MOSAIC - The training kit for Euro-Mediterranean youth work

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9 List of abbreviations AHDR Arab Human Development Report ________________________________ 186 ALECSO Arab League Educational, Cultural and Scientific Organization _____________________________________________ 40 AU African Union _________________________________________________________________ 40 CAT CEDAW CPT Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment __________ 130 Convention on the Elimination of All Forms of Discrimination against Women _________________________________ 130 European Convention for the Prevention of Torture and Inhuman or Degrading Treatment or Punishment ___ 132 CRC Convention on the Rights of the Child __________________________ 130 EC European Commission ____________________________________________________ 49 ECHR European Convention on Human Rights and Fundamental Freedoms __________________________________________ 131 EMP Euro-Mediterranean Partnership ______________________________________ 13 EMYU Euro-Med Youth Units _____________________________________________________ 49 ESC European Social Charter ________________________________________________ 132 ESD Education for Sustainable Development _______________________ 271 GMP Global Mediterranean Policy __________________________________________ 42 HRE human rights education ________________________________________________ 122 ICCPR International Covenant on Civil and Political Rights _____ 129 ICERD ICESCR International Convention on the Elimination of All Forms of Racial Discrimination ____________________________ 130 International Covenant on Economic, Social and Cultural Rights _____________________________________________ 130
10 ICRMW ISESCO International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families ____________________________________________________________ 130 Islamic Educational, Scientific and Cultural Organisation _______________________________________________ 40 IUCN International Union for the Conservation of Nature ______ 262 MAP Mediterranean Action Plan ____________________________________________ 270 MCSD Mediterranean Commission for Sustainable Development ________________________________________ 270 MSDD Mediterranean Strategy for Sustainable Development ___ 270 NA National agency ______________________________________________________________ 50 NC National co-ordinators ____________________________________________________ 50 NGO Non-governmental organisation ______________________________________ 47 OAU Organisation of African Unity _________________________________________ 40 OIC Organisation of the Islamic Conference __________________________ 40 RMP Renovated Mediterranean Policy _____________________________________ 42 SALTO-YOUTH SMAP TEMPER Support, Advanced Learning and Training Opportunities within the European YOUTH programme _______________________ 27 Short- and Medium-term Priority Environmental Action Programme ________________________________________________________ 269 Training, Education, Management and Prehistory in the Mediterranean _______________________________ 72 UDHR Universal Declaration of Human Rights ________________________ 127 UIDHR Universal Islamic Declaration of Human Rights ___________ 133 UNICEF United Nations Children’s Fund ____________________________________ 104 YFJ European Youth Forum ____________________________________________________ 51
Page 1 and 2: 11 Mosaic The training kit for Euro
Page 3 and 4: 2 This document does not necessaril
Page 6 and 7: 5 Contents List of figures and tabl
Page 8 and 9: 7 List of figures and tables Figure
Page 12: 11 Acknowledgements The production
Page 15 and 16: 14 work, a history textbook or a po
Page 18 and 19: 1 17 T he Mediterranean is both hom
Page 20 and 21: 1 19 and comments on the texts on l
Page 22 and 23: 1 21 Environment The Mediterranean
Page 24 and 25: 1 23 Table 0.1: What is in an activ
Page 26 and 27: 1 25 D Intercultural learning Chapt
Page 28 and 29: 1 27 Always adapt in the light of t
Page 30: 2 29 Themes
Page 33 and 34: 32 this chapter also looks at the i
Page 35 and 36: 34 the United Kingdom and Ireland;
Page 37 and 38: 36 Figure 1.2: The member states of
Page 39 and 40: 38 Being a crossroads and a bridge
Page 41 and 42: 40 the use of force to settle dispu
Page 43 and 44: 42 D 1.6.1 The Euro-Mediterranean P
Page 45 and 46: 44 Figure 1.4: The countries of the
Page 47 and 48: 46 1.7 Euro-Mediterranean youth wor
Page 49 and 50: 48 Euro-Mediterranean youth work ca
Page 51 and 52: 50 D 1.7.2 Euro-Med Youth Units and
Page 53 and 54: 52 In addition to the efforts of va
Page 55 and 56: 54 the youth field to co-operate wi
Page 57 and 58: 56 of its geography. The institutio
Page 59 and 60: 58 38. See www.isesco.org.ma/Englis
Page 61 and 62:
60 91. For the 2003 Compendium on E
Page 63 and 64:
62 and corn, as well as the tobacco
Page 65 and 66:
64 Meeting and confronting the stra
Page 67 and 68:
66 Russia and Morocco. Can one igno
Page 69 and 70:
68 Arab nationalism and creation of
Page 71 and 72:
70 In terms of the substance of a n
Page 73 and 74:
72 Some projects supported by the E
Page 75 and 76:
