MOSAIC - The training kit for Euro-Mediterranean youth work

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11 Acknowledgements The production of this T-Kit was a collective process that benefited from the contributions of many individuals. Although it is impossible to acknowledge every contribution and idea, we would like to thank in particular the participants and trainers from the TATEM course, Daniel-Ruiz De Garibay (trainee at the European Youth Centre, Budapest), Dietrich Rometsch and Silvia Mora (European Commission), for their support and consideration, and also Michael Hughes for helping it all make sense in English.
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 14 and 15: 13 Preface For a long time this pub
Page 16: Introduction 1 15 1. Introduction
Page 19 and 20: 18 An intercultural production proc
Page 21 and 22: 20 the opportunities for practising
Page 23 and 24: 22 We are fully aware of the limits
Page 25 and 26: 24 The educational approaches in Mo
Page 27 and 28: 26 Finally, participant-centredness
Page 29 and 30: 28 Some terms in Mosaic require nev
Page 32 and 33: 2 31 1 The political and institutio
Page 34 and 35: 2 33 Information and communication
Page 36 and 37: 2 35 central and eastern Europe in
Page 38 and 39: 2 37 1.5 The Mediterranean: a ‘li
Page 40 and 41: 2 39 heritage with efforts to repla
Page 42 and 43: 2 41 1.6 What makes Europe and the
Page 44 and 45: 2 43 The Barcelona Declaration 54 e
Page 46 and 47: 2 45 institutionalised regional gro
Page 48 and 49: 2 47 workers and leaders’ skills.
Page 50 and 51: 2 49 managers, youth leaders, group
Page 52 and 53: 2 51 enhance Euro-Mediterranean co-
Page 54 and 55: 2 53 participation in the Mediterra
Page 56 and 57: 2 55 The Cairo round table The inte
Page 58 and 59: 2 57 10. Available at www.coe.int.
Page 60 and 61: 2 59 66. Vasconcelos, A. (2002) “
Page 62 and 63:
2 61 2 History and memory Figure 2
Page 64 and 65:
2 63 free, wealthy, tax-paying citi
Page 66 and 67:
2 65 Elias Sanbar: a historian spea
Page 68 and 69:
2 67 Network (c.1100 to c.400 BCE):
Page 70 and 71:
2 69 In this sense, a national hist
Page 72 and 73:
2 71 of history. They were all form
Page 74 and 75:
2 73 History and history teaching i
Page 76 and 77:
2 75 3 Intercultural learning Figur
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2 77 Approaches to culture Approach
Page 80 and 81:
2 79 Some examples of visible and i
Page 82 and 83:
2 81 In general, globalisation refe
Page 84 and 85:
2 83 The study of cultural differen
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2 85 the 19th century, describing t
Page 88 and 89:
2 87 Figure 3.3: Butter -Olive oil
Page 90 and 91:
2 89 aspiration to build a plural
Page 92 and 93:
2 91 3.10 Learning to live with(in)
Page 94 and 95:
2 93 So, how can Euro-Mediterranean
Page 96 and 97:
2 95 39. Miller, P., Gillinson, S.
