How living heritage improved cohesion and contributed to quality education in a multicultural classroom in Belgium

What was the need? 

In a working-class neighborhood of Brussels, home to a large multicultural population, a secondary school serves 140 students from nearly 40 different cultural backgrounds, speaking 35 languages. About two-thirds of these students do not speak Dutch (the official language) at home, and often find it difficult to keep up with classes. This has led to a lack of self-confidence, diminished motivation, and negative attitudes towards school. To address these challenges, the school has chosen to embrace this diversity by developing activities that promote cultural dialogue and bring students’ living heritage into the classroom.

What approaches were implemented?

An online survey, led by the students, uncovered the diverse languages and origins represented at the school. Building on this, the students and their parents contributed to an exhibition by bringing over 100 objects from home that they felt represented their living heritage. These items, ranging from traditional clothing and homemade cookies to musical instruments, showcased the rich cultural diversity within the school community.

Inspired by the objects in the exhibition, teachers and students began incorporating the Japanese Hanga print technique into art and math lessons. With the help of a student’s grandfather, a skilled Hanga practitioner, students created prints that reflected their own cultural identities in art. In math, they used the printouts to explore abstract concepts and notions in geometry.

This experience was later integrated into a UNESCO-developed resource kit for teachers wishing to integrate living heritage in school-based education (see below).

How did it work?

The project strengthened the connections within the school community, including teachers, students and their families. It demonstrated that cultural diversity among students presents a valuable opportunity to develop quality education, by enriching teaching and learning. The project helped boost the students’ self-confidence, some of whom were able to proudly share their heritage with their peers for the first time. It also fostered greater respect among students and encouraged a deeper understanding and appreciation of both their cultural heritage and that of others.

Preparing the exhibition gave students and their parents the opportunity to exchange and discuss their family’s cultural ties, and to reflect on what previous generations had passed down to them. Incorporating the students’ artwork as teaching aids made the mathematical concepts more tangible, while allowing young learners to become familiar with an artistic technique from a different culture.

Building on the success of this pilot initiative, the school continues to organize an exhibition each year and integrate a new living heritage element into the curriculum.

How was the community involved?

The school community was involved throughout the various stages of the project.

Parents and some grandparents helped students select living heritage elements and prepare their exhibition stands and presentations. Parents shared their family heirlooms, and some also made traditional food. The exhibition was held on the teacher-parent day to enable all parents to attend.

While the whole team of schoolteachers was involved in this initiative, three of them took the lead in preparing and delivering the classes involving the selected living heritage element.

• A resource kit for teachers ‘Teaching and Learning with Living Heritage’

Other links

• Japanese Hanga printing in art and mathematics classes
• UNESCO Clearinghouse on living heritage and education