74 3. Any timeline, like any histor
Page 77 and 78:
76 Our perceptions, habits and dail
Page 79 and 80:
78 3.3 Elements of culture Time, pl
Page 81 and 82:
80 3.4 Cultural diversity 18 Cultur
Page 83 and 84:
82 Homogenisation. The movement of
Page 85 and 86:
84 many Mediterranean states are of
Page 87 and 88:
86 If Orientalism can be defined as
Page 89 and 90:
88 to today with the mobility of pe
Page 91 and 92:
90 Intercultural dialogue may serve
Page 93 and 94:
92 able to accept others, role dist
Page 95 and 96:
94 13. Dadsi, D. (1995) Specificiti
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96 68. Iben, G. (1974) Sozialerzieh
Page 99 and 100:
98 4.2 Young people’s realities -
Page 101 and 102:
100 For Europe this means that rele
Page 103 and 104:
102 In terms of its implementation,
Page 105 and 106:
104 4.4 What is youth participation
Page 107 and 108:
106 Table 4.2: Resolutions and agre
Page 109 and 110:
108 Education, information, health
Page 111 and 112:
110 Some examples of participatory
Page 113 and 114:
112 The Ladder of Participation 59
Page 115 and 116:
114 Competences We might utilise a
Page 117 and 118:
116 Some basic methods and guidelin
Page 119 and 120:
118 12. The Mediterranean countries
Page 121 and 122:
120 58. This is also one aspect of
Page 123 and 124:
122 These are some of the questions
Page 125 and 126:
124 As the institutions ultimately
Page 127 and 128:
126 is that some rights (negative r
Page 129 and 130:
128 D 5.5.1 The European Enlightenm
Page 131 and 132:
130 The Second Optional Protocol 8
Page 133 and 134:
132 Other important human rights do
Page 135 and 136:
134 Some real examples of violation
Page 137 and 138:
136 Finally, if all of this was not
Page 139 and 140:
138 or the way existing mechanisms
Page 141 and 142:
140 Education through human rights
Page 143 and 144:
142 18. See www.echr.coe.int/echr.
Page 145 and 146:
144 everywhere and nowhere. Althoug
Page 147 and 148:
146 Attitudes in a given society/co
Page 149 and 150:
148 So, although women are oppresse
Page 151 and 152:
150 Gender mainstreaming The United
Page 153 and 154:
152 Marxist feminism also argues th
Page 155 and 156:
154 In addition to these global eff
Page 157 and 158:
156 to benefit from them. When this
Page 159 and 160:
158 and political, social, economic
Page 161 and 162:
160 D 6.5.4 Women and the labour ma
Page 163 and 164:
162 b) physical, sexual and psychol
Page 165 and 166:
164 to become emancipated, another
Page 167 and 168:
166 What can be done to overcome th
Page 169 and 170:
168 Focusing on specific gender iss
Page 171 and 172:
170 3. Organization for Security an
Page 173 and 174:
172 65. Walby, S. (1991); Council o
Page 175 and 176:
174 127. Council of Europe (2008),
Page 177 and 178:
176 188. UN-INSTRAW, Glossary of ge
Page 179 and 180:
178 of minorities, it is hard to pi
Page 181 and 182:
180 In the Arab Human Development R
Page 183 and 184:
182 minority young people might go
Page 185 and 186:
184 7.5 Issues related to minoritie
Page 187 and 188:
186 Problems within and between nor
Page 189 and 190:
188 people who are tolerant but do
Page 191 and 192:
190 Convention, people who claim th
Page 193 and 194:
192 7.10 Challenges for Euro-Medite
Page 195 and 196:
194 adopt non-formal education in
Page 197 and 198:
196 20. See www.escwa.org.lb/ayd/ (
Page 200 and 201:
2 199 8 Religion and tolerance Figu
Page 202 and 203:
2 201 Tolerance The United Nations
Page 204 and 205:
2 203 organised beliefs and practic
Page 206 and 207:
2 205 It seems that the political a
Page 208 and 209:
2 207 to see that fundamentalism is
Page 210 and 211:
2 209 initiatives of non-government
Page 212 and 213:
2 211 the official religion of the
Page 214 and 215:
2 213 share the same essential doct
Page 216 and 217:
2 215 to the Maghreb, the Iberian P
Page 218 and 219:
2 217 70 days after the end of the
Page 220 and 221:
2 219 Zionism 111 refers to the Jew
Page 222 and 223:
2 221 Yazidis are thought to be des
Page 224 and 225:
2 223 In the 21st century, in many
Page 226 and 227:
2 225 laws that regulate various as
Page 228 and 229:
2 227 8. Religion (2007) Encyclopæ
Page 230 and 231:
2 229 65 . Baptism (2007) Encyclop
Page 232 and 233:
2 231 124. Reconstructionism (2007)
Page 234 and 235:
2 233 9 Peace and conflict Figure 9
Page 236 and 237:
2 235 Conflict can be defined as
Page 238 and 239:
2 237 Avoidance can be related to f
Page 240 and 241:
2 239 “I-message” is an effecti
Page 242 and 243:
2 241 Sulha is a traditional Arab m
Page 244 and 245:
2 243 Biased attributions: when pe
Page 246 and 247:
2 245 A second set of concepts whos
Page 248 and 249:
2 247 Humanising the enemy: Feeling
Page 250 and 251:
2 249 is another ‘need’ that mi
Page 252 and 253:
2 251 Peace can be built by actions
Page 254 and 255:
2 253 not only to results but also
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2 255 19. Silverstein, B. and Flame
Page 259 and 260:
258 The environment and people have
Page 261 and 262:
260 10.3 The first Eden: 10 the Eur
Page 263 and 264:
262 landscape, mostly by the destru
Page 265 and 266:
264 Another example from the Medite
Page 267 and 268:
266 Unfortunately, tensions over sh
Page 269 and 270:
268 campaigns and training events.
