MOSAIC - The training kit for Euro-Mediterranean youth work

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2 173 100. Ibid. 101. UNESCO (2004) Gender and education for all: the leap to equality, Global monitoring report, 2003-2004. 102. Shteiwi, M. M. (1999) Gender roles in school textbooks. Amman, quoted in Anna Lindh Euro-Mediterranean Foundation (2006) Culture and communication: key factors for changing mentalities and societies, p. 8. 103. Anna Lindh Euro-Mediterranean Foundation (2006), p. 11. 104. EuroMeSCo (2006), p. 13. 105. See www.wikigender.org/wiki/index.php?title=GID_Variables:_Economic_status_of_women. 106. Organisation for Economic Co-operation and Development (OECD), Women and men in OECD countries, OECD Publications, Paris, p. 17. Available at: http://www.oecd.org/dataoecd/44/52/37962502.pdf. 107. EU Labour Force Survey. It can be reached through http://epp.eurostat.ec.europa.eu. 108. EuroMed, Role of Women in Economic Life Programme (RWEL), Comparative analysis of the economic situation in ten south Mediterranean countries, Executive Summary. Available at: www.roleofwomenineconomiclife.net/downloads/Economicsituationanalysis-Comparativeanalysis.pdf. 109. Schmögnerová, B. (2003) Economic policies for full employment in an enlarged Europe, Statement for the 25th Anniversary Conference of the European Trade Union Institute (ETUI), Brussels, 3 December 2003. Available at: www.unece.org/press/execsec/2003/bs031203.htm. 110. European Commission (2008) Report on equality between women and men – 2008, Directorate-General for Employment, Social Affairs and Equal Opportunities, p. 8. 111. EuroMed, RWEL, Comparative analysis of the economic situation in ten south Mediterranean countries, Executive Summary. 112. Ibid. 113. Source: Eurostat, which can be reached through http://epp.eurostat.ec.europa.eu. 114. Data for Mediterranean countries are taken from EuroMed, RWEL, Comparative analysis of the economic situation in ten south Mediterranean countries, Executive Summary; data for EU countries are taken from European Commission (2002) Employment in Europe 2002: recent trends and prospects, Directorate-General for Employment and Social Affairs, p. 36. 115. European Commission (2008) Report on equality between women and men – 2008, p. 8. 116. The gender pay gap is calculated using various indicators, but refers to the difference in hourly earnings between men and women. It is determined by calculating women’s overall average pay as a percentage of men’s. The pay gap is the difference between this and 100 per cent. So, if women’s pay is 80 per cent of men’s, the pay gap is 20 per cent. See www.statistics.gov.uk/about/data/guides/LabourMarket/concepts/labour/paygap.asp. 117. See http://ec.europa.eu/employment_social/employment_analysis/gender_index_en.htm#mainfindings. 118. European Commission (2008) Report on equality between women and men – 2008, p. 8. 119. EuroMed, RWEL, Comparative analysis of the economic situation in ten south Mediterranean countries, Executive Summary. 120 . European Commission (2008) Report on equality between women and men – 2008, p. 13. 121. International Labour Organization (2002) Women and men in the informal economy: a statistical picture, ILO Employment Sector, Geneva. 122. Ibid. 123. Council of Europe (2001) Violence against young women in Europe. 124. EuroMeSCo (2006), pp. 22-24. 125. Council of Europe (2008), Gender matters. 126. Declaration on the Elimination of Violence against Women. United Nations General Assembly Resolution 48/104 of 20 December 1993. Themes
174 127. Council of Europe (2008), Gender matters. 128. Ibid. 129. Ibid. 130. “Gender equality”, pp. 354-357 in COMPASS: a manual on human rights education with young people. 131. Parliamentary Assembly, “So-called ‘honour crimes’”, Council of Europe, Resolution 1327 (2003), Text adopted by the Assembly on 4 April 2003 (16th Sitting). 132. “Gender equality”, pp. 354-357 in COMPASS: a manual on human rights education with young people. 133. EuroMeSCo (2006), pp. 22-24. 134. Council of Europe Convention on Action against Trafficking in Human Beings, Warsaw, 16 May 2005. See http://conventions.coe.int/Treaty/EN/Treaties/Html/197.htm. 135. EuroMeSCo (2006), pp. 24-25. 136. Parliamentary Assembly, “So-called ‘honour crimes’”, Council of Europe, Resolution 1327 (2003). 137. Parliamentary Assembly, Council of Europe, Doc. 9720, 7 March 2003, So-called “honour crimes”, Report, Committee on Equal Opportunities for Women and Men, explanatory memorandum by Mrs Cryer. 138. Ibid. 139. Ibid. 140. “Gender equality”, pp. 354-357 in COMPASS: a manual on human rights education with young people. 141. European Communities (2006) EuroMed Partnership: acting for gender equality, p. 15. 142. Ibid. 143. The reasons for and impact of migration, as well as issues in relation to minorities, are further discussed in Chapter 7, ‘Cultural diversity and equal opportunities for minorities’, in this T-Kit. 144. Parella, S. (2006) “Some reflections on female migration and the internationalisation of social reproduction”, Quaderns de la Mediterrània, Issue 7, pp. 147-152. 145. EuroMeSCo (2006), p. 38. 146. Parliamentary Assembly, Council of Europe, Doc. 9720, 7 March 2003, So-called “honour crimes”. 147. Nash, M. (2006) “Rethinking media representations of immigrant women” Quaderns de la Mediterrània, Issue 7, pp. 57-60. Available at: www.iemed.org/publicacions/quaderns/7/057_Nash.pdf. 148. Parella, S. (2006). 149. Ibid. 150. Berktay, F. (1998) Women and religion, Publication of the Institute of Policy Alternatives of Montréal (IPAM), Black Rose Books: Montréal. 151. Ibid. 152. Ibid. 153. Ibid. The Arabic word fitna is a very difficult word to translate. It is regarded as an all-encompassing word referring to “schism, secession, upheaval and anarchy at once” (http://en.wikipedia.org/wiki/Fitna_(word)). At its simplest, “women as a source of fitna” refers to the negative approach to women, in which women are seen as the ones who try to divide, gossip and create difficulties and malevolent problems all the time. 154. Ibid. 155. Council of Europe Parliamentary Assembly, Resolution 1464 (2005) Women and religion in Europe. 156 . Explanatory memorandum by Mrs Rosmarie Zapfl-Helbling, Council of Europe Parliamentary Assembly, Doc. 10670, 16 September 2005, Women and religion in Europe (Report), Committee on Equal Opportunities for Women and Men, Rapporteur: Mrs Rosmarie Zapfl-Helbling. Available at: http://assembly.coe.int/Documents/WorkingDocs/doc05/EDOC10670.htm. 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
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118 12. The Mediterranean countries
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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: 172 65. Walby, S. (1991); Council o
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
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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
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
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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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