MOSAIC - The training kit for Euro-Mediterranean youth work

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2 227 8. Religion (2007) Encyclopædia Britannica at www.britannica.com/eb/article-9063138 (retrieved 13 August 2007). 9. Jackson, R. (2007) “Religious and cultural diversity: some key concepts” in Religious diversity and intercultural education: a reference book for schools, Strasbourg: Council of Europe Publications. 10. Religion (2007) Encyclopædia Britannica at www.britannica.com/eb/article-9063138 (retrieved 13 August 2007). 11. Final report of the Group of Specialists on “The role of women and men in intercultural and interreligious dialogue for the prevention of conflict, for peace building and for democratisation”, Strasbourg: Directorate General of Human Rights, Council of Europe, 2005. Available at: www.coe.int/T/E/Human_Rights/Equality/PDF_EG-S-DI_2004_RAP%20FIN_E.pdf. 12. Ibid. 13. Baccouche, F. (1999) “The Mediterranean region united in its diversity” in Intercultural dialogue: basis for Euro-Mediterranean partnership, Strasbourg: Council of Europe, and Lisbon: North-South Centre, 1999. 14. Adopted and proclaimed by General Assembly Resolution 217 A (III) of 10 December 1948. 15. See http://en.wikipedia.org/wiki/Religious_pluralism. 16. Final report of the Group of Specialists on “The role of women and men in intercultural and interreligious dialogue” (2005). 17. Jackson, R. (2007). 18. Ibid. 19. “Discrimination and xenophobia” in COMPASS: a manual on human rights education with young people, Strasbourg: Council of Europe, 2003, pp. 331-344. 20. Ibid., pp. 336-337. 21. From the working paper of the European Monitoring Centre on Racism and Xenophobia, and a speech by Kofi Annan in 2004, as cited in Ingrid Ramberg (ed.) Committed to make a difference: racism, Antisemitism, xenophobia and their impact on young people, Symposium report, Strasbourg: Council of Europe, 2006, p. 59. 22. Council of Europe (2004), Educational pack: all different– all equal. Budapest: Directorate of Youth and Sport, pp. 34-35. 23. “Discrimination and xenophobia” in COMPASS (2003). 24. FAIR (Forum Against Islamophobia and Racism), available at: www.fairuk.org/introduction.htm. 25. Human Rights Watch, “Egypt: events of 2007” at http://hrw.org/englishwr2k8/docs/2008/01/31/egypt17595.htm (accessed 13 February 2008). 26. For an example, see Coursen-Neff, Z. (2004) “Discrimination against Palestinian Arab children in the Israeli educational system”, New York University Journal of International Law and Politics, Vol. 4, Issue 36, p. 749. Available at: www.law.nyu.edu/journals/jilp/issues/36/36_4_Coursen-Neff.pdf. 27. Baccouche, F. (1999). 28. Fundamentalism (2008) Encyclopædia Britannica at www.britannica.com/eb/article-9390025 (retrieved 10 March 2008). 29. Antoun, R. T. (2001) Understanding fundamentalism: Christian, Islamic, and Jewish movements, Walnut Creek, CA: AltaMira Press, p. 3. 30. Fundamentalism (2008) Encyclopædia Britannica. 31. Antoun, R. T. (2001), p. 17. 32. Huff, P. A. (2004) “Parallels in Muslim, Christian, and Jewish fundamentalism”, International Journal on World Peace, review of R. T. Antoun (2001) Understanding fundamentalism: Christian, Islamic, and Jewish movements. 33. Merriam-Webster’s Collegiate Dictionary. 34. Thorne, S. and Bruner, G. C. (2006) “An exploratory investigation of the characteristics of consumer fanaticism”, Qualitative Market Research: An International Journal, Vol. 9, No. 1, 2006, pp. 51-72. 35. Parliamentary Assembly of Council of Europe, Recommendation 1396 (1999): Religion and democracy. Available at: http://assembly.coe.int/Mainf.asp?link=/Documents/AdoptedText/ta99/EREC1396.htm. 36. UNESCO, “Interreligious dialogue” at http://portal.unesco.org/culture/en/ev.php-URL_ID=11680&URL_DO=DO_TOPIC&URL_SECTION=201.html. Themes
228 37. Makram-Ebeid, M. (1999) “Prospects for Euro-Mediterranean relations” in Intercultural dialogue: basis for Euro- Mediterranean partnership, Strasbourg: Council of Europe, and Lisbon: North-South Centre, 1999. Available at: www.coe.int/t/e/north-south_centre/programmes/6_transmediterranean_dialogue/c_publications/Intercultural- Dialogue_Euro-Mediterranean_Partnership.pdf 38. Final report of the Group of Specialists on “The role of women and men in intercultural and interreligious dialogue” (2005). 39. Ibid. 40. Ibid. 41. Janjar, M.S. (1999) “Inter-faith dialogue and the ethics of tolerance” in Intercultural dialogue: basis for Euro- Mediterranean partnership, Strasbourg: Council of Europe, and Lisbon: North-South Centre, 1999. 42. Final report of the Group of Specialists on “The role of women and men in intercultural and interreligious dialogue” (2005). 43. Ibid. 44. See www.wcrp.org. The Final report of the Group of Specialists on “The role of women and men in intercultural and interreligious dialogue” (2005). 45. The symposium was organised within the framework of the All Different – All Equal youth campaign for diversity, human rights, and participation. The participants were young people from member states of the Council of Europe and the Organisation of Islamic Conference. 46. See www.bahai.org; Baha’i faith (2007) Encyclopædia Britannica at www.britannica.com/eb/article-9001542; Baha’i faith (2007) Britannica Student Encyclopedia at www.britannica.com/ebi/article-9273059; Baha’i (2007) Britannica Concise Encyclopedia at www.britannica.com/ebc/article-9356361 (all retrieved 13 August 2007); and http://en.wikipedia.org/wiki/Bahai. 