Page 271 and 272:
270 The overall aim of the renewed
Page 273 and 274:
272 Preservation and restoration of
Page 275 and 276:
274 Notes 1. “Environment” in C
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T-Kit No.11 - MOSAIC - The training
Page 280:
3 279 Activities index Title Level
Page 283 and 284:
282 Instructions Explain that the
Page 285 and 286:
284 Further information A brief acc
Page 287 and 288:
286 Instructions Ask the group to
Page 289 and 290:
288 Ideas for action Compare the si
Page 291 and 292:
290 Instructions Explain that the
Page 293 and 294:
292 Religion and spirituality can
Page 296 and 297:
3 295 Camels go far without water C
Page 298 and 299:
3 297 What did you learn about you
Page 300:
3 299 A camel which has carried i
Page 303 and 304:
302 Instructions Tell people to get
Page 305 and 306:
304 Further information See http://
Page 307 and 308:
306 Explain that the information s
Page 309 and 310:
308 Further information The Enemy i
Page 311 and 312:
310 Materials One set of questions
Page 313 and 314:
312 Handouts Rules of the Game Ques
Page 315 and 316:
314 Answers to Question 1: The Bar
Page 317 and 318:
316 Instructions Explain that the a
Page 319 and 320:
318 to the rest of the group once t
Page 321 and 322:
320 Handouts Possible topics for de
Page 323 and 324:
322 Instructions Divide participan
Page 325 and 326:
324 Handouts The list of features.
Page 327 and 328:
326 Instructions The activity is sp
Page 329 and 330:
328 Variations You could use the me
Page 331 and 332:
330 Instructions Introduce the aims
Page 333 and 334:
332 Handouts Handouts in envelopes
Page 335 and 336:
334 Tell them that they now need t
Page 337 and 338:
336 Suggestions for follow up If yo
Page 339 and 340:
338 Instructions Explain that the p
Page 342 and 343:
3 341 Mapping the globe If you don
Page 344 and 345:
3 343 How can you help to protect
Page 346:
3 345 Handouts Role-cards and the s
Page 349 and 350:
348 Give them 15-20 minutes for th
Page 352 and 353:
3 351 Natural beauty How did they m
Page 354 and 355:
3 353 find, the more interesting an
Page 356 and 357:
3 355 Orange Blue The earth is blue
Page 358 and 359:
3 357 Tips for the facilitator The
Page 360:
3 359 More maps! Orange Blue
Page 363 and 364:
362 Instructions Divide people into
Page 365 and 366:
364 Handouts Guidance notes for the
Page 367 and 368:
366 Instructions Part 1: Invite peo
Page 369 and 370:
368 Further information Have a look
Page 372 and 373:
3 371 Pass it on Be not disturbed a
Page 374 and 375:
3 373 What information was left ou
Page 376 and 377:
3 375 Pieces of cake Everyone has t
Page 378 and 379:
3 377 the average, and would receiv
Page 380 and 381:
3 379 Rebels and freedom fighters W
Page 382 and 383:
3 381 Would it be possible to be o
Page 384 and 385:
3 383 Reshaping racism There is no
Page 386:
3 385 Tips for the facilitator Depe
Page 389 and 390:
388 Instructions Ask participants w
Page 391 and 392:
390 The WTO recommends a number of
Page 393 and 394:
392 The activity will be more usef
Page 395 and 396:
394 Suggestions for follow-up Look
Page 397 and 398:
396 When they have arranged themse
Page 400 and 401:
3 399 Timeline of history Inter-rel
Page 402:
3 401 Variations The “personal hi
Page 405 and 406:
404 Instructions Divide participant
Page 407 and 408:
406 Handouts Decision cards 1-14 C
Page 409 and 410:
408 Instructions Begin by asking pa
Page 411 and 412:
410 Handouts Diamond-ranking diagra
Page 413 and 414:
412 Instructions Ask participants t
Page 416 and 417:
4 415 About the editors and contrib
Page 418 and 419:
4 417 Ellie Keen editor and co-auth
Page 420 and 421:
419 Extended table of contents List
Page 422 and 423:
421 5.3 Human rights values _______
Page 424 and 425:
423 4 Camels go far without water -
Page 426:
11 Mosaic The training kit for Euro
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