MOSAIC - The training kit for Euro-Mediterranean youth work

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2 195 double standards and being able to advocate the same levels of equality of opportunity and treatment everywhere. Discriminatory and racist practices are not, unfortunately, the monopoly of any single country, nation, religion or culture. They are found everywhere across the Euro-Mediterranean social spectrum and all of them represent an offence to human dignity. What may vary is the degree of acceptance of such practices by public authorities and society at large. One role of Euro-Mediterranean youth work is to help every society achieve similar levels of awareness and intolerance of discrimination and humiliation, regardless of where they happen, whom they target or the grounds on which they are based. Notes 1. The definition of culture from different theoretical perspectives, with the values and elements attached to it, can also be discussed in youth work in relation to the concept of ‘intercultural learning’. Not necessarily being exclusive of other definitions, the discussion within this chapter focuses on the concept of ‘cultural diversity’ and its relevance to equal opportunities for minorities. For ideas like what culture is, the elements of culture, relative notions of culture, the relationship between culture and globalisation, and cultural specificities in relation to Euro-Mediterranean interaction, see Chapter 3: Intercultural learning. 2. “Nation state”, Oxford English dictionary. 3. Minority Rights Group International, World directory of minorities, 1997. 4. Minority Rights Group International, State of the world’s minorities 2007, March 2007. Available at www.minorityrights.org/?lid=1000. 5. Euromosaic was a study on minority language groups in the European Union, initiated by the European Commission in the mid-1990s. The purpose was to find out about the different regional and minority languages in existence and to establish their potential for production and reproduction, and to investigate the difficulties they encounter in these areas. Many reports are available at www.uoc.edu/euromosaic. 6. UNESCO, Cultural diversity in the era of globalization (accessed 25 September 2005). 7. Adopted by the 31st Session of the General Conference of UNESCO, Paris, 2 November 2001. 8. Adopted by the General Conference of UNESCO at its 33rd session, 2005. The convention does not cover all the aspects of cultural diversity addressed in the UNESCO Universal Declaration on Cultural Diversity, but it deals with specific thematic fields of the declaration, such as those set out in Articles 8 to 11. 9. UNESCO (2005) Ten keys to the Convention on the Protection and Promotion of the Diversity of Cultural Expressions. Available at http://unesdoc.unesco.org/images/0014/001495/149502E.pdf. 10. United Nations Development Programme (2003) The Arab human development report 2003: building a knowledge society, Arab Fund for Economic and Social Development, p. 175. 11. Available at http://europa.eu/scadplus/leg/en/lvb/r15001.htm. 12. See www.salto-youth.net/euromedyouthprogramme. 13. See www.euromedcafe.org. 14. This suggestion derives from Dr Gavan Titley’s question on intercultural learning at www.alanalentin.net/ (accessed 10 March 2006). 15. United Nations Development Programme (2004) The human development report 2004: cultural liberty in today’s diverse world. Available at: http://hdr.undp.org/en/reports/global/hdr2004. 16. Ibid., p. 2. 17. Markus, H.R., and Kitayama, S. (1991) “Culture and the self: implications for cognition, emotion, and motivation”, Psychological Review, Vol. 98, No. 2, pp. 224-53, April 1991. 18. For the Barcelona Declaration and Euro-Mediterranean Partnership, see Chapter 1 of this T-Kit. 19. See www.euromedalex.org. Themes
196 20. See www.escwa.org.lb/ayd/ (accessed in October 2006). 21. “Republic of Slovenia”, Background notes on countries of the world 2003, April 2003 (database: Academic Search Elite). 22. Smith, Anthony D. (1987) The ethnic origins of nations, Oxford: Blackwell. Quoted in http://en.wikipedia.org/wiki/Ethnic_group#_note-Smith. 23. Robert Nurden, “Apartheid in the heart of Europe”, New Statesman, 23 February 2004, p. 30. 24. Minority Rights Group International, an NGO based in the UK, advocates the securing of rights of ethnic, religious and linguistic minorities and indigenous peoples worldwide, and the promotion of co-operation and understanding between communities. Over the last 30 years, they have worked closely with the United Nations and the European Union to promote international human rights standards and to promote dialogue between minorities and decision makers of majority communities. See www.minorityrights.org. 25. Adapted from “Assessing the framework for country strategy papers: a minority rights perspective” – a Minority Rights Group International Briefing. March 2003. Available at: www.minorityrights.org/Advocacy/advocacy_cspbriefing.htm (accessed in October 2006). 