MOSAIC - The training kit for Euro-Mediterranean youth work

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2 253 not only to results but also to the process itself, the way things are done. As one aim of any such project is to (re)build positive relationships between opponents, the project should create the conditions for this by identifying and promoting connectors to build networks. Connectors are factors that link the opposing parties. They may be people or groups of people who reject the division (mixed associations, intellectuals with active roles in understanding the problem, and so on); they may be places where people from both sides go (markets, squares, public transport, hospitals); they may be common values or habits. Those elements that divide societies (dividers) must also be taken into consideration and, if not tackled, at least not reinforced. Implementation of the project: This requires the capacity to react quickly to external inputs, as many unpredictable events related to the conflict, both opportunities and threats, can happen. Evaluation: Since evaluation must analyse both the outputs (if the specific objectives of the project have been fulfilled) and the impact (its contribution to peace-building), it needs to be done at different times during the project, when it is finished, and some months or even years later in order to assess its impacts. Evaluation is very important to learn lessons from the project and best practices on peace-building, which can be shared with other associations. Follow-up: As already mentioned, follow-up is very important to guarantee the effectiveness of the project in the long term, and it must be carefully planned in the definition of the project. It takes at least the same length of time to rehabilitate a society after a conflict as the length of time that the conflict lasted. 40 Rebuilding destroyed infrastructure, re-forming political institutions and particularly building bridges between people in divided societies all require time, and it is crucial to respect those timings. Thus peace-building actions require a long-term view (more than 20 years). This long-term approach means that the project planning must place special emphasis on how to guarantee the sustainability of the project, by training locals, creating a good working atmosphere in the working group, making people believe in the project, ensuring its long-term financial sustainability, and so on. Three tips for devising more effective projects 1. Projects can be directed at individuals, at the personal level (to change the attitudes, values and perceptions of individuals) or at the socio-political level (to support the reform of institutions that address the grievances that fuel conflict). To have positive effects on peace, projects focused on the individual/personal must translate the personal transformations into action at the socio-political level. Some, but not all, contexts require the socio-political actions to be translated to the individual level. 2. Projects can affect key people in the conflict or a larger number of people. To be effective, activities that engage more people must be linked to activities that engage key people, and, at the same time, key-people activities must be linked to activities that engage more people. 3. Usually, peace projects work with people who are comparatively easy to reach (children, women, churches, health workers), but few of them move beyond these to actors who are benefiting from the conflict (economic elites, governments), because these are “hard to reach”. Involving the “hard-to–reach” is critical to securing peace. Themes
254 One has to acknowledge that conflicts are very easy to create, but very difficult to resolve or even to ameliorate. However, the complexity and difficulty of the concepts presented in this chapter is proportionate to the effort and commitment required to deal with such issues. Youth work provides a promising opportunity for people who would like to have a positive role in peace-building efforts and deal with the conflicts that people live through every day. A single Euro-Mediterranean youth exchange may not be enough to establish long-lasting peace in the world. However, if the efforts are accompanied by commitment, work and constructive approaches from the young people and youth organisations, then they may bring about a positive change in a lot of young people’s lives. Notes 1. “Peace and violence” in COMPASS: a manual on human rights education with young people, Strasbourg: Council of Europe, 2003, pp. 376-381. Available at http://eycb.coe.int/compass. 2. Ibid. p. 377. 3. Seminario de Educación para la Paz-APDH (2000) Educar para la paz: una propuesta posible, Madrid: La Catarata. 4. Cascón Soriano, P. (2001) Educar en y para el conflicto (‘Education in and for conflict’) Cátedra UNESCO de Paz y Derechos humanos. Available in English or French at http://unesdoc.unesco.org/images/0013/001329/132945m.pdf (accessed 25 March 2007). 5. Ibid. 6. Ibid. 7. See http://en.wikipedia.org/wiki/Violence (accessed 22 October 2008). 8. Galtung, J. (1985) “Twenty-five years of peace research: ten challenges and some responses”, Journal of Peace Research, Vol. 22, No. 2, pp. 141-158. 9. Galtung, J. (1990) “Cultural violence”, Journal of Peace Research, Vol. 27, No. 3, pp. 291-305. 10. Wallensteen, P. and Sollenberg, M. (2001) “Armed conflict, 1989-2000”, Journal of Peace Research, Vol. 38, No. 5, pp. 629-644. 11. Harbom, L. and Wallensteen, P. (2007) “Armed conflict, 1989-2006”, Journal of Peace Research, Vol. 44, No. 5, pp. 623-607. For further information, see Uppsala Conflict Data Program (UCDP) at www.pcr.uu.se/database or at the School for a Culture of Peace database on armed conflicts at www.escolapau.org/alerta/index.php. 12. The explanation in this section is taken from Cascón Soriano, P. (2001). 13. This schema is taken from Cascón Soriano, P. (2001), p. 7, but the model is very similar to the Thomas-Kilmann Conflict MODE Instrument (Mountain View, CA: Xicom and CPP, 1974 by Kenneth W. Thomas and Ralph H. Kilmann) which describes a person’s behaviour along two dimensions (assertiveness and co-operativeness) and defines five “conflict-handling modes”: competing, collaborating, compromising, avoiding, accommodating. See www.kilmann.com/conflict.html. 14. Burton, J. (1990) Conflict: resolution and provention. New York: St. Martin’s Press. 15. If you want to know more about nonviolent communication, see Marshall Rosenberg’s publications, such as Nonviolent communication: a language of life, Encinitas, CA: PuddleDancer Press, 2nd edn (1 September 2003). 16. This section is based on and adopted from Cascón Soriano, P. (2001). 17. Irani, G. (1999). “Islamic mediation techniques for Middle East Conflicts”, Middle East Review of International Affairs, Vol. 3, No. 2; and Jabbour, E. (1998) “Sulha: an ancient Arab peacemaking process”, in Non-violent possibilities for the Palestinian-Israeli conflict: papers from the Jerusalem conference, September 7-8, 1993, Jerusalem: Palestinians & Israelis for Nonviolence [publisher]. 18. From now on, the enemy will be refered to as ‘it’. The usage of this term is justified not only by its gender neutrality, but also because it reflects the process of dehumanisation that it generates. 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
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182 minority young people might go
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184 7.5 Issues related to minoritie
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186 Problems within and between nor
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188 people who are tolerant but do
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190 Convention, people who claim th
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192 7.10 Challenges for Euro-Medite
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194 adopt non-formal education in
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196 20. See www.escwa.org.lb/ayd/ (
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2 199 8 Religion and tolerance Figu
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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
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 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
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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
Page 285 and 286: 284 Further information A brief acc
Page 287 and 288: 286 Instructions Ask the group to
Page 289 and 290: 288 Ideas for action Compare the si
Page 291 and 292: 290 Instructions Explain that the
Page 293 and 294: 292 Religion and spirituality can
Page 296 and 297: 3 295 Camels go far without water C
Page 298 and 299: 3 297 What did you learn about you
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Page 303 and 304: 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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