47. See http://en.wikipedia.org/wiki/Bahai (accessed 10 October 2008). 48. Ibid. 49. Kivisto, P. (1998) “Baha’i” in Encyclopedia of religion and society, W. H. Swatos (ed.), Hartford Institute for Religion Research, Hartford Seminary: Altamira Press. Available at: http://hirr.hartsem.edu/ency/bahai.htm (accessed 10 October 2008). 50. See http://en.wikipedia.org/wiki/Bahai (accessed 10 October 2008). 51. Ibid. 52. General references for this section are González, J. (1984) The history of Christianity, London: Harper Collins; Christianity (2007) Encyclopædia Britannica at www.britannica.com/eb/article-9105945 (retrieved 4 August 2007). Narratives in this section also refer to ‘Medieval and Reformation views’ and ‘The schism of 1054’, in Christianity (2007) Encyclopædia Britannica at www.britannica.com/eb/article-67412 and ‘Eastern Orthodoxy’ at www.religionfacts.com/christianity/denominations/orthodoxy.htm (both retrieved 5 August 2007). 53. The chronology of the life of Jesus is uncertain. 54. See http://simple.wikipedia.org/wiki/Jesus (accessed 10 October 2008). 55. Ibid. 56. Christianity (2007) Britannica Concise Encyclopædia at www.britannica.com/ebc/article-9360716 (retrieved 5 August 2007). 57. See http://en.wikipedia.org/wiki/Constantine_I_and_Christianity (accessed 17 September 2008). 58. Nicaea, Council of (2007) Encyclopædia Britannica at www.britannica.com/eb/article-9055691 (retrieved 5 August 2007). 59. Crusades (2007) Encyclopædia Britannica at www.britannica.com/eb/article-9110241 (retrieved 5 August 2007); Friedrich Wiegand, “Crusades” in Philip Schaff (ed.), The new Schaff-Herzog encyclopedia of religious knowledge, Vol. II (1953), pp. 315-318. 60. ‘The results of the Crusades’, in Crusades (2007) Encyclopædia Britannica at: www.britannica.com/eb/article-235543 (retrieved 5 August 2007). 61. Reformation (2007) Encyclopædia Britannica at www.britannica.com/eb/article-9063023 (retrieved 5 August 2007). 62. Thirty Years’ War (2007) Encyclopædia Britannica at www.britannica.com/eb/article-9072150 (retrieved 5 August 2007). 63. Enlightenment (2007) Encyclopædia Britannica at www.britannica.com/eb/article-9032680 (retrieved 5 August 2007). 64. Lord’s Prayer (2007) Encyclopædia Britannica at www.britannica.com/eb/article-9048957 (retrieved 6 August 2007). 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.
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144 everywhere and nowhere. Althoug
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146 Attitudes in a given society/co
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148 So, although women are oppresse
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150 Gender mainstreaming The United
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152 Marxist feminism also argues th
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154 In addition to these global eff
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156 to benefit from them. When this
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158 and political, social, economic
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160 D 6.5.4 Women and the labour ma
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162 b) physical, sexual and psychol
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164 to become emancipated, another
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166 What can be done to overcome th
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168 Focusing on specific gender iss
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170 3. Organization for Security an
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172 65. Walby, S. (1991); Council o
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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
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 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
Page 246 and 247: 2 245 A second set of concepts whos
Page 248 and 249: 2 247 Humanising the enemy: Feeling
Page 250 and 251: 2 249 is another ‘need’ that mi
Page 252 and 253: 2 251 Peace can be built by actions
Page 254 and 255: 2 253 not only to results but also
Page 256: 2 255 19. Silverstein, B. and Flame
Page 259 and 260: 258 The environment and people have
Page 261 and 262: 260 10.3 The first Eden: 10 the Eur
Page 263 and 264: 262 landscape, mostly by the destru
Page 265 and 266: 264 Another example from the Medite
Page 267 and 268: 266 Unfortunately, tensions over sh
Page 269 and 270: 268 campaigns and training events.
Page 271 and 272: 270 The overall aim of the renewed
Page 273 and 274: 272 Preservation and restoration of
Page 275 and 276: 274 Notes 1. “Environment” in C
Page 277 and 278: 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
Page 313 and 314:
312 Handouts Rules of the Game Ques
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314 Answers to Question 1: The Bar
Page 317 and 318:
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
Page 405 and 406:
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
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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 _______
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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