MOSAIC - The training kit for Euro-Mediterranean youth work

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2 233 9 Peace and conflict Figure 9. Imagine all the people Living life in peace You may say I’m a dreamer But I’m not the only one … John Lennon, “Imagine” lyrics, Imagine, 1971 9.1 Introduction Why are the ways of dealing with conflict and building peace relevant to Euro- Mediterranean youth work? First of all, because cultural, political and religious conflicts may arise anywhere, and the Euro-Mediterranean area is no exception. Quite the opposite, conflicts seem to be what first comes to mind when the Mediterranean space is evoked: the Arab/Palestinian-Israeli conflict; the conflict in Cyprus between the Turkish and Greek populations; the wars in the Balkans, or in Iraq and Lebanon; conflicts over the share of natural resources such as water and oil; conflicts in Russia with separatist groups – and these are only some of the better-known ones. These conflicts inform and influence the quality of Euro-Mediterranean youth projects – even whether they happen at all. Therefore, youth workers may need conflict management tools to deal with conflicts appropriately in their work. Themes
234 Secondly, conflict management and transformation can be applied to a variety of political, social, cultural or religious conflicts and issues; they are particularly relevant to Euro-Mediterranean youth work because of the great diversity found around the Mediterranean Sea. By focusing on this topic with reference to youth work and youth activities, this chapter aims to discuss concepts of peace and conflict that may help youth workers in dealing with conflicts, and it offers basic tools for advancing towards peace at different stages of a young person’s life. 9.2 About peace and conflict D 9.2.1 Concepts of peace and conflict The idea of peace has changed significantly through history. Traditionally, two main dimensions exist for the concept of peace: one dimension has to do more with inner peace (peace in people’s minds or hearts); the second is understood to be outside individuals (absence of war or violent conflict). 1 The Greeks used the word eirene to designate periods when there were no wars between the Greek cities. This ‘peace’ referred only to the peace they had among themselves, because they used that word for the peace that existed while they were at war with others. Similarly, in Roman times, pax meant the state of security and legal order within the Roman Empire. Pax was used to describe times when there were no rebellions against the Roman system (the absence of rebellion against an occupation), even if wars against barbarians outside the Empire were being fought. Other examples around the Mediterranean Sea relate the concept of peace to positive values – for example, shalom and salaam link peace to justice, which is also visible in the Christian notion of peace, and to fair economic relations between people. Both concepts, with some nuances, are often also linked to religion. In the modern world, the usage of the concept of peace has evolved significantly. In contrast to peace defined as “the absence of” (war, violence, etc.), the modern concept of peace is often defined as “the presence of” justice, and other conditions that create social harmony and thus prevent situations of violence that may result in social or armed conflict. In the 1960s, the peace researcher Johan Galtung had a major influence on the definition of the concept by proposing the distinction between positive and negative peace: negative peace is defined by the existence of “no wars or violent conflicts between states”, while positive peace emphasises “no war or conflict situation combined with a situation where there is equity, justice and development”, hence horizontal and co-operative relations between people, a state of law and social welfare (in addition to the “vertical” relations between state institutions and people). 2 The definition of peace adopted in this chapter is the process of achieving justice at different levels of human relations. This is a dynamic concept that “makes people acknowledge, confront and resolve conflicts in a non-violent way aiming at a harmony of the person with themselves, with nature and with other people”. 3 This definition underlines the idea of the dynamism of peace that, just like democracy or justice, can always be improved. Note also that the definition highlights the importance of acknowledging, confronting and resolving conflicts. Q: Which non-peace situations are you confronted with in your youth work? 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),
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176 188. UN-INSTRAW, Glossary of ge
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178 of minorities, it is hard to pi
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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
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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
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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 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
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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
Page 280: 3 279 Activities index Title Level
Page 283 and 284: 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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