At a time when there is much discussion about contradictions and uncertainty (Conroy & Rutter 2009), identity and belonging (Appiah 1996, Gobbo 2014, Pescarmona 2010), inclusion and exclusion (Polat 2011), it is important to construct spaces for a productive and creative dialogue to build better educational futures in Europe. The EDIC module in Bath Spa is called Social and Educational Inclusion in schools and their communities. The aim of the module is to look at intercultural understanding and dialogue, providing opportunities to develop social and moral understanding of complex issues. The first part of the module will cover wider issues and develop an understanding of the key concepts. Identity is important. Why is it that in some countries like UK, those who were ‘European citizens’ or ‘global citizens’, may have to re-configure their identity after Brexit. Is this a real or imagined identity? Where do new migrants and refugees/ asylum seekers configure in Europe? Are schools equipping them with aspirations for positive future contribution to society? How can teachers and other education professionals become culturally responsive? The module will have contributions from visiting speakers who will share professional and personal experiences of working creatively with inclusion and diversity, equity and social justice. The second section will focus on the psychological and educational aspects of social and educational inclusion. This includes addressing difficult questions like prejudice and intolerance, exclusion from educational opportunities and the outcome for society. Thirdly, the module will focus on practical skills related to social and educational inclusion. This will mean listening to people who work in the field and visiting voluntary organizations to see how they work creatively with problem solving in professional settings. Each university invites a mentor or is invited as mentor to colleagues in another university making real dialogue possible. An academic from Bath Spa University visited the University of Tallinn in December 2017, working on the Intensive Programme. This paper will explore the issues which arose from being an academic mentor in another university. It included discussions about curriculum development, and delivering a lecture for students on Social Justice and Education and students’ response. The paper will also draw on the data which was collected in Prague during the Intensive Programme and the ways in which postgraduate students and their teachers understood and responded to challenges of social justice and intercultural exchange in education. This is an important area for development and discussion. (400 words)

Appiah, K.A. (1996) Identity : misunderstood connections in K.A. Appiah and A. Gutman (eds.) Color Conscious: the political morality of race. Princeton: Princeton University Press Conroy, J. c. & Ruyter, D. J.J. (2009) Contest, Contradiction and security: the moral possibilities of liminal education. Journal of Educational Change, 10(1) 1-12 Gobbo, F. (2014) People of ‘passage’: an intercultural educator’s interpretation of diversity and cultural identity in Italy in International Handbook of Interpretation in Educational Research, Singapore: Springer Pescarmona, I. (2010) Complex Instruction: managing professional development and school culture, Intercultural Education 21 (3) 219-227