Cultural relevant pedagogy is conceptualized as a pedagogical approach which by using cultural referents to impart knowledge and skills has the potential of empowering students intellectually, socially and emotionally (Ladson-Billings, 1995b). In its origin this theoretical approach emphasized a wide understanding of that which is needed by teachers to implement a culturally sensitive approach – conceptions of self and other, social relations, and conceptions of knowledge – all attuned to the populations involved in the educational setting (Ladson-Billings, 1995a).

Studies have pointed at the difficulties that teachers find in adopting a culturally relevant stand and culturally relevant pedagogies in their classrooms (Cochran-Smith, 2004; Gay, 2002) given their cultural biases and ethnic prejudices. A recent small scale study (Young, 2010) revealed deep structural issues related to teachers’ cultural bias, the nature of racism in school settings, and the lack of support to adequately implement theory into practice all of which shadow the enthusiasm which accompanied these theoretical developments at first. According to Hackett, teachers need to develop a “strong cultural identity [so as to be] responsible for teaching the whole child by teaching values, skills, knowledge for school success and participation in society, linking classroom teaching to out-of-school personal experiences and community situations” (Hackett, 2003, p. 329). The following Action research is based on the understanding that intercultural education is to be found as much as in the educational process as in the final outcomes (Shuali, 2015). As a cultural relevant pedagogy, intercultural education offers both the learners and teacher an opportunity for getting engaged with the process of negotiation of their own cultural identity, whether they belong or not to a cultural minority group. The need to engage teachers in this discussion is a crucial step as a part of the process of developing their later comprehension towards the role cultural identity plays in their student’s life. Teachers thus, can legitimize and empower student ́s self- sense of esteem through the process of construction of a shared, and at the same time differentiated identifies (Aguado, 2000)

In terms of the current debate on European citizenship and education, both EU Parliament as much as the EU Commission agree that one of the most difficult educational challenges to be addressed in the context of culturally diverse European society is the role of education as an agent for integration and for social Change. The informal meeting of EU Education Ministers and Commissioner Navracsics adopted in Paris on 17 March 2015 have expressed this notion through the 'Declaration on promoting citizenship and the common values of freedom, tolerance and non- discrimination through education. The Declaration defines common objectives for Member States and urges the EU to ensure “the sharing of ideas and good practice with a view to: Ensuring that children and young people acquire social, civic and intercultural competences, by promoting democratic values and fundamental rights, social inclusion and non-discrimination, as well as active citizenship”.

The following study pretends to demonstrate how to use intercultural pedagogy as a tool for the engagement with a negotiating- identities approach in culturlly diverse learning situations,. its major goal is the production of inicial trainig teaching resources   that can foster an  inclusive European society and the development of social civic and intercultural competences among future european teachres.

 The study pretends firstly, to analize the pedagogical elements in the activities proposed   and later on, to elaborate  a trainig kit for higer eduction in order to faciitate  lthe implementation of Cultural Relevant pedagogy among preservice teachers . it should be udnerlained that all pedagogical activities  disigned under this theoretical framewok are aimed towards the construction of a shared sense of  European identity. 

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