MOSAIC - The training kit for Euro-Mediterranean youth work

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Introduction 1 15 1. Introduction
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: 14 work, a history textbook or a po
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
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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
Page 120 and 121:
2 119 36. See Universal Declaration
Page 122 and 123:
2 121 5 Human rights and human righ
Page 124 and 125:
2 123 in the field, the different p
Page 126 and 127:
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
Page 132 and 133:
2 131 The convention and the option
Page 134 and 135:
2 133 treaties do not make this a l
Page 136 and 137:
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
Page 146 and 147:
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
Page 160 and 161:
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
Page 260 and 261:
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
Page 270 and 271:
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
Page 276 and 277:
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
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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
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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
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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
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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
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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
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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
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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
Page 412 and 413:
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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