MOSAIC - The training kit for Euro-Mediterranean youth work

More documents

Recommendations

Info

2 111 one step further, engaging the volunteer in a cultural and political setting different from their own; the result is a two-way exchange between the volunteer and the hosting community. Roles for adults 55 Youth participation in different sectors of education requires young people and adults to learn new ways of working together. Such efforts are collaborative, interdisciplinary and not overly professionalised. Adults may need to develop or build their skills to serve effectively as mentors for young people. It is clear that working together for empowering young people through participation is mutually beneficial for everybody involved in such efforts. Roles for adults in youth participation may include: caring: being available and showing genuine concern for young people; flexibility: being willing to listen and adapt; support: working with young people, rather than doing things for or to young people; commitment: valuing the rights of young people to have a voice in decisions affecting their lives, and creating opportunities for meaningful involvement; respect: demonstrating acceptance of young people’s contributions, values and opinions. Q: Can these roles be found in your organisation or youth projects? What other roles do adults have? Participation may be quite uncomfortable for adults working with and for young people. They have to give power to the young and thus must become aware of and confront themselves with their own power and their desire to keep it. This is also the case in international youth work. The relationship between participants and facilitators should be that between subjects who are all involved in learning and experimenting, thus avoiding the subject–object relation prevalent in most projects. 56 Ögren, who analysed pilot projects of youth participation in schools and urban development in Sweden, 57 found that the adults who were involved in the project were not willing to give away power to the children because they felt powerless themselves, in a kind of sandwich situation where they came under pressure from above and from below. This example shows clearly that the learning process must include the capacities of the multipliers who are working with the young people. 58 D 4.4.6 ‘Playing’ participation Participation is a term that has become very much used and abused in youth work, as participatory activities have become fashionable in projects, in the view of politicians as well as of donors. Participation or pseudo-participation can be abused, by using it to legitimise individual decisions taken by politicians, to legitimise a whole political system that people are tired of, to bring back young people’s interest in politics or to pacify young people who are perceived as a danger. Often young people are required to play politics, but not to make politics. This can be very counterproductive, because it can provoke them into turning their backs on politics and active citizenship. Themes
112 The Ladder of Participation 59 is a model developed by Roger Hart for thinking about youth participation. The model can help youth workers to analyse participation in their youth projects. Which level of participation seems to be useful and possible with a certain group in a specific situation? In the model, the bottom three rungs describe youth involvement that is not true participation, while the top five rungs describe true participation, where there is no hierarchy between the rungs (4-8), but it always depends on the situation. Figure 4.2: The Ladder of Participation Rung 8: Shared decision making Rung 7: Led and initiated by young people Rung 6: Adult-initiated, shared decision making Rung 5: Young people consulted and informed Rung 4: Young people assigned and informed Rung 3: Young people tokenised (NON PARTICIPATION) Rung 2: Young people as decoration (NON PARTICIPATION) Rung 1: Young people manipulated (NON PARTICIPATION) 8) Youth-initiated, shared decisions with adults: where projects or programmes are initiated by young people and decision making is shared among young people and adults. These projects empower young people while at the same time enabling them to access and learn from the life experience and expertise of adults. 7) Youth-initiated and directed: where young people initiate and direct a project or programme. Adults are involved only in a supportive role. 6) Adult-initiated, shared decisions with young people: where projects or programmes are initiated by adults, but the decision making is shared with the young people. 5) Consulted and informed: where young people give advice on projects or programmes designed and run by adults. The young people are informed about how their input will be used and the outcomes of the decisions made by adults. 4) Assigned but informed: where young people are assigned a specific role and informed about how and why they are being involved. 3) Tokenism: where young people appear to be given a voice, but in fact have little or no choice about what they do or how they participate. 2) Decoration: where young people are used to help or bolster a cause in a relatively indirect way, although adults do not pretend that the cause is inspired by young people. 1) Manipulation: where adults use young people to support causes and pretend that the causes are inspired by them. Q: At which level of the ladder are young people usually involved in your projects? T-Kit No.11 - MOSAIC - The training kit for Euro-Mediterranean youth work
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 10 and 11:
9 List of abbreviations AHDR Arab H
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
Page 97 and 98: 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: 110 Some examples of participatory
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
Page 256:
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
Page 277 and 278:
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
show all

MOSAIC - The training kit for Euro-Mediterranean youth work

Create successful ePaper yourself

Delete template?

Save as template?