26. Oxfam International Youth Parliament. “Highly affected, rarely considered: the International Youth Parliament Commission’s report on the impacts of globalisation on young people”, Sydney: Oxfam, Community Aid Abroad 2003. 27. “Discrimination and xenophobia” in COMPASS: a manual on human rights education with young people, Strasbourg: Council of Europe, Directorate of Youth and Sport, 2003, p. 339. 28. Ibid., p. 340. 29. See www.euromedyouth.net. For more information about the programme, see Chapter 1 of this T-Kit. 30. Office of the High Commissioner for Human Rights at: www.unhchr.ch/html/menu3/b/d_minori.htm (accessed: 12 October 2005). 31. “Important steps to protect national minorities and regional or minority languages,” Council of Europe website, available at http://press.coe.int/cp/98/49a(98).htm (accessed 12 October 2005). 32. COMPASS: a manual on human rights education with young people, Strasbourg: Council of Europe, Directorate of Youth and Sport, 2003, p. 415. Available at http://eycb.coe.int/compass. 33. See www.euromedrights.net. 34. United Nations Development Programme (2003) The Arab human development report 2003: building a knowledge society, Arab Fund for Economic and Social Development. 35. See http://alldifferent-allequal.info. 36. Council of Europe, “All different – All equal” European Youth Campaign for Diversity, Human Rights and Participation, First Background Paper, 9 November 2005. 37. Lentin, A. (2006) “Introduction: race and state” in Alana Lentin and Ronit Lentin (eds), Race and state, Cambridge: Cambridge Scholars’ Press. 38. “Discrimination and xenophobia” in COMPASS: a manual on human rights education with young people, Strasbourg: Council of Europe, Directorate of Youth and Sport, 2003, pp. 331-344. 39. Ibid., p. 334. 40. Cruz, V. and Cooley, J. (1991) “Breaking down the walls: responding to the racism that divides us”, Presbyterian Church. 41. Wiltenburg, M. (2002) “Minority”, Christian Science Monitor, January 2002. 42. United Nations, World Conference on Racism at www.un.org/WCAR/e-kit/minority.htm (accessed 9 March 2006). 43. See www.united.non-profit.nl/. 44. “Slogans and the need for action” in ALIEN 93: youth organisations combating racism and xenophobia, Strasbourg: Council of Europe, Youth Directorate, 1st edn, September 1993, written and compiled by Mark Taylor. 45. Andrews, J. (2001) “Raging war against racism”, EUROPE, November 2001, p. 9. 46. Council of Europe (2004), Educational pack “All different – All equal”. Budapest: Directorate of Youth and Sport. 2nd edn, pp. 23-24. Available at: http://eycb.coe.int/edupack/default.htm. 47. “Discrimination and xenophobia” in COMPASS: a manual on human rights education with young people, Council of Europe, Directorate of Youth and Sport, Strasbourg, 2003, p. 332. 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
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122 These are some of the questions
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124 As the institutions ultimately
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126 is that some rights (negative r
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128 D 5.5.1 The European Enlightenm
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130 The Second Optional Protocol 8
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132 Other important human rights do
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134 Some real examples of violation
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136 Finally, if all of this was not
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138 or the way existing mechanisms
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140 Education through human rights
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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
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Page 151 and 152: 150 Gender mainstreaming The United
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Page 155 and 156: 154 In addition to these global eff
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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
Page 193 and 194: 192 7.10 Challenges for Euro-Medite
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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
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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
Page 224 and 225: 2 223 In the 21st century, in many
Page 226 and 227: 2 225 laws that regulate various as
Page 228 and 229: 2 227 8. Religion (2007) Encyclopæ
Page 230 and 231: 2 229 65 . Baptism (2007) Encyclop
Page 232 and 233: 2 231 124. Reconstructionism (2007)
Page 234 and 235: 2 233 9 Peace and conflict Figure 9
Page 236 and 237: 2 235 Conflict can be defined as
Page 238 and 239: 2 237 Avoidance can be related to f
Page 240 and 241: 2 239 “I-message” is an effecti
Page 242 and 243: 2 241 Sulha is a traditional Arab m
Page 244 and 245: 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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