MOSAIC - The training kit for Euro-Mediterranean youth work

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2 141 Many human rights issues are naturally controversial. Critical dialogue and exploring conflicting issues are part of human rights education. Human rights cannot be imposed; one of the best ways to introduce HRE is to relate human rights issues to young people’s lives and reality. In some countries, speaking of human rights can be dangerous. While it is important for everyone to discuss and learn about human rights, young people should not feel pressure to engage in human rights activism in ways that make them feel unsafe. Everyone can do something for human rights and human rights education – writing petitions and participating in demonstrations are not the only ways to act! The values and principles of human rights as codes of conduct among human beings apply in any youth activity. Human rights are violated and challenged everywhere, in all the countries involved in Euro-Mediterranean co-operation, even if it is also true that the scale of the violations of some rights is much more serious, widespread or accepted in some countries than in others. Human rights education activities in this context should avoid stigmatising one society or state, but should rather emphasise the need for everyone to act in their own context for the benefit of the human rights of all. Whenever human rights are violated somewhere, human rights are threatened everywhere! Notes 1. See www.amnesty.org. 2. See www.hrw.org. 3. Haytham Manna’a, based on Abu Muhammad al Hassan Ibn Ali al Hussein Shuba al-Harrani (al-Halabi), in Arabic, 4th century ah, 184, quoted in Arab Human Development Report 2004. 4. The first Geneva Convention was entitled “for the Amelioration of the Condition of the Wounded and Sick in Armed Forces in the Field” and was first adopted in 1864. The Geneva Convention “relative to the Treatment of Prisoners of War” was first adopted in 1929, and was followed and revised by the third Geneva Convention, signed in 1949. 5. The declaration text can be found in various languages at www.unhchr.ch/udhr/index.htm. 6. The covenant can be found at www.ohchr.org/english/law/ccpr.htm. 7. The First Optional Protocol can be found at www.unhchr.ch/html/menu3/b/a_opt.htm. 8. The Second Optional Protocol can be found at www.unhchr.ch/html/menu3/b/a_opt2.htm. 9. See www.unhchr.ch/html/menu3/b/a_cescr.htm. 10. Information on state signatories can be found at www.ohchr.org/english/law/index.htm. 11. See www.ohchr.org/english/law/cerd.htm. 12. See www.un.org/womenwatch/daw/cedaw. 13. See www.ohchr.org/english/law/cat.htm. 14. See www.unhchr.ch/html/menu3/b/k2crc.htm. 15. See www.ohchr.org/english/law/cmw.htm. 16. See www.ohchr.org/english/law/disabilities-convention.htm. 17. See www.coe.int. More information on the Council of Europe can be found in Chapter 1 of this T-Kit. Themes
142 18. See www.echr.coe.int/echr. 19. See http://conventions.coe.int/Treaty/en/Treaties/Html/005.htm. 20. Survey of activities 2006, Registry of the European Court of Human Rights, Strasbourg, 2007. 21. See www.coe.int/T/E/Human_Rights/Esc. 22. See www.cpt.coe.int/EN/about.htm. 23. The convention is available at www.coe.int/T/E/Human_Rights/Minorities. 24. See www.achpr.org/english/_info/charter_en.html. 25. See www.achpr.org/english/_info/court_en.html. 26. United Nations Development Programme (2006) The Arab Human Development Report 2005: towards the rise of women in the Arab world, Regional Bureau for Arab States, National Press, Jordan. 27. United Nations Development Programme (2005) The Arab Human Development Report 2004: towards freedom in the Arab world, Human Development Report Office. 28. “The Internet in the Arab world: a new arena for oppression” prepared by the Arab Network for Human Rights and issued in June 2005, quoted in the Arab Human Development Report 2005. 29. The Arab Human Development Report 2005. 30. Survey of activities 2006, Registry of the European Court of Human Rights, Strasbourg, 2007. Tüm Haber Sen and Çınar v. Turkey, 28602/95, No. 83. 31. Survey of activities 2006, Registry of the European Court of Human Rights, Strasbourg, 2007. Segerstedt-Wiberg and Others v. Sweden, 62332/00. 32. The Arab Human Development Report 2004. 33. Survey of activities 2006, Registry of the European Court of Human Rights, Strasbourg, 2007. Grant v. United Kingdom, 32570/03, No. 86. 34. The Arab Human Development Report 2004. 35. Survey of activities 2006, Registry of the European Court of Human Rights, Strasbourg, 2007. Sheydayev v. Russia, 65859/01, No. 92. 36. Survey of activities 2005, Registry of the European Court of Human Rights. Bekos and Koutropoulos v. Greece, No. 15250/02. 37. Survey of activities 2006, Registry of the European Court of Human Rights, Strasbourg, 2007. Salah v. Netherlands, 8196/02, No. 88 and Baybaşın v. Netherlands, 13600/02, No. 88. 38. You can also look at Chapter 3 of Compass, “Taking action”, for more concrete suggestions on how you can organise activities with your group. 39. See www.coe.int/compass. T-Kit No.11 - MOSAIC - The training kit for Euro-Mediterranean youth work
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11 Mosaic The training kit for Euro
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2 This document does not necessaril
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5 Contents List of figures and tabl
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7 List of figures and tables Figure
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9 List of abbreviations AHDR Arab H
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11 Acknowledgements The production
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14 work, a history textbook or a po
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1 17 T he Mediterranean is both hom
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1 19 and comments on the texts on l
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1 21 Environment The Mediterranean
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1 23 Table 0.1: What is in an activ
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1 25 D Intercultural learning Chapt
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1 27 Always adapt in the light of t
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2 29 Themes
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32 this chapter also looks at the i
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34 the United Kingdom and Ireland;
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36 Figure 1.2: The member states of
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38 Being a crossroads and a bridge
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40 the use of force to settle dispu
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42 D 1.6.1 The Euro-Mediterranean P
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44 Figure 1.4: The countries of the
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46 1.7 Euro-Mediterranean youth wor
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48 Euro-Mediterranean youth work ca
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50 D 1.7.2 Euro-Med Youth Units and
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52 In addition to the efforts of va
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54 the youth field to co-operate wi
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56 of its geography. The institutio
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58 38. See www.isesco.org.ma/Englis
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60 91. For the 2003 Compendium on E
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62 and corn, as well as the tobacco
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64 Meeting and confronting the stra
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66 Russia and Morocco. Can one igno
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68 Arab nationalism and creation of
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70 In terms of the substance of a n
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72 Some projects supported by the E
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74 3. Any timeline, like any histor
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76 Our perceptions, habits and dail
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78 3.3 Elements of culture Time, pl
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80 3.4 Cultural diversity 18 Cultur
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82 Homogenisation. The movement of
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84 many Mediterranean states are of
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86 If Orientalism can be defined as
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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 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: 140 Education through human rights
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
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192 7.10 Challenges for Euro-Medite