Page 98 and 99:
2 97 4 Youth participation and acti
Page 100 and 101:
2 99 outside of the parents’ sphe
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2 101 steadily increasing, while at
Page 104 and 105:
2 103 political concept: it should
Page 106 and 107:
2 105 The definition of participati
Page 108 and 109:
2 107 Organisation Year Contents Co
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2 109 for disadvantaged young peopl
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2 111 one step further, engaging th
Page 114 and 115:
2 113 D Real participation projects
Page 116 and 117:
2 115 stimulating preparation of yo
Page 118 and 119:
2 117 Language barriers Linguistic
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2 119 36. See Universal Declaration
Page 122 and 123:
2 121 5 Human rights and human righ
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2 123 in the field, the different p
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2 125 By the beginning of the 21st
Page 128 and 129:
2 127 Different elements of human r
Page 130 and 131:
2 129 5.6 The legal perspective: hu
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2 131 The convention and the option
Page 134 and 135:
2 133 treaties do not make this a l
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2 135 audiences, politicians often
Page 138 and 139:
2 137 5.8 Making human rights a rea
Page 140 and 141:
2 139 D 5.8.2 Human rights educatio
Page 142 and 143:
2 141 Many human rights issues are
Page 144 and 145:
2 143 6 Gender equality Figure 6 Th
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2 145 men cannot; men have testicle
Page 148 and 149:
2 147 D 6.2.3 Gender equality, mult
Page 150 and 151:
2 149 Legal and practical inequalit
Page 152 and 153:
2 151 D 6.3.1 Waves of feminism It
Page 154 and 155:
2 153 human rights and fundamental
Page 156 and 157:
2 155 expansion and improvement in
Page 158 and 159:
2 157 government at ministerial lev
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2 159 D 6.5.3 Education Education h
Page 162 and 163:
2 161 were much lower: 9.7%, 11.3%
Page 164 and 165:
2 163 An honour crime - it is often
Page 166 and 167:
2 165 It should also be added that,
Page 168 and 169:
2 167 the mere engagement of women
Page 170 and 171:
2 169 and raise the awareness of ge
Page 172 and 173:
2 171 33. Arat, N. (2006). 34. Reev
Page 174 and 175:
2 173 100. Ibid. 101. UNESCO (2004)
Page 176 and 177:
2 175 157. Ibid. 158. Ibid. 159. Mo
Page 178 and 179:
2 177 7 Cultural diversity and mino
Page 180 and 181:
2 179 Some notable statistics What
Page 182 and 183:
2 181 Myths about the suppression o
Page 184 and 185:
2 183 At the same time, there are a
Page 186 and 187:
2 185 ranges from being insulted to
Page 188 and 189:
2 187 and indigenous minorities. 37
Page 190 and 191:
2 189 Statistical facts The figures
Page 192 and 193:
2 191 foreign guest-workers and the
Page 194 and 195:
2 193 The European Youth Forum stat
Page 196 and 197:
2 195 double standards and being ab
Page 198:
2 197 48. Gareth Howell, The Intern
Page 201 and 202:
200 In European and Mediterranean s
Page 203 and 204:
202 These examples result from some
Page 205 and 206:
204 and as modern phenomena, can be
Page 207 and 208:
206 and stereotyped view of Islam h
Page 209 and 210:
208 reciprocal interactions among d
Page 211 and 212:
210 The fundamental beliefs of Baha
Page 213 and 214:
212 The most important facts and be
Page 215 and 216:
214 Druze religion is characterised
Page 217 and 218:
216 The most important facts and be
Page 219 and 220:
218 Followers of Judaism lived both
Page 221 and 222:
220 family meal is held where dieta
Page 223 and 224:
222 or not). An atheist may hold be
Page 225 and 226:
224 tradition of the French Revolut
Page 227 and 228:
226 A degree of sensitivity towards
Page 229 and 230:
228 37. Makram-Ebeid, M. (1999) “
Page 231 and 232:
230 96. Sunnite (2007) Encyclopædi
Page 233 and 234:
232 154. Voas, D. and Day, A. (2007
Page 235 and 236:
234 Secondly, conflict management a
Page 237 and 238:
236 Wallensteen and Sollenberg 10 d
Page 239 and 240:
238 D 9.2.3 Tools for dealing with
Page 241 and 242:
240 What is known about the 3 Ps? P
Page 243 and 244:
242 identity needs, like the fact
Page 245 and 246:
244 D 9.3.3 ‘Images of the enemy
Page 247 and 248:
246 D 9.3.4 Dealing with the ‘ima
Page 249 and 250:
248 To promote flexible and open co
Page 251 and 252:
250 a solution with the enemy, with
