (finances/ secretary)
- Looking above the fence – networking with other schools
- Participation of students in school and community development
- Person centred planning in school and beyond
- Learning and teaching about religion in schools
- Restorative Justice in Schools: Implementing restorative approaches to resolve conflicts and build positive relationships within the school community.
- Role of parents in schools (inclusion in decision making)
- Well-being of teachers
- Teacher agency/teacher autonomy and inclusion
- Teacher professional identity development
- Teaching in times of social unrest – when political/security events influence the school atmosphere
- Universal design for schools in resource-poor communities
- Direct democracy in Democratic Schools
- Peer Support and peer support groups in inclusive education
- Accessible language and barrier-free communication
- Mobbing/(Cyber)bullying and violence
- Non-violent communication
- Low Arousal Approaches and Inclusive Education
- Grouping policies (e.g. aged mixed learning groups)
- School autonomy – using laws creatively
- Introduction and Implementation of UDL-Framework
- Role of school during school holidays
- International Schools fostering or hindering equal educational opportunities
- Peer collaboration and supervision (for example Lesson Study approach)
- Marginalized students in classrooms
- Defining success in formal and informal education
- Learning & Teaching methods: Inclusive flipped learning
- Learning & Teaching methods: Peer Learning
- Inclusive Education and multi-grade teaching
- Learners basic needs – students with complex disabilities
- Bullying – Microaggressions
- Neurodiversity in Education: Exploring inclusive practices and support systems for learners with neurodevelopmental differences.
- Normcritical perspectives As a tool for inclusivity
- Fostering dialogues between cultures
- Socioemotional learning
- Supporting students with care needs
- Circle time
- Self evaluation
- Individualisation vs. group orientation
- Basic needs and care needs in education
- Learners with care needs
- Learners basic needs
- Learners with caring roles
- Teacher planning to profile and address the needs of students
How will my contribution be recognized?
We realized that the work of self-advocates is often enough not credited and knowledge from the communities is used but not acknowledged. In the presentation of the book and all other contents, we will make sure that all contributors are visible. Due to the combination of texts and video interviews the different views of our contributors will be present throughout the materials.
You will be a named co-author on the chapters in this book you have been contributing to.
Please note there will be no royalties paid to anyone as this is a free open access resource.
The Open Review Process
Everybody who registers for a workshop can voluntarily become part of the open review process to select future participants. Learn more about the Open Review Process.
We believe that in-person interaction is necessary to reach the goal of the project. Nevertheless we are trying to minimize the impact by using green travel and preferably don’t fly.
Code of conduct
Please make sure to agree with the Code of conduct if you apply.
Spread the word!
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What an exciting opportunity!
Do not miss out!
Visit our application page!
What about my other questions?
We compiled a collection of frequently asked questions. If yours is not part of those, feel free to contact us by our contact form.