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194 adopt non-formal education in
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196 20. See www.escwa.org.lb/ayd/ (
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2 199 8 Religion and tolerance Figu
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2 201 Tolerance The United Nations
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2 203 organised beliefs and practic
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2 205 It seems that the political a
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2 207 to see that fundamentalism is
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2 209 initiatives of non-government
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2 211 the official religion of the
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2 213 share the same essential doct
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2 215 to the Maghreb, the Iberian P
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2 217 70 days after the end of the
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2 219 Zionism 111 refers to the Jew
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2 221 Yazidis are thought to be des
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2 223 In the 21st century, in many
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2 225 laws that regulate various as
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2 227 8. Religion (2007) Encyclopæ
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2 229 65 . Baptism (2007) Encyclop
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2 231 124. Reconstructionism (2007)
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2 233 9 Peace and conflict Figure 9
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2 235 Conflict can be defined as
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2 237 Avoidance can be related to f
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2 239 “I-message” is an effecti
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2 241 Sulha is a traditional Arab m
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2 243 Biased attributions: when pe
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2 245 A second set of concepts whos
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2 247 Humanising the enemy: Feeling
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2 249 is another ‘need’ that mi
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2 251 Peace can be built by actions
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2 253 not only to results but also
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2 255 19. Silverstein, B. and Flame
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258 The environment and people have
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260 10.3 The first Eden: 10 the Eur
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262 landscape, mostly by the destru
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264 Another example from the Medite
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266 Unfortunately, tensions over sh
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268 campaigns and training events.
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270 The overall aim of the renewed
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272 Preservation and restoration of
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274 Notes 1. “Environment” in C
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T-Kit No.11 - MOSAIC - The training
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3 279 Activities index Title Level
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282 Instructions Explain that the
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284 Further information A brief acc
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286 Instructions Ask the group to
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288 Ideas for action Compare the si
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290 Instructions Explain that the
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292 Religion and spirituality can
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3 295 Camels go far without water C
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3 297 What did you learn about you
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3 299 A camel which has carried i
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302 Instructions Tell people to get
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304 Further information See http://
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306 Explain that the information s
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308 Further information The Enemy i
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310 Materials One set of questions
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312 Handouts Rules of the Game Ques
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314 Answers to Question 1: The Bar
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316 Instructions Explain that the a
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318 to the rest of the group once t
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320 Handouts Possible topics for de
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322 Instructions Divide participan
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324 Handouts The list of features.
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326 Instructions The activity is sp
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328 Variations You could use the me
Page 331 and 332:
330 Instructions Introduce the aims
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332 Handouts Handouts in envelopes
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334 Tell them that they now need t
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336 Suggestions for follow up If yo
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338 Instructions Explain that the p
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3 341 Mapping the globe If you don
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3 343 How can you help to protect
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3 345 Handouts Role-cards and the s
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348 Give them 15-20 minutes for th
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3 351 Natural beauty How did they m
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3 353 find, the more interesting an
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3 355 Orange Blue The earth is blue
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3 357 Tips for the facilitator The
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3 359 More maps! Orange Blue
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362 Instructions Divide people into
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364 Handouts Guidance notes for the
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366 Instructions Part 1: Invite peo
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368 Further information Have a look
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3 371 Pass it on Be not disturbed a
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3 373 What information was left ou
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3 375 Pieces of cake Everyone has t
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3 377 the average, and would receiv
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3 379 Rebels and freedom fighters W
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3 381 Would it be possible to be o
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3 383 Reshaping racism There is no
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3 385 Tips for the facilitator Depe
Page 389 and 390:
388 Instructions Ask participants w
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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
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396 When they have arranged themse
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3 399 Timeline of history Inter-rel
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3 401 Variations The “personal hi
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404 Instructions Divide participant
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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
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412 Instructions Ask participants t
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4 415 About the editors and contrib
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4 417 Ellie Keen editor and co-auth
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419 Extended table of contents List
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421 5.3 Human rights values _______
Page 424 and 425:
423 4 Camels go far without water -
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11 Mosaic The training kit for Euro
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