Page 253 and 254:
252 Figure 9.7: Real actions for pe
Page 255 and 256:
254 One has to acknowledge that con
Page 258 and 259:
2 257 10 Environment Figure 10 Deve
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2 259 “the conditions or influenc
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2 261 The Mediterranean basin has m
Page 264 and 265:
2 263 Mill Network at Kinderdijk-El
Page 266 and 267:
2 265 the mounting consumption of
Page 268 and 269:
2 267 Coastal habitat destruction C
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2 269 that “the landscape is our
Page 272 and 273:
2 271 10.8 Time for youth action: t
Page 274 and 275:
2 273 Considering the threats that
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2 275 27. These areas are defined b
Page 278:
3 277 Activities
Page 282 and 283:
3 281 A family row ‘Don’t put y
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3 283 You may want to ask for volu
Page 286 and 287:
3 285 All that we are I am who I am
Page 288 and 289:
3 287 Suggested questions: Who is a
Page 290 and 291:
3 289 Believers The opposite of lov
Page 292 and 293:
3 291 Did the activity help to cha
Page 294:
3 293 Cards (copy, cut and glue on
Page 297 and 298:
296 Scraps of cloth, card and junk
Page 299 and 300:
298 Handouts See also Materials (ab
Page 302 and 303:
3 301 Challenge beauty Beauty is in
Page 304 and 305:
3 303 Tips for the facilitator Choo
Page 306 and 307:
3 305 Did I forget something? Can w
Page 308 and 309:
3 307 When people are working in s
Page 310 and 311:
3 309 Euro-Mediterranean quiz What
Page 312 and 313:
3 311 Do you feel you are well inf
Page 314 and 315:
3 313 QUESTION 4: Human Rights and
Page 316 and 317:
3 315 For and against the motion Wh
Page 318 and 319:
3 317 At the end of the debate, ask
Page 320 and 321:
3 319 Suggestions for follow-up Dep
Page 322 and 323:
3 321 Ideal woman - Ideal man Ten t
Page 324 and 325:
3 323 If the participants are not a
Page 326 and 327:
3 325 Let’s cross the sea Pack yo
Page 328 and 329:
3 327 Why do you think that mistak
Page 330 and 331:
3 329 Look around you! Look around:
Page 332 and 333:
3 331 If you have participants fro
Page 334 and 335:
3 333 Lose yourself Can you lose yo
Page 336 and 337:
3 335 Depending on how comfortable
Page 338 and 339:
3 337 Making memories What do you w
Page 340:
3 339 Variations As an alternative,
Page 343 and 344:
342 Materials Copies of the role-ca
Page 345 and 346:
344 Further information The rights
Page 348 and 349:
3 347 My history Do things happen t
Page 350:
3 349 In the debriefing, try to dr
Page 353 and 354:
352 Instructions Introduce the acti
Page 355 and 356:
354 with the natural environment. M
Page 357 and 358:
356 Instructions Begin by asking al
Page 359 and 360:
358 The original orientation of the
Page 362 and 363:
3 361 Our village Where do you want
Page 364 and 365:
3 363 Tips for the facilitator Make
Page 366 and 367:
3 365 Paper factory Don’t go to G
Page 368 and 369:
3 367 What are the most important
Page 370:
Analysing the conflict You want to
Page 373 and 374:
372 Instructions Ask for four volun
Page 375 and 376:
374 The selection of the photograp
Page 377 and 378:
376 Instructions Ask the group what
Page 379 and 380:
378 construction, textile or carpet
Page 381 and 382:
380 Instructions Begin by asking pa
Page 383 and 384:
382 Ideas for action Encourage the
Page 385 and 386:
384 Instructions Ask participants w
Page 388 and 389:
3 387 Responsible tourists Tourism
Page 390 and 391:
3 389 Tips for the facilitator Part
Page 392 and 393:
3 391 Selection panel Will our Euro
Page 394 and 395:
3 393 Are there aspects of the pro
Page 396 and 397:
3 395 Talking proportions Who does
Page 398:
3 397 Ideas for action Get everyone
Page 401 and 402:
400 Instructions Individual work (
Page 404 and 405:
3 403 Turn it over! “Only women c
Page 406 and 407:
3 405 exclude some of the cards. Tr
Page 408 and 409:
3 407 Where is dignity? All human b
Page 410 and 411:
3 409 Tips for the facilitator The
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3 411 Young people’s paradise Wha
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3 413 Groups may want to have the
Page 417 and 418:
416 Alper Akyüz co-author Alper Ak
Page 419 and 420:
418 Patricia Brander editor Working
Page 421 and 422:
420 2.3 The history of Europe and t
Page 423 and 424:
422 8. Religion and tolerance -----
Page 425 and 426:
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