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Five schools in Austria, France, Germany,
Latvia and Sweden have joined forces
in the project : “Mankind in Motion –
Challenges and Opportunities“.

Mankind is always in motion- that’s one of the first stunning impressions, when the “Little Prince“ in Saint-Exupéry’s famous fairy tale (1943) is approaching Planet Earth during his travel through the universe.

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Humans are quite bizarre, he says, when watching millions of humans moving permanently around like ants….

And indeed, all over the history and until nowadays, people have always been changing their places of living. Their motives were
(and are) various : research of better climatic, living and working conditions, desire of conquest, escape from political or religious persecution, cultural interests and curiosity or just the desire of changing the way of life ( either permanenetly, as expats, or temporarily, as tourists).
So mobility and migration is a very important issue and is part of our daily experience as individuals or collectivities.

And therefore it is also an important topic in the school curricula of the project partners, appearing in subjects such as geography, history, sociology and literature.

This project will aim at making pupils aware that there are various forms and motives of human mobilities and that mobilities are part of almost everybody’s life. They are mostly motivated by the desire to improve or simply change living conditions , and therefore mobility and migration must be considered as a vital necessity and a human right.

In the medias, the migration subject is often reduced to the aspect of massive social migration from poor countries to the rich ones and so often gets a single-sided, negative connotation. Our project however aims to a much larger vision of the migration issue in which the positive impacts largely predominate.

Starting with inquiring about historical aspects of migration and the discovery of some famous migrants’ life stories in each of the five partner coutries, the students will, in a second step, undertake comparative researches about the actual situation of migrants in the pupils’ countries.

A 3rd chapter will be dedicated to tourism as a special form of migration and which will make the students change into the role of (temporary) “migrants“ themselves.

This aspect will be deepened in a final step, when pupils will be encouraged to elaborate a detailled plan for a long-term stay abroad and reflect the expectations and fears before starting, but also reflect the impacts that such experiences abroad inducts for the development of individual and collective mentalities and for the future of a peaceful and united Europe.

Four international project meetings for teachers and pupils ( aged 16 to 19 ) will be held at the participating schools during the two years project period 2012 – 14.