MOSAIC - The training kit for Euro-Mediterranean youth work

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2 169 and raise the awareness of gender inequalities one step higher. Some of these gendersensitive methods can be: using both female and male trainers; working in single-sex groups; using examples from female and male “worlds”; being aware of suppression techniques and being conscious of them; and sharing the time equally between participants of both sexes. 190 Mainstreaming gender 191 Any kind of training course or learning activity can apply a gender mainstreaming approach, whatever the subject is. Leaders and participants can observe patterns of behaviour among men and women, and these can be addressed. The trainers’ or youth leaders’ own actions and attitudes can create awareness about the equality in value of women and men. Unequal and biased assumptions and norms can be challenged by being conscious, for example, of the language used, examples chosen and the role models referred to. This means that the gender aspect becomes explicit in each and every part of a youth activity at each stage from preparation to evaluation. Youth organisations can be active players in overcoming gender inequalities if they are encouraged to take on board seriously the issues of gender equality, women’s rights and minority rights as a matter of fundamental relevance for the well-being of all young people in society. 192 For example, they can: develop strategies on project management, funding and realistic planning aimed at young women and other under-represented groups; always consider the gender balance in their programmes and attitudes; and promote direct exchanges to overcome distance and to avoid misunderstandings and stereotypes in the Euro-Mediterranean region. 193 Follow the Women (FTW) 194 This is an international organisation of about 500 women, from 40 different countries, who support peace and an end to violence in the Middle East. The best-known activity of Follow the Women is Pedal for Peace in the Middle East, a unique event organised by a group of women to cycle across a number of countries in the Middle East to raise awareness of how the current situation in the Middle East affects the lives of women (and children) as well as to raise support for a move towards peace. Follow The Women gives women the opportunity to have a say, be in control and have a powerful and influential impact on those around them by hundreds of women all cycling at the same time. The organisation and its representatives continue to work, between rides, on various related projects. In addition to the conferences run by FTW, supporters promote the organisation’s aims in their local communities among their families and friends, with talks and presentations to local groups. The organisation already has a number of projects and offers grants to other organisations and projects whose objectives complement those of Follow the Women. All of Follow the Women’s activities focus on women and children, and use sport as a vehicle to enable the coming together and better understanding of different cultures and people. Notes 1. Council of Europe (2008) Gender matters - a manual on addressing gender-based violence affecting young people, Council of Europe Publications. Available online at www.eycb.coe.int/gendermatters. 2. Ibid. Themes
170 3. Organization for Security and Co-operation in Europe (OSCE), Glossary of gender-related terms, May 2006. 4. Bradley, H. (2007) Gender (Key Concepts), Polity Press. 5. Mediterranean Institute of Gender Studies (2005) Glossary on Gender, compiled by Josie Christodoulou. Available at: www.medinstgenderstudies.org/wp/wp-content/uploads/gender_glossary1.pdf. 6. Ibid. 7. Bradley, H. (2007). 8. OSCE, Glossary of gender-related terms, May 2006. 9. Bradley, H. (2007). 10. Council of Europe (2008), Gender matters. 11. Ibid. 12. Ibid. 13. World Health Organization (WHO), Gender, women and health, “What do we mean by ‘sex’ and ‘gender’?” Available at: www.who.int/gender/whatisgender/en/. 14. For stereotypes in general, see Chapter 3: Intercultural Learning, in this T-Kit. 15. Archer, J. and Lloyd, B. B. (2002) Sex and gender, Cambridge University Press. 16. Ibid. 17. Arat, Necla (2006) “Rewriting elementary school textbooks from a gender-sensitive perspective”, Quaderns de la Mediterrània, Issue 7, pp. 51-56. 18. Hellinger, M. and Bussmann, H. (eds) (2003) Gender across languages: the linguistic representation of women and men, John Benjamins Publishing, pp. 16-17. 19. Arat, N. (2006). 20. Drislane, R. and Parkinson, G. (2002) “Sexism” in Online Dictionary of the Social Sciences (Athabasca University and ICAAP). Available at http://bitbucket.icaap.org/dict.pl?alpha=S. 21. Ibid. 22. Mediterranean Institute of Gender Studies (2005) Glossary on gender. 23. Drislane, Robert and Parkinson, Gary (2002) “Gender roles” in Online Dictionary of the Social Sciences, (Athabasca University and ICAAP). 24. Arat, N. (2006). 25. “Gender equality”, pp. 354-357 in COMPASS: a manual on human rights education with young people, Council of Europe Publications, 2002. 26. Council of Europe (2008), Gender matters. 27. Radicova, I. (1994) “Human rights of girls and young women in Europe: questions and challenges for the 21st century”, General Conclusions, Council of Europe, Strasbourg. 28. Reeves, Hazel and Baden, Sally (2000) “Gender and development: concepts and definitions”, prepared for the Department for International Development (DFID) for its gender mainstreaming intranet resource, BRIDGE (development and gender) Report No. 55, Institute of Development Study, University of Sussex, February 2000. Available at: http://www.bridge.ids.ac.uk/reports/re55.pdf. 29. Arat, N. (2006). 30. OSCE, Glossary of gender-related terms, May 2006. 31. Arat, N. (2006). 32. “Sexuality may simultaneously refer to (a) reproduction, (b) erotic desire for another human being, and (c) a central aspect of gender identity”: from Council of Europe, Gender matters – a manual on addressing gender-based violence affecting young people (2008) Council of Europe Publications. 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
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90 Intercultural dialogue may serve
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92 able to accept others, role dist
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94 13. Dadsi, D. (1995) Specificiti
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96 68. Iben, G. (1974) Sozialerzieh
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98 4.2 Young people’s realities -
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100 For Europe this means that rele
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102 In terms of its implementation,
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104 4.4 What is youth participation
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106 Table 4.2: Resolutions and agre
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108 Education, information, health
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110 Some examples of participatory
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112 The Ladder of Participation 59
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114 Competences We might utilise a
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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: 168 Focusing on specific gender iss
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
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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
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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
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388 Instructions Ask participants w
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390 The WTO recommends a number of
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392 The activity will be more usef
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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
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408 Instructions Begin by asking pa
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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 _______
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423 4 Camels go far without water -
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11 Mosaic The training kit for Euro
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